[mentalhealth-l] ENEWS: December, 2005 (vol. 10 #3)

mentalhealth-l at lists.ucla.edu mentalhealth-l at lists.ucla.edu
Tue Nov 29 16:22:48 PST 2005

ENEWS: A Monthly Forum for Sharing and Interchange

December, 2005 (vol. 10 #3)

Source: UCLA School Mental Health Project/
                 Center for Mental Health in Schools

ENEWS is one of the many resources our Center offers to those concerned 
with enhancing policies, programs, and practices related to addressing 
barriers to student learning and to promoting mental health in 
schools.  For more on what our federally supported Center can provide, see 

Feel Free to Forward this to Anyone


**Emerging Issue
         >The 65% Solution for School Funding

**This Month's Focus for Schools to Address Barriers to Learning
         >December – Re-engaging Students

**Recent Publications relevant to
         >Children's Mental and Physical Health
         >Family, School & Community
         >Policy, Systems, Law, Ethics, Finances & Statistics

**Upcoming Initiatives, Conferences & Workshops

**Calls for Grant Proposals, Presentations & Papers

**Updates for the two National Centers focusing on Mental Health in Schools

**Other Helpful Resources

**Training & Job Opportunities (including fellowships and scholarships)

**Comments/Requests/Information/Questions from the field

To post message to ENEWS, E-mail them to ltaylor at ucla.edu

To subscribe/unsubscribe to ENEWS, go to:
and follow the directions to sign up.  Alternatively, you can send an email 
request to smhp at ucla.edu asking to be added to the ENEWS listserv.


The "65 percent solution" is an initiative which is being promoted around 
the country by an advocacy group called "First Class Education." The intent 
is to have schools spend almost two-thirds of their operating budgets on 
classroom expenses such as teacher salaries and student supplies. Of note: 
The initiative is being advocated by the Governor in Missouri and a 
legislative proposal in Florida. As noted in the Orlando Sentinel, "On its 
face, it sounds simple: Spend more money on teachers, schoolbooks and 
supplies, and students will get a better education. But maybe it's not so 
simple -- especially if the extra money has to come from libraries, buses 
and lunches and with no guarantee that the schools will improve. Advocates 
say it's a way to boost spending on students without raising taxes. But 
critics call the measure, which could go before voters next fall [in 
Florida], a simplistic gimmick that could lead to cuts in other critical 
school services."  The definition of classroom expenses comes from the 
federal government. Among the concerns raised are that the definition of 
student instruction expenses leaves out supportive services such as 
transportation, utilities, librarians, student support staff, and more. The 
Education Commissioner in Missouri is quoted in the Jefferson City News 
Tribune as saying "We need to make sure they get the right things defined. 
There's a lot more that goes into education than a teacher in the 
classroom." (In Missouri, using the federal definition, schools currently 
spend an average of 61 percent of taxpayer funding on instruction, which is 
about the national average.)

Where do you stand on enacting the 65% solution? Send your comments to 
ltaylor at ucla.edu and we will integrate and share them in next month's ENEWS.

"Improving children's academic outcomes should be the No. 1 public health 
agenda in the U. S.  There is virtually no other single variable that we 
can find that has more impact on the rest of your life, both from physical 
health and mental health, than school success."
         Cecil Reynolds


"One-fifth of students receive some type of school-supported mental health 
services during the school year.... Elementary, middle, and high schools 
all cite social, interpersonal or family problems as the most frequent 
mental health problems for students."  11/22/05 SAMHSA News Release. Report 
available at

On January 11, 2006, at 11 a.m. ET, the Office of Juvenile Justice and 
Delinquency Prevention (OJJDP) will air the 2-hour videoconference 
"Communities Respond to Youth Gangs in America." The videoconference 
program, which may be viewed via satellite downlink or on the Internet, 
will feature community programs and strategies that effectively address the 
problem of youth gangs. It will explore strategies to leverage resources, 
provide examples of partnerships across disciplines, highlight innovative 
strategies, and share information on faith-based responses and neighborhood 
efforts. The broadcast is designed for anyone interested in addressing 
youth gangs, including school personnel, school resource officers/G.R.E.A.T 
officers, law enforcement professionals, local Boys & Girls Club staff, 
youth development professionals, probation and corrections officers, 
prosecutors and court personnel, researchers, elected officials, and youth 
leaders.To access further information and register online, go to

"The aftermath of Hurricane Katrina has taken a heavy emotional toll on 
people throughout the Gulf Coast region. In Jefferson Parish, just outside 
New Orleans, an apparent increase in the number of suicide attempts is one 
sign of the psychological strain." 11/15/05 National Public Radio 

"There are a lot of bullies in elementary school, and for every bully there 
is at least one vict...In all, about 22% of school children are involved. 
The victims of bullying appear to do worse in school, but all the children 
involved in bullying – form either side – say they're usually sad and don't 
feel they belong at school." 11/7/05 

Recently, the U.S. House of Representatives passed a bill (H.R. 1790) that 
would forbid schools that receive federal funds from "requiring a child to 
obtain a prescription for a controlled substance or a psychotropic drug as 
a condition for attending school or receiving services." The reference is 
to drugs used in the diagnosis, treatment, or prevention of a disease and 
those that alter perception, emotion, or behavior. The bill now goes to the 
Senate. (The legislation can be read and tracked at http://thomas.loc.gov .)

"The number of adolescents taking antidepressant is up while, as the same 
time fewer depressed teens are being treated with psychotherapy or 
mental-health counseling...The number of clinician visits by children and 
adolescents being seen for depression more than doubled. However, 
mental-health counseling including psychotherapy dropped from 
83-68%...42-52% of all adolescent patient visits involving medication did 
not include counseling." 11/16/05. 

"The Supreme Court rules in a closely watched education case that parents 
who disagree with a school system's special education plan for their child 
have the legal burden of proving that the plan will not provide the 
"appropriate" education to which federal law entitles all children with 
disabilities...Chief Justice John G. Roberts Jr. did not take part in the 
case because his former law firm represented the school district...The Bush 
administration had originally entered the case on behalf of the 
parents...But when the case reached the Supreme Court, the administration 
switched sides." 11/15/05 The New York Times http://www.nytimes.com

"In an experiment, up to 10 states will be allowed to measure not just how 
students are performing, but also how that performance is changing over 
time. Schools are now judged based only on how today's students compare to 
last year's students in math and reading–like fourth graders in 2005 versus 
fourth graders in 2004.  Education officials in many states argue that such 
a system does not recognize changes in the population or growth by 
individual students." 11/19/05 New York Times

"New data from the Illinois State Board of Education from the 2004-05 
school year shows that average teacher experience is the lowest in nearly 
20 years...Educators attribute the drop to early retirement incentives, 
budget troubles that make younger and cheaper teachers more attractive to 
hire, and even less academic freedom as federal reforms pressure schools to 
teach for tests." 10/24/05 Chicago Tribune

"We owe it to our young people to build a system that will ensure every 
single one of our students feels connected to and engaged in their learning 
and gets the support they need to reach full success in high school and 
graduates. That is, quite simply, our responsibility as educators."
         David P. Driscoll, Massachusetts Education Commissioner

Each week the Center highlights a newsworthy story online at 

Also, access other news stories relevant to mental health in schools 
through links at http://smhp.psych.ucla.edu/whatsnew/linkstolatest.htm

*Monthly Focus for Schools to Address Barriers to Learning
         >>December: Re-engaging Students: Use a student's time off in ways 
that pay off!

For school staff and students the winter break is a welcome time for rest 
and relaxation. It is also a valuable opportunity for appreciating what as 
been accomplished in the first part of the school year, facing the fact 
that there are some problems that need to be addressed, and anticipating a 
fresh start in the new year.

By December, school staff and students know that for some students "it 
isn't working."  Since giving up is no option, the focus must be on 
re-engagement. Some of the common school-related reasons that students 
disengage from classroom learning are that they are
         >not experiencing sufficient success in learning, so they give up
         >not having a good relationship with the teacher, so they react/resist
         >not having connected with a supportive group of friends, so they 
feel isolated/alienated.
(A few student may be experiencing a lack of success related to all three.)

For ideas on how to use the time before, during, and after winter break to 
address these problems, go to "Ideas for enhancing support at school this 
month" on the Center website homepage at http://smhp.psych.ucla.edu and 
scroll down to December. You will see suggestions and strategies for 
strengthening connections to disengaged students and for students to 
re-connect with school.

"Do not train children to learning by force and harshness, but direct them 
to it by what amuses their minds, so that you may be better able to 
discover with accuracy the peculiar bent of the genius of each."


*Children's Mental and Physical Health

 > "Self esteem/self concept scales for children and adolescents: A review" 
(2005) R. Butler & S. Gasson, Child and Adolescent Mental Health, 10 (4) 
190. Http://www.blackwell-synergy.com/

 > "The stigmatization of mental illness in children and 
families."  Summarized at Data Trends at 

 > "Seven Reasons for Investing in Social Emotional Learning" (2005) in 
CASEL Connection. http://www.casel.org/listservs/enewsletters/e-news-oct05.htm

 > "Suicide prevention strategies: A systematic review" (2005) J. Mann, et 
al,  Journal of the American Medical Association, 294(16) 2064-2074.

 > "Treatment studies involving adolescents with drug and alcohol 
disorders" (2005) J. Cornelius, Addictive Behaviors, 30 (9) 
1627-1629.  Http://www.sciencedirect.com/

 > "An intensive mental health unit for adolescents in the correctional 
setting" (2005) J. Niedermier & G. Thomas, Psychiatric Services, 56:1459. 

 > "Emergent suicidality in a clinical psychotherapy trial for adolescent 
depression" (2005) J. Bridge, et al, American Journal of Psychiatry, 

 > "Parents' and clinicians' perception of severity of referral problems" 
(2005) S. Maguire & J. Guishard-Pine, Child and Adolescent Mental Health, 
10 (4) 183.

*Family, School & Community

 > "Facilitating youth self-change through school-based intervention" 
(2005) S. Brown, et al, Addictive Behaviors, 20 (9) 1797-1810. 

 >>"State of the Art Research in Academic and Behavioral Assessment and 
Intervention" (2005) Special Topic Issue, School Psychology Review, Vol. 34, #1

 > "The effectiveness of school-based anger interventions and programs: A 
meta-analysis" (2005) K. Gansle, Journal of School Psychology, 43 (4) 
321-341.  Http://www.sciencedirect.com/

 > "Why it is so difficult to form effective community coalitions" (2005) 
City & Community, 4 (3) 255-275.

 > "Educational Leadership" (2005) A review of the research prepared for 
The Laboratory for Student Success by K. Leithwood

 > "The perils of high school exit exams" (2005) D. Perkins-Gough, 
Educational Leadership, 63 (3) 90-91. Http://www.ascd.org

 > "Factors associated with adoption of evidence-based substance use 
prevention curricula in US school districts" (2005) L. Rohrbach, et al., 
Health Education Research, 20 (5) 
514-526.  Http://her.oxfordjournals.org/cgi/content/abstract/20/5/514

 > "The classroom of popular culture: What video games can teach us about 
making students want to learn" (2005) J. Gee, Harvard Education Letter, 

 > "The Effectiveness of Whole-School Antibullying Programs: A Synthesis of 
Evaluation Research" (2005) J. David Smith, B.H. Schneider, P.K. Smith, & 
K. Ananiadou,  School Psychology Review, Vol. 33, #4, 547-560.

 > "Bullying, psychosocial adjustment, and academic performance in 
elementary school" (2005) G. Glew, et al, Archives of Pediatrics and 
Adolescent Medicine, 159 (11) 
1026-1031.  Http://archpedi.ama-assn.org/cgi/content/abstract/159/11/1026?etoc

 > "The influence of sociocultural factors on body image: A meta-analysis" 
(2005) G. Cafri, et al, Clinical Psychology: Science and Practice 12(4) 
421-433.  Http://clipsy.oxfordjournals.org/cgi/content/abstract/12/4/421?etoc

 > "Teacher connectedness and health-related outcomes among detained 
adolescents" (2005) D. Voisin, et al., Journal of Adolescent Health, 37 (4) 
337. Http://www.jahonline.org/article/PIIS1054139X05001436/abstract

*Policy, Systems, Law, Ethics, Finances & Statistics

 > "School Mental Health Services in the United States, 2002––2003." 
(2005). S. Foster, M. Rollefson, T. Doksum, D. Noonan, G. Robinson,  & J. 
Teich, DHHS Pub. No. (SMA) 05-4068. Rockville, MD: Center for Mental Health 
Services, SAMHSA.

 > "Who's Left Behind?  Immigrant children in high and low LEP schools" 
(2005) C. Consentino de Cohen, et al, The Urban Institute. 

 > "Cost-effectiveness of an intervention to prevent depression in at-risk 
teens" (2005) F. Lynch, et al, Archives of General Psychiatry, 62 (11) 

 > "Children with complex mental health problems: Needs, costs and 
predictors over one year" (2005) A. Clark, et al Child and Adolescent 
Mental Health, 10 (4) 170

 > "Indicators of School Crime and Safety: 2005."  National Center for 
Education Statistics and the Bureau of Justice 
Statistics.  Http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006001

 > "The averaged freshman graduation rate for public high schools from the 
common core of data: school years 2001-2002 and 2002-03." (2005) National 
Center for Education Statistics. 

 > "Social and economic determinants of disparities in professional 
help-seeking for child mental health problems: Evidence from a national 
sample" (2005) F. Zimmerman, Health Services Research, 40, 1514. 

 > "Treatment integrity and therapeutic change: Issues and research 
recommendations" (2005) F. Perepletchikova & A. Kazdin, Clinical 
Psychology: Science and Practice, 12 (4) 
365-383.  Http://clipsy.oxfordjournals.org/cgi/content/abstract/12/4/365?etoc

 > ‘Developmental and behavioral needs and service use for young children 
in child welfare" (2005)  A. Stahmer, et al., Pediatrics, 116 (4) 
891-900.  Http://pediatrics.aappublications.org/cgi/content/abstract/116/4/891

 > "Nation's report card" (2005) National Assessment of Educational 
Progress, National Center for Education Statistics. 

Note: The Quick Find Online Clearinghouse at http://smhp.psych.ucla.edu is 
updated regularly with new reports and publications such as those listed 
above.  Currently there are over 100 alphabetized topic pages with direct 
links to Center materials and to other online resources and related 
centers.  Let us know about publications and reports that should be 
included in this dedicated online clearinghouse.  Ltaylor at ucla.edu

"I have never let my schooling interfere with my education."
                                         Mark Twain


 >National Community Education Conference, December 7-10, St. Louis, MO

 >National Conference on Disability Inclusion and National Service, 
December 8-10, Alexandria, VA

 >Alliance for Children and Families, Building Community Voices, December 
9, New York, NY

 >Bringing Theory to Practice, January 27-28, Washington, 
DC.  Http://www.bringingtheorytopractice.org

 >A System of Care for Children's Mental Health: Expanding the Research 
Base, February 22-25, Tampa, FL   http://rtckids.fmhi.usf.edu

 >Center for the Study and Prevention of Violence, March 13-15, Denver, CO 

 >National Symposium on Child Abuse, March 14-17, Huntsville, 
AL.  Http://www.nationalcac.org/professionals/trainings/symposium.html

 >National Youth Crime Prevention, March 20-23, Ogden, 
UT.  Http://www.ycwa.org/youthcon/index.html

 >Joint Meeting on Adolescent Treatment Effectiveness, March 27-29, 
Baltimore, MD. Http://www.mayatech.com/cti/jmate/index.htm

 >National Association of School Psychologists, March 28 - April 1, 
Anaheim, CA http://www.naspoline.org/conventions/2006Anaheim.html

 >School Social Work Conference, March 29 - April 1, Boston, MA 

 >Association for Supervision and Curriculum Development, April 1-3, 
Chicago, IL. Http://www.ascd.org

 >System Transformation at the Interface of the Criminal Justice and Mental 
Health Systems, April 5-7, Boston, MA.  Http://www.gainscenter.samhsa.gov

 >American Psychological Society, May 25-28, NY, NY. 

 >National Mental Health Association, June 8-10, Washington, DC. 

 >National School-Based Health Care Convention, June 15-17, Portland, 
OR.  Http://www.nasbhc.org

 >American School Counselor Association, June 24-27, Chicago, IL 

*For more conference announcements, refer to our website conference section 
at http://smhpl.psych.ucla.edu/upconf.htm

If you want to list your conference please email ltaylor at ucla.edu

"Every great advance in science has issued from a new audacity of imagination."
                                                 John Dewey


See the electronic storefront for federal grants at http://www.grants.gov
You can use it to double check due dates and access applications.

Current examples:
 >>U. S. Department of Education (http://www.ed.gov)
 >>>Training & Information for Parents of Children with Disabilities – 
Community Parent Resource Centers (CFDA# 84.328C) Due 1/3/06
 >>>Parent Training & Information Centers (CFDA # 84.328M) Due 1/12/06

 >>National Institute of Justice
 >>>Violence Prevention Programs (SL000732) Due 
2/24/06   http://www.ncjrs.org/pdffiles1/nij/sl000732.pdf

 >>Center for Disease Control and Prevention
 >>>National Programs to Build the Capacity for Societal Institutions that 
Influence Youth Behavior (CDC-RFA-DP06-601) Due 1/9/06

 >>Substance Abuse and Mental Health Services Administration 
 >>>Knowledge Dissemination Conference Grants (PA-06-001) Due 1/31 and 10/31

 >For information on the Corporation for National and Community Service 
2006 Learn and Service America grant competition technical assistance, call 
202-606-7510.  Application instructions are at 
Deadlines for school-based competitive and community-based competitive is 
March 7.


Child and Adolescent Mental Health conference in Mumbai, India, Oct 5-7. 
Deadline for papers February 28. Http://www.iccamh.elsevier.com/

Implementation Science Journal accepting submissions. See 

American Psychological Society conference in NY, NY, May 
25-28.  Submissions due January 31. 

"If at first the idea is not absurd, then there is no hope for it."
                                         Albert Einstein


^ ^ ^ Updates from our Center at UCLA

 >National Initiative for New Directions for Student Support

Updates on the initiative, including the report, a list of core advisors, 
and plans for next steps from the most recent statewide summit held in 
Harrisburg, Pennsylvania , are online at 
 >>Statewide Summits – A statewide Summit was held in Harrisburg, PA, 
November 14. The interest in the initiative was reflected in the fact that 
the Summit was oversubscribed. The next statewide summit is set for New 
Jersey (in Princeton) on January 30, 2006. Again the interest is extensive 
and the Summit is certain to be oversubscribed. (The report, a list of core 
advisors, and plans for next steps from the most recent statewide summit 
held in Harrisburg, Pennsylvania are online at 
http://smhp.psych.ucla.edu/summit2002/ndannouncement.htm )

 >>Leadership Institutes – The input we have received makes it clear that 
the next phase in states that have held statewide summits is to expand 
leadership capacity building and networking. Therefore, in August, 
we  began conducting Leadership Institutes for New Directions for Student 
Support. The first was in Minneapolis/St. Paul, Minnesota; the second was 
in September in Dallas, Texas. While the original intent was to work 
specifically with teams from schools and education agencies in each state, 
we have agreed to open the Leadership Institutes to individuals and teams 
from other states who are ready to move in New Directions for Student 
Support. We are now determining future interest. Let us know your thoughts 
about this. Remember, there is no cost for attendance (other than personal 
travel costs).

 >>Legislation – California legislation has been forwarded to the 
appropriation committee. See – 

 >>Developing Additional Resources to Advance New Directions – The Tool Kit 
of resources for the Initiative continues to expand (online and in 
hardcopy) http://smhp.psych.ucla.edu/toolkit.htm

Recently added:
 >>>"Example of a Formal Proposal for Moving in New Directions" (e.g., 
proposal to a Superintendent, Student Support Director, Principal, Board, 
etc. about Integrating a Comprehensive Approach for Addressing Barriers to 
Learning into School Improvement Planning)

 >>>"Infrastructure for Learning Supports at District, Regional, and State 

In general, things are moving along a good clip. As always, we value input 
on how to maximize the initiative's impact, including info on upcoming 
events where there could be an opportunity to engage decision makers in 
exploring New Directions.

 >More Resources
 >>Growing Set of Fact & Info Sheets, Guidance & Practice Notes, and Tools 
for Practice –  Go to –  http://smhp.psych.ucla.edu/specres.htm#FACTINFO – 
to see the growing list of these brief resources –– some of which our 
Center has developed; others have direct links to the source material.  All 
are designed to provide brief documents to share information to school 
staff and families on concerns related to mental health in schools. The 
tools can be adapted as staff devise action plans.

For example, see info sheets on:
 >>>The School's Role in Addressing Psychological Reactions to Loss
 >>>Frequently Asked Questions About Mental Health in Schools
 >>>Why Address What's Missing in School Improvement Planning?
 >>>About Positive Psychology

And just posted ––
 >>>Some Base Line Data on School Mental Health Services –– a quick summary 
of findings from the just released SAMHSA survey.

All the documents can be downloaded in pdf format.

 >For access to the latest resources we have developed for the field, go to:
http://smhp.psych.ucla.edu/whatsnew/JustPutOnline.htm  or
http://smhp.psych.ucla.edu/whatsnew/otherresources.htm Brief Online Resources
or simply go to the complete list of resources by going to the homepage 
(http://smhp.psych.ucla.edu ) and clicking on Center Materials.

 >School Intervention Interest Group (SCRA) hosted website
We are pleased to host on our website a mini-web for this special interest 
group of the Society of Community Research and Action (Division 27 of the 
American Psychological Association).  Go to http://smhp.psych.ucla.edu, 
click on Contents, and scroll down to Center hosted sites to access 
information, publications, and job opportunities and to join their listserv.
For more information on the UCLA Center for Mental Health in Schools, go to 
the website at http://smhp.psych.ucla.edu or contact:

Howard Adelman and Linda Taylor, Co-Directors
School Mental Health Project/
Center for Mental Health in Schools
UCLA Department of Psychology
Los Angeles, CA 90095-1563
Phone (310) 825-3634; Toll Free (866) 846-4842; Fax (310) 206-8716
Email: smhp at ucla.edu

^ ^ ^ For information about our sister center, the Center for School Mental 
Health Analysis and Action, see http://csmha.umaryland.edu.  Or contact 
Mark Weist, Director, CSMHA, University of Maryland at Baltimore, 
Department of Psychiatry, 737 W. Lombard St., 4th Floor, Baltimore, MD, 
21201.  Toll Free phone: 888-706-0980.  Email csmh at umpsy.umaryland.edu

"You can observe a lot just by watching."
                                         Yogi Berra


 >No turning back: promising approaches to reducing racial and ethnic 
disparities affecting youth of color in the justice 
system.  Http://www.buildingblocksforyouth.org/noturningback/ntb_fullreport.pdf

 >Using NCLB funds to support extended learning time: Opportunities for 
afterschool programs  http://www.ccsso.org/content/PDFs/UsingNCLBFunds.pdf

 >Early Intervening 
Services.  Http://www.ed.gov/policy/speced/guid/idea/idea2004.html

 >Disproportionality and 
overidentification  http://www.ed.gov/policy/speced/guid/idea/idea2004.html

 >A Health Profile of Adolescent and Young Adult Males: 2005 Brief from the 
National Adolescent Health Information Center (NAHIC)

 >State fact sheets for grandparents and other relatives raising 

 >Gangs: The new family   http://ianrpubs.unl.edu/family/g1294.htm

 >Asperger's disorder homepage  http://www.aspergers.com

 >Guide to Community Preventive Services   http://www.thecommunityguide.org/

 >A national plan of implementation 

 >Street terms: Drugs and the drug 
trade  http://www.whitehousedrugpolicy.gov/streetterms/

 >Social phobia in children and 
adolescents  http://www.aboutourkids.org/aboutour/letter/janfeb00.pdf

 >Not in our Name: Reclaiming the democratic vision of small school 
reform  http://www.rethinkingschools.org/archive/19_04/name194.shtml

 >Community guide to helping America's 
Youth  http://www.helpingamericasyouth.org/

 >In harm's way: aiding children exposed to 
trauma  http://www.gih.org/usr_doc/GIH_IssueBrief23pdf.pdf

 >Culturally competent children's mental health services: advances & 
challenges. Summarized at   http://www.rtc.pdx.edu/pgDataTrends.shtml

 >Knowledge Path: Autism spectrum 
disorders  http://www.mchlibrary.info/knowledgepaths/kp_autism.html

Note: for a wide range of relevant websites, see our Gateway to a World of 
Resources at http://smhp.psych.ucla.edu



<Project Coordinator>
Center for Promoting Research to Practice, College of Education, Lehigh 
University. Contact Ed. Shapiro at ed.shapiro at lehigh.edu

National Mental Health Association, Alexandria, VA.  Deadline 
12/23/05.  Contact Cynthia Wainscott at cwainscott at nmha.org

Institute for Families in Society, University of South Carolina, Columbia, 
SC.  See http://www.ifs.sc.edu

Senior Research and Evaluation Analyst, The Children's Trust, Miami-Dade 
County, FL.  See http://www.thechildrenstrust.org

<Postdoctoral Fellowships>
Center for Human Potential and Public Policy, University of 
Chicago.  Deadline 2/1/06.  Contact Post-doctoral search, CHPPP, University 
of Chicago, 1155 E. 60th St., Chicago., IL 60637.

<Postdoctoral Fellowship>
The Family Research Consortium. Involves 11 universities.  See 

Journal of School Psychology.  Deadline 3/15/06.  Contact Pat Harrison at 
pharriso at bamaed.ua.edu

Department of Counseling Psychology, University of Wisconsin-Madison. 
Deadline 1/6/06.  See http://www.education.wisc.edu/cp/

For more information on employment opportunities, see 
following the list of current openings, you will see links to HRSA, SAMHSA, 
and other relevant job sites.

"The more you think, the more time you have."
         Henry Ford


(1)"We would like to inform you of the ‘Green paper: improving the mental 
health of the population: Towards a strategy on mental health for the 
European Union'" (10/14/05 adoption) 

(2) "We just published ‘Helping Traumatized Children Learn.' The 
publication is the produce of the Trauma and Learning Policy Initiative, a 
partnership of Massachusetts Advocates for Children and the Hale and Dorr 
Legal Services Center of Harvard Law School."  For information see 

(3) In response to last month's Focus for November: Referrals – Stemming 
the Tide
"As a school psychologist this topic hits close to home. Schools seem 
uninterested in working through interventions to produce changes. As a 
result students are pushed into the case study option without the benefit 
of intervention within the regular education program. We are struggling to 
address this issue at this time with little or no success."

(4) Reply to last month's emerging issue:  Are your concerns included in 
school improvement planning?
"My experience has been that there has only been lip service to including 
learning support services in school improvement planning, at least in our 
district. Money, of course, is the major obstacle as both teaching staff 
and parents want all monies to go into classroom and academic areas.I would 
like to see more emphasis on providing teachers with skills to respond to 
students who are disrupting their classrooms and/or who are not performing 
academically. From my experience in talking with students in teacher 
training programs, little is done to provide them skills to deal with 
student behavior-related problems.

Of course, a major problem is that teachers get very little supervision. 
They are provided no support to address specific issues they are having 
with students. Monies should be provided to have school-based training in 
such issues as the deviant student, the disruptive student, the bored 
student, the always-late student, etc. In fact, if I were a superintendent, 
I would require that at least all new teachers be required to attend such 
weekly training for which they would be paid to attend. The other 
components would be to have weekly visits to the classroom by the person 
doing the training as well as support groups where teachers could discuss 
the issues they are facing with students. Probably more than any other 
professional, teachers' personalities can determine how well they succeed 
in the classroom.

I would also require schools with new teachers to train the teachers in 
making assessments about students' behavior, e.g. what to look for, when to 
refer, possible personal interventions prior to referral, etc. It has been 
my experience that a majority of counselors are focused on paperwork 
related to their caseloads. School improvement plans should include steps 
to less paperwork and make counselors more available to respond to 
students' emotional and social needs which can be major barriers to learning."


See below for source identifying information:

Who Are We?

Under the auspices of the School Mental Health Project in the Department of 
Psychology at UCLA we established a Center for Mental Health in Schools 
in1995. The Project and Center are co-directed by Howard Adelman and Linda 
Taylor. The UCLA Center is one of two national centers first funded in 
October,1995, by the Office of Adolescent Health, Maternal and Child Health 
Bureau(Title V, Social Security Act), Health Resources and Services 
Administration (Project #U45MC00175). In open competition, both Centers 
were refunded in 2000 and 2005 for 5 year cycles with Substance Abuse and 
Mental Health Services Administration's Center for Mental Health Services 
joining HRSA as a co-funder. As sister Centers, the Center at UCLA and the 
one at the University of Maryland focus on advancing efforts to enhance how 
schools address mental health and psychosocial concerns.

A description and evaluation of the Center's work and impact is available at

For more information about the Center or about ENEWS, contact Center 
Coordinator Perry Nelson or Center Co-Directors Howard Adelman and Linda 
Taylor at:
UCLA School Mental Health Project/Center for Mental Health in Schools
Box 951563, Los Angeles, CA 90095-1563
Phone (310) 825-3634; Toll Free (866) 846-4843; Fax (310) 206-8716
smhp at ucla.edu 

-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://lists.ucla.edu/pipermail/mentalhealth-l/attachments/20051129/16e503e9/attachment.html

More information about the Mentalhealth-l mailing list