[mentalhealth-l] ENEWS: October, 2005 (vol. 10 #1)
mentalhealth-l at lists.ucla.edu
mentalhealth-l at lists.ucla.edu
Mon Oct 3 08:35:58 PDT 2005
ENEWS: A Monthly Forum for Sharing and Interchange
October, 2005 (vol. 10 #1)
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
http://smhp.psych.ucla.edu
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Feel Free to Forward this to Anyone
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WHAT'S HERE THIS MONTH
**Emerging Issue
>Schools and Communities Working Together: Is the Dominant Focus
Too Limited?
**This Month's Focus for Schools to Address Barriers to Learning
>Enabling School Adjustment: A concern for all students and
especially those affected by the hurricane aftermath
>Reminder about Accessing Resources for Responding to the
Hurricane Aftermath
**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
<><><><
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**EMERGING ISSUE
>>Schools and Communities Working Together: Is the Dominant Focus Too
Limited?
In "Communities and Schools: A New View of Urban Education Reform" (Harvard
Educational Review, Summer 2005) Mark Warren asks "What sense does it make
to try to reform urban schools while the communities around them stagnate
or collapse?" He offers a typology identifying three dominant approaches to
school-community collaboration and draws a contrast between school
collaboration with local community service agencies and an organizing
approach that forges collaborations between a broad-based of stakeholders
in communities and schools to maximize social capital. He argues the
organizing approach can improve the social context of education and reduce
the disconnection of most urban schools from their surrounding
neighborhoods so that children come to school better able to learn. What's
your view on this matter? What changes are needed to enable schools and
communities to work together more effectively to ensure equity of
opportunity for all students at school and for their families? Let us know
what you think about this.
Send your comments to ltaylor at ucla.edu and we will integrate and share them
in next month's ENEWS.
@@@@@@@
"Injustice anywhere is a threat to justice everywhere.
We are caught in an inescapable network of mutuality,
tied in a single garment of destiny. Whatever affects
one directly affects all indirectly."
Martin Luther King, Jr.
@#@#@
**NEWS FROM AROUND THE COUNTRY
*TRAUMATIZED STUDENTS CHALLENGE FOR TEACHERS
"School buildings demolished by Hurricane Katrina can be reconstructed and
missed days made up, but the real challenge Mississippi teachers face is
recouping lost learning time with traumatized children." 9/19/05 The
Clarion-Ledger
*LOUISIANA STATE BOARD SHELVES TESTING FOR PROMOTION
"Louisiana's state school board temporarily shelved the rule that fourth-
and eighth-grade public school students have to pass a key test to move to
the next grade. The new rules for the test known as LEAP were part of a
series of far-reaching policy changes to cope with massive school problems
caused by Hurricanes Katrina and Rita. The state Board of Elementary and
Secondary Education also voted to: allow shorter school years in affected
parishes; permit more crowded classrooms because of the surge of displaced
students; and let high school seniors who left the state for other schools
qualify for a Louisiana diploma." Baton Rouge Advocate
*FIERCE OPPOSITION ARISES TO MENTAL HEALTH SCREENING IN SCHOOLS
"Over the past two years, a cottage industry of fiery opposition has grown
up around the proposal to expand mental health programs in the schools and
has become a popular rallying cry for conservatives who see it as
unwarranted government intervention in family life. As a first step, the
groups are pushing Congress to pas legislation, sponsored by Rep. Ron Paul,
R-Tex., and supported by House Majority Leader Tom DeLay, R-Tex., to
prohibit any federal funding for mental health screening of students
without written consent of their parents." 9/18/05 Pittsburgh Post-Gazette
*CLASS ACTION LAWSUIT FOCUSES ON ACHIEVEMENT GAP
"More than 20,000 black students in Florida can stand together against the
school system in a lawsuit that alleges they are not being properly
educated, a three-judge appeals panel ruled. The decision granting
class-action status to the lawsuit sets the stage for an extraordinary
legal battle over some of the biggest questions facing American educators
today: How should school districts address the low achievement of black
students and disproportionately high number of disciplinary actions against
those students? Can school systems alone be held accountable for the
problem? The case is thought to be a one-of-a-kind attempt to get the
courts to resolve a complex issue that educators historically have tried to
work out in the classroom." St. Petersburg Times
*REPORT INDICATES EIGHT PERCENT OF U.S. KIDS DIAGNOSED ADHD
"Just under 8 percent (4.4 million) of U.S. children aged 4 to 17 had ever
been diagnosed with attention-deficit hyperactivity disorder in 2003, and
more than half of them are being treated with drugs, the U. S. Centers of
Disease Control and Prevention reported. The highest rates of medication
treatment for ADHD by sex and age were reported among males ages 12 years
(9.3 percent). 9/1/05 Reuters
*TO FINISH HIGH SCHOOL, TEENS START COLLEGE
"A school reform now catching on enrolls disadvantaged students in college
courses while still in high school. The fact that fewer than 50% of
African-American, Latino, and native American students who begin ninth
grade make it to graduation was the impetus behind the early college high
schools." 9/14/05 Christian Science Monitor
*PROTEST OVER BRONX SCHOOL'S METAL DETECTORS
"For the first time in recent memory, 1,500 New York City high school
students skipped classes, marched for two miles and got what they wanted: a
sit-down meeting with school administrators. The students asked that the
metal detectors and security cameras be removed, that they be allowed to
have lunch outside the school, and that an earlier ban on cell phones be
lifted. Guidance counselors are to select a team of student representatives
who will present the student demands and negotiate with the
administration." 9/21/05 New York Times
*MAINE TURNS DOWN SEX-ED FUNDS
"Maine has stopped accepting federal funds for an abstinence-based
sex-education programs, in part because federal guidelines do not allow any
of the money to be used to teach so-called "safe sex" practices. The
decision makes Maine only the third state (with California and
Pennsylvania) in the country to turn down the federal money." 9/20/05
Portland Press Health
*REPORT ON YOUTH DRUG USE
"Health and Human Services Secretary Mike Leavitt announced a 9 percent
decline in illicit drug use among American youth between the ages of 12 and
17 from 2002 to 2004. An area of concern is the increasing non-medical use
of prescription medications among young adults. In 2004, about 10.8 million
underage persons ages 12-20 (28.7 percent) reported drinking alcohol in the
past month. Nearly 7.4 million were binge drinkers and 2.4 million were
heavy drinkers." 9/8/05. SAMHSA Press Office
*LILLY ADDS SUICIDE RISK TO STRATTERA
"Eli Lilly and Co. on Thursday said it will add strong warnings to its
label for Strattera, used to treat attention-deficit/hyperactivity
disorder, including the risk of suicidal thoughts among children and
adolescents. Strattera will now carry a ‘black box' warning, the strongest
required by U.S. regulators." Reuters
*ANTI-BULLY BILL
"A proposed state measure would require schools in Massachusetts to
formalize policies for detecting bullying and call for schools to designate
one staff member to implement the plan." 9/16/05. Http://www.boston.com
@#@#@#@#
"Bullying is a public health problem tied to the larger issue of
youth violence in this country We are really just at the recognition phase.
We have defined the problem and are recognizing the problem and trying to
adapt."
Joseph Wright
@#@#@#
Each week the Center highlights a newsworthy story online at
http://smhp.psych.ucla.edu/whatsnew/newsitems.htm
Also, access other news stories relevant to mental health in schools
through links at http://smhp.psych.ucla.edu/whatsnew/linkstolatest.htm
@#@@#
"The challenge remains that, despite the best efforts of everyone involved
in educating our children, some high schools continue to under-perform. No
major urban school system in American has yet developed the blueprint that
fully addresses this challenge. One dropout is one too many – and 10,000
per year is an economic and social crisis that will cost us billions of
dollars each year . . . This is the best investment we can make."
Chicago Mayor Richard M. Daley
@#@#@#@#
*Monthly Focus for Schools to Address Barriers to Learning
>>October: Enabling School Adjustment – A concern for all students and
especially those affected by the hurricane aftermath
This is the time of the school year for ensuring that students have made a
good adjustment to school. And, if they haven't, it is time to address any
problems in the earliest stages. And, for those displaced by the recent
disasters, the adjustments to be made are even greater and more may be
having problems. If initial adjust problems are not addressed, student
motivation for school dwindles, and behavior problems increase.
For schools with relocated students and staff:
>See "About Planning and Action for the Mental Health Needs of Students
and School Staff in the Aftermath of Hurricane Katrina" online at
– http://smhp.psych.ucla.edu/pdfdocs/planningneeds.pdf
This set of guidance notes addresses:
>Transitions concerns form a mental health and individual engagement
perspective
>Ensuring special assistance for new students who needed it prior to the
disaster
>Ensuring special assistance for new teachers who needed it prior to the
disaster
>Identifying and providing special assistance for those who have been so
traumatized that they require psychological aid.
There also are links to a number of online documents for indepth resources
related to these concerns.
For all students:
>See "Ideas for enhancing Support at School This Month" on the Center
website – http://smhp.psych.ucla.edu and review ways to anticipate and plan
for adjustment problems.
If you have specific concerns about how schools address barriers to
learning and promote mental health, let us hear from you. Email
ltaylor at ucla.edu
*Reminder about Accessing Resources for Responding to the Hurricane Aftermath
In addition to what we have online already at
http://smhp.psych.ucla.edu/crisisresp.htm (which includes links to other
resource compilations), we are using this regular monthly ENEWS to do some
updating of resources and information related to responding to the
aftermath. As we noted in our last Special ENEWS, special e-mailings will
continue to be used to distribute materials, additional guidance notes, and
other information and sharing on a regular, but not daily basis in the
coming months. We encourage you to keep sending us information to share
with others, indications of what is needed and what is helpful. Your input
is essential and is greatly appreciated by others across the country.
@#@#@#
"...good things need not be extraordinary. It is in the power of every
researcher and educator to do something to improve the lives of people."
Karl Hostetler
@#@#@#
**RECENT PUBLICATIONS (IN PRINT AND ON THE WEB)
*Children's Mental and Physical Health
>The role of public health in mental health promotion (2005) MMWR Weekly,
September 2, 2005, 54(34) 841-842.
Http://www.cdc.gov/MMWR/preview/mmwrhtml/mm5434a1.htm
>Psychosocial implications of disaster or terrorism on children: A guide
for the pediatrician. (2005) J. Hagan and the Committee on Psychosocial
Aspects of Child and Family Health and the Task Force on Terrorism.
Pediatrics vol 116(3) 787-795.
Http://pediatrics.aappublications.org/cgi/content/abstract/116/3/787
>Assessing the effectiveness of mental health treatment interventions for
children and adolescents. (2005) B. Vitiello, Chief, Child & Adolescent
Treatment & Preventive Intervention Research Branch, NIMH. In NAMI
Beginnings, Summer 2005, Issue Six, p. 3-5.
>Use of mental health care among youths in 1997 and 2002. (2005) R. Sturm
and Andreyeva. Psychiatric Services, 56(7) 793.
Http://www.urban.org/Content/Research/New
Federalism/NSAF/Overview/NaSFOverview.htm
>Obesity, shame, and depression in school-aged children: A
population-based study (2005) R. Sjoberg, et al, Pediatrics 116(3) 389-392.
Http://pediatrics.aappublications.org/cgi/content/abstract/116/3/e389?etoc
>Predictors of treatment response for suicidal youth referred for
emergency psychiatric hospitalization (2005) S. Huey, et al Clinical Child
and Adolescent Psychology, 34(3) 582-589. Http://www.ncbi.nlm.nih.gov
>The treatment of adolescent anorexia nervosa: A qualitative study of the
views of parents (2005) S. Tierney, Eating Disorders, 13(4) 369-379.
Http://journalsonline.tandf.co.uk
>The relationship of fall school opening and emergency department asthma
visits in a large metropolitan area (2005) R. Silverman, et al, Archives of
Pediatrics and Adolescent Medicine 159(9) 818-823.
Http://archpedi.ama-assn.org/cgi/content/abstract/159/9/818?etoc
*Family, School & Community
>Parents dealing with anorexia nervosa: Actions and meanings (2005) A.
Honey and C. Halse, Eating Disorders, 13(4)
353-367. Http://journalsonline.tandf.co.uk/
>Perceived academic performance and alcohol, tobacco and marijuana use:
Longitudinal relationships in young community adolescents (2005) H. Bergan,
et al., Addictive Behaviors, 30(8) 1563-1573. Http://www.sciencedirect.com
>Behavioral predictors of changes in social relatedness and liking school
in elementary school (2005) S. Gest, et al, Journal of School Psychology
43(4) 281-301. Http://www.sciencedirect.com
>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
>Relationship influences on teachers' perceptions of academic competence
in academically at-risk minority and majority first grade students (2005)
J. Hughes, et al, Journal of School Psychology, 43(4)
303-320. Http://www.sciencedirect.com
>Communities and schools: A new view of urban education reform (2005) M.
Warren, Harvard Educational Review, 75(2).
Http://gseweb.harvard.edu/~hepg/warren.html
>The impact of family income on child development (2005) Institute for
Research on Poverty. Http://www.irp.wisc.edu/publications/dps/pdfs/dp130505.pdf
>Rethinking the high school experiences: What's after-school got to do
with it? (2005) AED Center for Youth Development and Policy
Research. Http://www.forumfyi.org/files/ostpc10.pdf
>The whole child (issue theme) Education Leadership, September, 2005,
63(1). Includes:
What does it mean to educate the whole child?
Healthy and Ready to Learn
Learning throughout the day
Culturally Responsive schools
>School vandalism and break-ins (2005) Office of Community Oriented
Policing Services. Http://www.cops.usdoj.gov/mime/open.pdf?Item=1560
>High-stakes testing and student achievement: Problems for the No Child
Left Behind Act (2005) S. Nichols, et al, Education Policy Studies
Laboratory, Arizona State University. Http://edpolicylab.org
>Do you know... The latest good news about American education? (2005)
Center on Education Policy. Http://www.cep-dc.org
>Easing the transition for PreK to Kindergarten: What schools can do to
address child readiness (2005) National Center for Family and Community
Connections with Schools http://www.sedl.org/connections/research-briefs.html
*Policy, Systems, Law, Ethics, Finances & Statistics
>Youth Program Quality Assessment and Improvement: Celebrating progress
and surfacing challenges (2005) http://www.forumfyi.org/
>Social adversity in childhood and the risk of developing psychosis: A
national cohort study (2005) S. Wicks, et al, American Journal of
Psychiatry, 162:
1652-1657.
Http://ajp.psychiatryonline.org/cgi/content/abstract/162/9/1652?etoc
>Racial and cultural disparities in health and mental health: Toward
theory and research at community levels. (2005) L. Snowden. American
Journal of Community Psychology, 35, 1-8. Summarized at
http://datatrends.fmhi.usf.edu/summary_118.pdf
>Projections of education statistics to 2014. (2005) National Center for
Education Statistics. http://nces.ed.gov/pubs2005/2005074.pdf
>How society failed school desegregation policy: Looking past the schools
to understand them (2005) A. Wells, et al, Review of Research in Education,
28, 47-99.
>Losing ground in early childhood education (2005) S. Herzenberg, et al,
Economic Policy Institute, http://www.epi.org/content.cfm/ece
>Family-based treatment research: a 10 year update (2005) G. Diamond & A.
Josepheson, Journal of the American Academy of Child and Adolescent
Psychiatry, 44(9) 872-887. Http://www.jaacap.com/
>Mental health in the United States: prevalence of diagnosis and
medication treatment for attention-deficit/hyperactivity disorder (2005)
MMWR Weekly, September 2, 2005, 54(34)
842-847. Http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5434a2.htm
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
@#@#@#
"When the crisis happened, colleagues emailed resources and posted
information on websites. The only problem was that we were without
electricity and had no access to computers – just when we needed the
information the most!"
@#@@#
**UPCOMING INITIATIVES, CONFERENCES, WORKSHOPS
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This is the month: The 10th Annual Conference on
Advancing School-Based Mental Health
"Effective School Mental Health Practice:
Building a Shared Agenda with Schools, Communities and Families"
October 27 –– 29, 2005, Renaissance Hotel, Cleveland,
Ohio Http://csmha.umaryland.edu
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>Mental Health and Violence: Gateways into the criminal justice system,
October 5, Atlanta, GA. Http://www.communityvoices.org
>Reclaiming Youth International, October 8-11, Stony Point,
NY. Http://www.reclaiming.com
>Early disparities in school readiness: how do families contribute to
successful and unsuccessful transitions into schools? October 13-14,
Philadelphia, PA. Http://www.pop.psu.edu/events/symposium
>Representing America's Youth: Building Partnerships to Prioritize Goals
and Maximize Resources, October 16-19, Richmond,
VA. Http://www.npjs.org/documents/joint.pdf
>American School Health Association, October 19-22, Burbank,
CA. Http://www.ashaweb.org/annual_conferences.html
>Bridging Science & Culture to Improve Drug Abuse Research in Minority
Communities, October 24-26, Atlanta, GA,
http://www.nih.gov/news/pr/aug2005/nida-30.htm
>Facilitating family and community connections with schools, November 7-9,
Colorado Springs,
CO. Http://www.sedl.org/connections/events/facilitatingworkshop2005.html
>Partnership for After School Education, November 20-22, New York, NY.
Http://www.pasesetter.org
>National Conference on Disability Inclusion and National Service,
December 8-10, Alexandria, VA. Http://www.regonline.com/27105
>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. Http://www.blueprintsconference.com
>Center for Summer Learning, March 22-24, Baltimore, MD.
Http://www.summerlearning.org
>First International Conference on Community Psychology: Share Agendas in
Diversity, June 8-10, San Juan, PR http://www.cipcad2006.org
*For more conference announcements, refer to our website conference section
at http://smhp.psych.ucla.edu/upconf.htm
If you want to list your conference, please email ltaylor at ucla.edu
@#@#
"We think of the fact that learning is something you do in school, but what
happens in a family enables you to learn in school. Not because your
parents are teaching you arithmetic, although that won't do any harm; it's
because you learn from them how to relate to very complicated things."
Urie Bronfenbrenner
@#@#@##
**CALLS FOR GRANT PROPOSALS, PRESENTATIONS, & PAPERS
*Grants
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)
>>Research on High School Reform (84.305R) Due 11/10/05
>Substance Abuse Mental Health Services Administration (http://www.samhsa.gov)
>>Knowledge Dissemination Conference Grants (PA-06-001) Due 1/31
and 10/31
>National Institute on Alcohol Abuse and Alcoholism
>>Underage Drinking: Building Health Care System Responses. Due
12/19/05
http://grants.nih.gov/grants/guide/rfa-files/RFA-AA-06-003.html
>National Institute of Mental Health
>>Interdisciplinary Behavioral Science Centers for Mental Health.
Letter of intent due 1/18/05.
http://grants.nih.gov/grants/guide/pa-files/PAR-04-004.html
Calls for Papers or Presentations
>Papers for the Society for Prevention Research meeting in San Antonio,
TX, 5/31-62. Deadline for proposals is October
14. Http://www.preventionresearch.org/2006meeting_call.php
>Papers for the System of Care for Children's Mental Health conference in
Tampa, FL, 2/22-25. Application deadline 10/31/05. Http://rtckids.fmhi.usf.edu
>Papers for the First International Conference on Community Psychology in
San Juan, PR, 6/8-10. Deadline for papers November
15. Http://www.cipcad2006.org
>Papers for the National Conference on Child Health Psychology in
Gainesville, FL, 4/19-22. Deadline for papers is November 15.
Http://www.childhealthpsychology.com
@#@##@
"As we read the school reports on our children, we realize a sense of relief
that can rise to delight that – thanks Heaven –
nobody is reporting in this fashion on us. "
J. B. Priestley
@#@#@#
*UPDATES FROM THE TWO NATIONAL CENTERS FOCUSING ON MENTAL HEALTH IN SCHOOLS
^ ^ ^ Updates from our Center at UCLA
>New Center Policy Issues Analysis Briefs: Focused on current
controversies related to mental health in schools
>>Screening Mental Health Problems in Schools
http://smhp.psych.ucla.edu/pdfdocs/policyissues/mhscreeningissues.pdf
>>Should Policy Specify a Formal Role for Schools Related to
Mental Health
http://smhp.psych.ucla.edu/pdfdocs/policyissues/shouldschoolsaddressmh.pdf
>Info Sheet: About Positive Psychology
http://www.smhp.psych.ucla.edu/pdfdocs/positivepsychology.pdf
>Toolkit: Rethinking Student Support to Enable Students to Learn and
Schools to Teach
http://smhp.psych.ucla.edu/toolkit.htm
>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) –
http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidj.pdf
>Standards for an Enabling or Learning Supports Component
http://smhp.psych.ucla.edu/summit2002/standardsforenabling.pdf
>Standards & Quality Indicators for an Enabling or Learning Supports
Component
http://smhp.psych.ucla.edu/summit2002/qualityindicators.pdf
>Update on National Initiative: New Directions for Student Support
>>Chicago, IL, October 4 update for the National Association of
Pupil Support Administrators
>>Cedar Rapids, IA, October 17 Leadership Institute for Grant Wood
Area Education Agency
>>Harrisburg, PA, November 14, Summit on New Directions for
Student Support
>>On site work in Berkeley, CA – The focus is on strengthening the
partnership between the school district, the city agencies, and community
resources, including the university. Current efforts are directed at
mapping the range of programs and resources in the schools and community
that address barriers to student learning. In December, a team will present
information on this work at the California Schools Boards Association
meeting in San Diego. This team will include a school board member, the
district superintendent and staff, the mayor, and the UCLA Center
co-directors. The Berkeley Unified School District has been awarded a grant
from the U. S. Department of Education for "Integrating Schools and Mental
Health Systems" which will help design the infrastructure for this work. If
you want more information on the work in Berkeley contact ltaylor at ucla.edu.
>Resources for Responding in the hurricane aftermath – Besides the
resources already cited, you may find you need something more or may be
able to share some information about how you are working with students who
have been impacted by the recent hurricanes. Please let us know what you
need and can share. Contact ltaylor at ucla.edu
For more information on the Center, 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
^ ^ ^ From the Center for School Mental Health Analysis and Action
>>>>10th Annual Conference on Advancing School-Based Mental Health will
take place October 27-29 in Cleveland, OH. – For more information on the
conference and other activities of our sister center in Baltimore, see
http://csmha.umaryland.edu. Or contact Mark Weist, Director, CSMHA2.
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
@#@#@
"Results! Why, man, I have gotten a lot of results.
I know several thousand things that won't work."
Thomas Edison
@#@#
**OTHER HELPFUL RESOURCES
>>>>>Hurricane Aftermath Resources
>Resource list to address the aftermath of recent hurricanes in the Gulf
Coast. http://www.hhd.org/hurricane/ Topics include: Addressing mental
health needs; Preparing for and recovering from natural disaster;
Preventing injuries and disease; Resources for higher education; Resources
for parents; Resources for schools; Resources for teachers; and
Opportunities to volunteer and contribute.
>The folks at the Katrina PeopleFinder project are starting to compile
web-based resources that can be deployed to assist those
affected http://katrinahelp.info/wiki/index.php/Hurricane_Rita
>HEALTH TiPS for Healthy Shelter Living – written at a third grade reading
level, in English and Spanish, and 2 different versions with the same text,
one with pictures and one without –
http://foundation.acponline.org/sheltertips.
>A group of psychiatrists in Atlanta is offering their expert help to
evacuees of Hurricane Katrina who might need mental health services. Those
include free mental health assessment and treatment for evacuees at a
psychiatric care clinic in Metro Atlanta. Clinics are offered on Tuesdays
and Thursdays: (Tuesdays – Midtown, Peachtree Christian Church, 1580
Peachtree Street; Thursdays – Buckhead, Sardis United Methodist Church,
3725 Powers Ferry Road)
For more information, call Psychiatric Care Clinic for Katrina Victims at
404-372-1707. Anyone with transportation needs can e-mail the clinic at
Katrina at ppp-pc.com.
>>>Regular Resources
>National Center for Children Exposed to Violence. Http://www.nccev.org/
>Engaging Families at the Secondary Level: What Schools Can Do to Support
Family Involvement. http://www.sedl.org/pubs/catalog/items/fam90.html
>National Registry of Evidence-based Programs and Practices.
Http://www.samhsa.gov.
>Supporting Student Success: A Governor's Guide to Extra Learning
Opportunities http://www.nga.org
>Child Poverty in States Hit by Hurricane
Katrina. Http://nccp.org/pub_cpt05a.html
>Who are America's Poor Children? Http://nccp.org/pub_cpt05b.html
>Strategies for Maximizing Medicaid to Fund Children's Mental Health
Services. Http://www.umassmed.edu/cmhsr/uploads/Brief17MaximiseMed.pdf
>School Climate Surveys for
Students/Staff. Http://www.dpi.state.wi.us/sig/improvement/process.html
Note: for a wide range of relevant websites, see our Gateway to a World of
Resources at http://smhp.psych.ucla.edu
############
**TRAINING AND JOB OPPORTUNITIES
<Director>
Positions of Director of Programs and Director, U. S. Coalition Network,
Safe Kids Worldwide, Washington, DC. See http://www.usa.safekids.org
<School Psychologists>
From the National Association of Schools Psychologists
(http://www.naspcareercenter.org)
>Somerton, AZ. Contact hattaway at somerton.k12.az.us
>Cartwright, AZ. Contact Mr. Sirianni at 623-691-4085
>Miami-Dade County, FL. Contact sclifford at dadeschools.net
>Hawaii State Department of Education. Contact
supportserv_recruit at notes.k12.hi.us
>Predoctoral Internships: Illinois School Psychology Internship
Consortium. See http://www.psychology.ilstu.edu/ispic
<School Psychologist>
>Buffalo HS, Buffalo, MN, Contact Judy Coley
(jcoley at buffalo.k12.mn.us) for more information / application at:
http://www.buffalo.k12.mn.us
<Change Agent>
Work on grant to school district for Integrating Schools and Mental Healthy
Systems in Atlanta, GA, to develop an infrastructure to improve and
increase student access to mental health services. Contact Pam McCollum at
pmccollum at cobbcsb.com
<President and CEO>
Casey Family Programs, Seattle, WA. Email PresentandCEOsearch at casey.org
<Postdoctoral>
Prevention Research Center of Pennsylvania State University, University
Park, PA. Area of community and family prevention research. See
http://www.prevention.psu.edu
<Chief Program and Policy Officer>
Association of Maternal & Child Health Programs, Washington, DC. Email
ahouk at amchp.org
<Faculty>
Department of Counseling and School Psychology at San Diego State
University, College of Education, San Diego, CA. Contact gmonk at mail.sdsu.edu
<Faculty>
Community Psychology/Cultural Psychology, Interdisciplinary Arts and
Sciences, University of Washing, Bothell, WA. See http://www.uwb.edu
<Faculty>
Department of Psychology, Bowling Green State University, Bowling Green,
OH. Community-clinical or child-clinical psychology. See
http://www.bgsu.edu/departments/psych/
For more information on employment opportunities, see
http://smhp.psych.ucla.edu/job.htm
Following the list of current openings, you will see links to RHSA, SAMHSA,
and other relevant job sites.
@@@@@@@@@@@@
"To see people in terms of pathology or to see them in terms of competence
is a matter of choice rather than of truth."
Durrant and Kowalski
@@@@@@@@@@
**COMMENTS/REQUESTS/INFO/QUESTIONS FROM THE FIELD
>We received a number of responses to the issue in September's ENEWS:
"What level of schooling warrants the highest policy priority?"
Here is a sample:
(1) "This has been an on-going issue for me for many years. Personally, I
think the country should focus on pre-school through 3rd grade. We need to
not only focus on them academically then, but also in their personal and
social issues. If we concentrated services on these students and their
families, it would pay off in a decrease in children and adolescents
needing services in the higher grades. Whatever we do, we are ‘robbing
Peter to pay Paul,' but we have to "bite the bullet" and do it! I think the
problem is that there is not enough focus on prevention and early
intervention. This country needs to fund learning support services
personnel to provide services in child development centers, pre-school and
K-3 to identify and provide services that will help children and their
families overcome whatever issues are making them unhealthy emotionally. If
we did more prevention and early intervention, we would not have the
serious problems that we are seeing in the schools. When is this country
going to see that schools are the place to respond to the needs of the
whole child? How can a child focus on learning if the rest of his or her
life is unhealthy?"
(2) "As a system, we have moved our priority from elementary to high school
level while trying to juggle the ball of middle school at the same time. We
have met AYP in all areas except high school but I don't feel that is the
main reason to give this level priority. In my opinion, high school is our
last chance to reach these children and solve some of their issues.
Elementary levels are the building blocks, but so many of our elementary
kids are gone by the time they reach high school that we are dealing with
two, almost totally different groups so it is hard to judge our efforts at
the early levels."
Here is another perspective on the issue:
"PUBLIC FEELS MORE URGENCY TO IMPROVE HIGH SCHOOLS THAN ELEMENTARY
EDUCATION – The American public believes that improving the nation's high
schools should be the country's number one education priority, according to
a poll released by the Alliance for Excellent Education. According to the
poll, 83 percent of Americans believe there is an ‘extremely urgent' or
‘very urgent' need to improve the nation's high schools, compared with 79
percent for middle schools and 76 percent for elementary schools. Most
Americans believe that these low graduation rates are not without dangerous
ramifications for the American economy. On question after question,
respondents indicate that increasing the number of high school students who
graduate prepared for college and good jobs is critical to maintaining a
strong society and to assuring the competitive position of the country in
an increasingly global economy. African-American respondents, in
particular, indicate that the need for high school reform is urgent, with
94 percent calling it very or extremely urgent; 81 percent of whites and 82
percent of Hispanics agree with this assessment."
http://www.all4ed.org/publications/StraightAs/Volume5No16.html#Poll
@#@#@#
We also received these requests to share information:
>For use in "character education" – The Bumpy Pumpkin at
http://www.bumpypumpkin.com. Activity pages are attached for children.
>"Good Knight Network provides free materials for families and educators.
The network is dedicated to empowering children and adults to become
champions, active citizens and protectors through education." See
http://www.goodknight.org
>"I am seeking graduate students who are interested in conducting research
using my social/emotional skills curriculum (4 Volumes k-Grade 12).
Connecting with others: lessons for Teaching Social and Emotional
Competence (Research Press Publishers. I am a professor at Old Dominion
University in Norfolk, VA." You can view a summary of the curriculum at
http://www.researchpress.com Rita Coombs Richardson
(rcoombsrichardson at yahoo.com)
THIS IS THE END OF THIS ISSUE OF ENEWS
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
http://smhp.psych.ucla.edu
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
email: smhp at ucla.edu
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