[mentalhealth-l] ENEWS: April, 2007 (Vol. 11 #7)
mentalhealth-l at lists.ucla.edu
mentalhealth-l at lists.ucla.edu
Mon Apr 2 07:26:32 PDT 2007
ENEWS: A Monthly Forum for Sharing and Interchange
April, 2007 (Vol. 11 #7)
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
<><><><><><>
Feel Free to Froward this to Anyone
<><><><><><><><>
WHAT'S HERE THIS MONTH
**Emerging Issue
>Engagement (and Re-engagement) of all stakeholders in Enhancing
Student/Learning Supports
**News from Around the Country
**Recent Publications relevant to
>Children's mental and physical health
>Family, school & community
>Policy, systems, law, ethics, finances & statistics
**This month's focus for schools to address barriers to learning
>April – Spring can be a high risk time for students
**Other Helpful Internet Resources
**Upcoming Initiatives, Conferences & Workshops
**Calls for Grant Proposals, Presentations & Papers
**UCLA Center Activities and Resources Update
**Training & Job Opportunities
**Comments/requests/information/questions from the field
<><><><><><>
To post messages to ENEWS, email them to ltaylor at ucla.edu
To subscribe/unsubscribe to ENEWS, go to
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the directions. Alternatively, you can send an email request to
smhp at ucla.edu asking to be added to the ENEWS listserv.
<><><><>
**EMERGING ISSUE
>Engagement (and Re-engagement) of all stakeholders in Enhancing
Student/Learning Supports
Few would argue about the value of focusing on engaging and re-engaging
students, families, and communities in efforts to address barriers to
learning and teaching. However, significant issues do arise when strategies
for accomplishing this are discussed.
One strategy works from inside the school and reaches out. An example is
the "National Initiative: New Directions for Student Support." It focuses
first on helping schools to work with all stakeholders to establish policy,
adopt a comprehensive and unifying intervention framework, and establish an
effective infrastructure for developing a comprehensive system of
student/learning supports at every school. As this work proceeds, the
school is better prepared to outreach and weave its resources together with
community resources in a way that strategically builds on the strengths of
each and strives to fill critical gaps.
In contrast are strategies that work from the outside of school to reach
in. Examples are those initiatives that focus primarily on linking
community services to schools and on using community based organizations to
(re)engage families in various ways with schools. This sometimes includes
establishing a school-community collaborative (see the lead article in the
Center's current newsletter/journal --
http://smhp.psych.ucla.edu/pdfdocs/Newsletter/spring07.pdf).
Some see these contrasting approaches simply as complementing each other.
Others argue that the different strategies are producing a
counter-productive competition in policy and practice that has a profound
impact on developing cohesive and sustainable engagement among key
stakeholders groups.
What's your take on all this? Send comments to Ltaylor at ucla.edu
@#@#@#@
**NEWS FROM AROUND THE COUNTRY
PHILADELPHIA'S PROJECT U-TURN: CITYWIDE EFFORTS TO ADDRESS THE DROPOUT CRISIS
"In response to its serious dropout problems, the City of Philadelphia has
launched Project U-Turn ... [a] citywide campaign designed [that] enlists
the public sector, elected officials, the business community, parents,
educators, and young people themselves in reform efforts designed to keep
young people in school and provide pathways for dropouts to return to
school." 3/8/07. Http://www.aypf.org/forumbriefs/2007/fb030807.htm
SAMHSA LAUNCHES SEARCHABLE DATABASE OF EVIDENCE-BASED PRACTICES IN
PREVENTION AND TREATMENT
"The new National Registry of Evidence-based Programs and Practices greatly
expands efforts to help local organizations make informed decisions about
evidence-based interventions... it is a searchable database with up-to
-date, reliable information on the scientific basis and practicality of
interventions. Http://www.nrepp.samhsa.gov/
3/1/07. SAMHSA Press Office.
Http://www.samhsa.gov/newsroom/advisories/0703013707.aspx.
MOST DOCTORS OPPOSE DRUG TESTING
"Recent U.S. Supreme Court decisions have resulted in recommendations for
adolescent drug testing in schools, and products made available for parents
to test their children at home. An addendum to the 1996 American Academy of
Pediatrics Policy Statement, ‘Testing for Drugs of Abuse in Children and
Adolescents,' opposes involuntary drug testing of adolescents at school or
at home and believes more research is needed on both the safety and
effectiveness before testing programs are implemented." 3/5/07.
Http://www.aap.org/advocacy/releases/mar07/drugtesting.htm
EARLY CHILD CARE CORRELATED WITH SMALL INCREASES IN VOCABULARY AND PROBLEM
BEHAVIORS IN FIFTH AND SIXTH GRADES
"The most recent analysis of a long-term NIH-funded study found that
children who received higher quality child care before entering
kindergarten had better vocabulary scores in the fifth grade than did
children who received lower quality care. The study authors also found
that the more time children spent in center-based care before kindergarten,
the more likely their sixth grade teachers were to report problem
behaviors. However, the researchers cautioned that the increase in
vocabulary and problem behaviors was small, and that parenting quality was
a much more important predictor of child development than was type,
quantity, or quality, of child care."
3/26/07. Http://www.nichd.nih.gov
MORE MAYORS MOVE TO TAKE OVER SCHOOLS
"The push for mayoral control reflects rising frustration and desperation
over poor student achievement, crumbling buildings, bureaucratic wrangling
among school officials, and revolving door superintendents.... But
education specialists continue to debate whether kids really get a better
education under such arrangements..." 3/20/07 USA
Today. Http://www.usatoday.com
@#@#@#
"The relationship between the mayors and the schools has changed
fundamentally. It's not whether the mayors will be involved in city
schools, but how. These mayors fancy themselves as better-trained public
administrators. They have the hubris, or the guts, to take this on."
Michael Kirst
"Considerable controversy surrounds discussion of a mayor's role in public
education. From a policy perspective, however, it is essential that every
mayor help improve schools."
From: Open Letter to the Mayor,
http://smhp.psych.ucla.edu/pdfdocs/Newsletter/winter07.pdf
@#@#@##
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
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**RECENT PUBLICATIONS (IN PRINT AND ON THE WEB)
*Children's Mental and Physical Health
>Early identification of mental health problems in schools: The status of
instrumentation (2007) J. Levitt, et al, Journal of School Psychology,
45(2) 163-191
>Characteristics and functions of non-suicidal self-injury in a community
sample of adolescents (2007) E. Lloyd-Richardson, et al, Psychology and
Medicine, ePub
http://www.journals.cambridge.org/download.php?file=%2FPSM%2FS003329170700027Xa.pdf&code=8f10a2a954d5585b13924f0d065b8fde
>Health outcomes in adolescence: Associations with family, friends and
school engagement (2007), M. Carter, et al. Journal of Adolescence, 30(1)
51-62. Http://www.sciencedirect.com
>Teens and prescription drugs: An analysis of recent trends on the
emerging drug threat. (2007. The Office of National Drug Control Policy.
http://www.mediacampaign.org/teens/brochure.pdf
>Forgone health care among U. S. adolescents: Association between risk
characteristics and confidentiality concern. (2007) J. Lehrer, et al,
Journal of Adolescent Health, 40(3) 218-226.
http://www.jahonline.org/article/PIIS1054139X06003752/abstract
*Family, School & Community
>A multi-year evaluation of the effects of a Response to Intervention
(RTI) model on identification of children for special education (2007) A.
VanDerHeyden, et al., Journal of School Psychology, 45(2) 225-256.
Http://www.sciencedirect.com
>Learner-centered teacher-student relationships are effective: A
meta-analysis (2007) J. Cornelius-White, Review of Educational Research,
77(1) 113-143
>Interest: A unique motivational variable (2007) S. Hidi, Educational
Research Review, 1(2) 69-82. Http://www.sciencedirect.com
>Bullying, violence, and student aggression increasingly are on the
school, family, and community agenda – here are a few recent journal
articles on these matters:
>>Understanding the relationship between resiliency and bullying in
adolescence: An assessment of youth resiliency from five urban junior high
schools (2007) T. Donnon & W. Hammond, Child and Adolescent Psychiatry
Clinics of North American, 16(2) 449-471. Http://childpsych.theclinics.com
>>The effectiveness of the Olweus Bullying Prevention Program in public
middle schools: A controlled trial. (2007) N. Bauer, et al., Journal of
Adolescent Health, 40(3) 266-274..
>>Walking the talk in bullying prevention: Teacher implementation
variables related to initial impact of the "Steps to Respect" program
(2007). M. Hirschstein at al., School Psychology Review, 36, 3-21.
>>Elementary school nurses' perceptions of student bullying (2007) B.
Helmer. Journal of School Nursing, 23(1) 55.
>>Adolescent perceptions of violence: Formative research findings from a
social marketing campaign to reduce violence among middle school youth
(2007) G. Quinn, et al., Public Health, ePub.
>>Parents' aggressive influences and children's aggressive problem
solutions with peers (2007) S. Duman & G. Margolin. Journal of Clinical
Child and Adolescent Psychology, 36(1) 42-55
*Policy, Systems, Law, Ethics, Finances & Statistics
>Evaluating character education programs and missing the target: A
critique of existing research (2007) A. Christopher, et al, Educational
Research Review, 1(2) 148-156. Http://www.sciencedirect.com
>Urban Schools, Public Will: Making Education Work for All Our Children
(2006) by Norm Fruchter. Teachers College Press.
>An education strategy to promote opportunity, prosperity, and growth
(2007) J. Bendor, et al,
http://www.brookings.edu/views/papers/200702education.htm
>Giving everyone the health of the educated: An examination of whether
social change would save more lives than medical advances. (2007) S. Woolf,
et al, American Journal of Public Health.
http://www.ajph.org/cgi/content/abstract/97/4/679
>National Survey on Drug Use and Health Report: Patterns and trends in
inhalant use by adolescent males and females, 2002-2005.
Http://oas.samhsa.gov/2k7/inhalants/inhalants.cfm
>Adderall abuse in Texas, 1998-2004. (2007) M. Forrester, Journal of
Toxicology and Environmental Health, 70(7) 658-664. Http://www.tandf.co.uk.
>"The Evaluation Exchange" from the Harvard Family Research Project.
Spring 2007Issue Topic: Advocacy and Policy Change
http://www.gse.harvard.edu/hfrp/eval/issue34/
>See info on a recent report from the Finance Project cited in the last
section of this ENEWS.
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
@#@#@#@#
"We can lick gravity, but sometimes the paperwork is overwhelming."
Wernher van Braun
@#@#@#@#@#
**MONTHLY FOCUS FOR SCHOOLS TO ADDRESS BARRIERS TO LEARNING
>>April Theme – Spring Can Be a High Risk Time for Students
With the end of a traditional school year in sight, some experience the
satisfaction of a successful year, some give up hope. Time is running out
for catching up; decisions are made about who passes and who fails; and
parties and proms to celebrate the end of the year can have some negative
side effects. And, as has been stressed for years, "Programs designed to
prevent suicide and suicidal behavior among students should recognize that
the spring semester is the period of highest risk."
This month it is critical to anticipate and begin work on concerns that
arise as the school year draws to a close – see
http://smhp.psych.ucla.edu/atyourschool/april03.htm (Also see the May theme
which focuses on helping students and families plan successful transitions
to a new grade or a new school.
http://smhp.psych.ucla.edu/atyourschool/may03.htm )
In addition, see specific Center Online Clearinghouse Quick Find topic
pages. For example, see
>Classroom climate >Environments that support
learning >Mentoring >Motivation
>Peer relationships >Resilience/protective factors >Transitions >Youth
Development
Note: For more on anticipating natural opportunities for addressing
barriers to learning and teaching and promoting healthy development over
the course of the school year, see "Ideas for enhancing support at school
this month" at http://smhp.psych.ucla.edu
@#@#@#@#@
"Common sense is the collection of prejudices acquired by age 18."
Albert Einstein
@#@#@#@#
**OTHER HELPFUL INTERNET RESOURCES
>Tool kit for creating your own truancy reduction program
http://ojjdp.ncjrs.gov/publications/pubabstract.asp?pubi=238899
>Guide to Community Prevention Services http://www.thecommunityguide.org/
>Helping Teens Help Themselves. Http://tinyurl.com/36a4mr
>Family Strengthening Policy
Center http://www.nassembly.org/fspc/practice/documents/brief1.pdf
>Reducing health disparities among children: Strategies and programs for
health plans http://www.nihcm.org
>Thinking broadly: Financing strategies for youth
programs http://financeproject.org/publications/thinkingbroadly_PM.pdf
>Children's mental health: An overview and key considerations for health
system stakeholders http://www.nihcm.org/cmhreport-final.pdf
>Achievement gaps: An examination of student achievement and
growth http://www.nwea.org/assets/research/national/achgap_11.11.061.pdf
>Treating and preventing adolescent mental health
disorders http://www.oup.com/amhi-treatingpreventing
>AED Center for Youth Development and Policy Research, Program in
Education, Afterschool and
Resiliency. Http://www.pearweb.org/research/rural.html
>Understanding Equity and Excellence Web site –
http://www.annenberginstitute.org/Equity/
>E-Newsletter from the Annenberg Institute fro School Reform – subscribe
at AISR_info at brown.edu
Note: For a wide range of relevant websites, see our Gateway to a World of
Resources at http://smhp.psych.ucla.edu/gateway/gateway_sites.htm
@#@#@#@#
**A FEW UPCOMING INITIATIVES, CONFERENCES AND WORKSHOPS
Below is just a small sample. For additional and ongoing information about
conferences, refer to our website at http://smhp.psych.ucla.edu/upconf.htm
>Promoting Children's Interests: Preparation, Practice & Policy Reform,
4/13-15, Cambridge, MA. Http://www.abanet.org/child
>National Institute for School Resource Officers, 4/23-25, Austin,
TX http://www.streetlaw.org/srotraining.asp
>Integrated services conference, 4/26, San Jose, CA http://www.cimh.org
>International conference on Self-determination Theory, 5/24-27, Toronto,
ON, Canada http://www.psych.rochester.edu/SDT/conference/index.html
>Family Research Consortium - 4th Annual Summer Institute, 6/21-23,
Durham, NC http://www.semel.ucla.edu/frc4/
>National Assembly on School-based Health Care, 6/27-30, Washington,
DC http://www.nasbhc.org
>Best Practices in Bullying Prevention, 11/5-8, Ft. Lauderdale,
FL http://www.stopbullyingworld.com
Note: If you want to list your conference, please email information to
ltaylor at ucla.edu
@#@#@#@#
"It's hard to make a comeback when you haven't been anywhere."
@#@#@#
**CALLS FOR GRANT PROPOSALS, PRESENTATIONS & PAPERS
Below is just a sample. If you want to Surf the Internet for Funds, go to
http://smhp.psych.ucla.edu. Click on Quick Find, scroll down Center
Responses to Financing and Funding. You will find links to funding sources
and to Quick Training Aid on Financing Strategies to Address Barriers to
Learning.
For updated info on federal grants, see the electronic storefront at
http://www.grants.gov
There you can double check due dates and access applications
A Few Examples of Current Grant Opportunities
>U. S. Department of Education (http://www.ed.gov)
>>Grants for the Integration of Schools and Mental Health Systems
(CFDA 84.215M) Deadline May 15,2007
>>Center on Response to Intervention (CFDA 84.326E) Deadline May 4, 2007
>>Technical Assistance Center for Evidence-based Practices to Improve the
Social-Emotional Development of Young Children with or at-risk of
disabilities (CFDA 84.326B) Deadline May 7,2007
>>Technical Assistance and Dissemination to Improve Services and Results
for Children with Disabilities Program (CFDA 84.326B) Deadline May 7, 2007
>National Institute of Mental Health with the Center for Mental Health
Services, SAMHSA. (Due 6/5, 10/5)
>>Early Identification and Treatment of Mental Disorders in Children and
Adolescents. http://grants.nih.gov/grants/guide/pa-files/PA-07-158.html
>>Effectiveness, Practice, And Implementation In CMHS' Comprehensive
Community Mental Health Services Program for Children and their Families
Service Sites. http://grants.nih.gov/grants/guide/pa-files/PA-07-091.html
>>Reducing Mental Illness Stigma And Discrimination.
http://grants.nih.gov/grants/guide/pa-files/PAR-07-156.html
>>Refining and Testing Mental Health Interventions and Services for Youth
with Mental Illness who are Transitioning to Adulthood
http://grants.nih.gov/grants/guide/rfa-files/RFA-MH-07-050.html
http://grants.nih.gov/grants/guide/rfa-files/RFA-MH-07-051.html
>>Research On The Reduction And Prevention Of Suicidality
http://grants.nih.gov/grants/guide/pa-files/PA-07-079.html
>>Research on Rural Mental Health and Drug Abuse Disorders
http://grants.nih.gov/grants/guide/pa-files/PA-07-103.html
>Substance Abuse Mental Health Services Administration
>>Drug Free Communities Support Program (SP-07-001) Deadline April 17
http://www.samhsa.gov/Grants/2007/SP_07_001.aspx
@#@#@#@
"Money isn't everything, but it sure keeps kids in touch."
@#@#@#
**UCLA CENTER ACTIVITIES AND RESOURCES UPDATE
*New, Recent, and Revamped Resources
>Hard copy newsletter/journal – Spring issue is in the mail (and online)
For an advanced look, see it online at
–– http://smhp.psych.ucla.edu/pdfdocs/Newsletter/spring07.pdf
This issue focuses on:
>>Engaging the Strengths of Families, Youth, and Communities in Rebuilding
Learning Supports
>>Ideas into Practice: Where's It Happening? Berkeley, CA
>>About the Research-base for a System of Learning Supports
>Revamped Tool Kit for Rebuilding a Comprehensive System of Learning
Supports http://smhp.psych.ucla.edu/toolkit.htm
Building a system of supports for learning requires blueprint guides,
materials, tools and other resources for strategic planning,
implementation, and capacity building. Such resources also help to deepen
learning about the substance and processes of the work to be done. With
this in mind, this online, evolving toolkit provides a wide range of
detailed resource materials (e.g., exemplars, guides, aids, tools). The
kit is divided into three sections.
>>Section A offers exemplars and guides related to moving forward with a
comprehensive system of learning supports.
>>Section B includes a variety of brief guidance and blueprint notes,
tools, and training materials developed by the Center at UCLA to aid
capacity building (particularly staff and stakeholder development).
>>Section C provides the menu of over 130 specific Quick Finds available
in the online clearinghouse accessed through the Center at UCLA. Each Quick
Find is a gateway to a host of resources.
>Recently developed Online Clearinghouse Quick Find topics:
>>Foster Care – http://smhp.psych.ucla.edu/qf/fostercare.htm
>>Disciplinary Practices – http://smhp.psych.ucla.edu/qf/discpractices.htm
>Recently developed Guidance and Policy Notes:
>> Integrating Learning Supports into the Infrastructure of a Small School
– http://smhp.psych.ucla.edu/pdfdocs/infra%20small%20school%20notes.pdf
>> An Open Letter to Congress: Reauthorizing the Elementary and Secondary
Education Act to Better Address Barriers to Learning &
Teaching http://smhp.psych.ucla.edu/pdfdocs/congress%20letter.pdf
>Recently developed Information Resource:
>>What's the Research-base for Moving toward a Comprehensive System of
Learning Supports? –
http://smhp.psych.ucla.edu/summit2002/WhatstheEvidenceBase.pdf
>New Outreach Document:
>>School Improvement? . . . fully addressing barriers to learning and
teaching is the next step!
– http://smhp.psych.ucla.edu/pdfdocs/schoolimprovement.pdf
*Activities for Moving Forward
>National Initiative for New Directions for Student Support
>>Leadership Institute in VT April 30
>>California legislation (SB288) to the state Senate Education Committee
on April 25
>Assistance Available for Planing to Address Barriers to Learning as part
of the next school year's school improvement efforts
>>Now is the opportunity to be at state department and district decision
making tables to help plan for enhancing the capacity of staff to move in
New Directions for Student Support. The Center Tool Kit can provide
resources to bring to the table. And, if you think it would help if the
Center hosted a local Center Leadership Institute (bringing together
superintendents, principals. school board members, etc.), let us know.
Ltaylor at ucla.edu
Note: For more information on the UCLA Center forMental 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) 846-4843; Fax (310) 206-8716
Email: smhp at ucla.edu
###########
Check out our sister center, Center for School Mental Health Analysis and
Action, at 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 21202. Toll free phone:
888-706-0980. Email csmh at umpsy.umaryland.edu
@#@#@##@
"Clairvoyants meeting canceled due to unforeseen events."
@#@#@#
**TRAINING AND JOB OPPORTUNITIES
Note: For info on employment opportunities, see
http://smhp.psych.ucla.edu/job.htm
Following the list of current openings, you will see links to HRSA, SAMHSA,
and other relevant job sites.
Below are a few opportunities that have been brought directly to our
attention this month:
<Associate Director>
Prevention Research Center for Family and Child Health at the University of
Colorado at Denver looking for an Associate Director to oversee a program
of practice-based research focused on improving the Nurse-Family
Partnership. Contact olds.david at tchden.org
<Director>
National Technical Assistance (TA) Center for Children's Mental Health at
the Georgetown University Center for Child and Human Development. Submit CV
and salary requirements by April 16th to gucdc at georgetown.edu.
<Program Assistant>
Coalition for Community Schools, Washington, DC. Contact ccs at iel.org
<Research Specialist>
The Collaborative for Academic, Social and Emotional Learning, University
of Illinois at Chicago. Contact colemanc. at unic.edu
<School Nurse>
McCarthy Middle School, Chemlsford, MA. http://www.chelmsford.k12.ma.us/
<School Psychologist>
>Branford , CT. http://www.branford.k12.ct.us
>Colorado Springs, CO. Contact bprintz at ffc8.org or apply online at
http://www.ffc8.org
>Baltimore County, MD. Contact Office of Psychological Services at
410-780-4981.
<Psychology Post-Doctoral Fellowship>
The Adolescent Medicine Psychology Post-Doctoral Fellowship is a full-time
one to two-year appointment that is 50% clinical and 50% research
time. Clinical responsibilities include providing therapy (individual,
family, and group) and consultation to pre-adolescents, adolescents, and
young adults who range in age from 10 – 25 years. Submit a CV and three
letters of recommendation to Jean S. Doak, Ph.D., 6621 Fannin Street,
CC1710.00, Houston, TX 77030-2399, Fax (832) 825-3689, or email to
jsdoak at texaschildrenshospital.org. Deadline for submission is June 30, 2007.
<Faculty>
School Psychology Program at Michigan State University, Lansing,
MI. Deadline is 4/15/07.
See http://ed-web3.educ.msu.edu/schpsych/
@#@#@##@
"Why do we say something is out of whack? What is whack?"
@#@#@##@
**COMMENTS, REQUESTS, INFO, QUESTIONS FROM THE FIELD
>>>Ideas about Expanding the Agenda for Hearings on the Reauthorization of
the No Child Left Behind Act
As you know, our Center views this is an extremely pressing arena for
activity at this time. We have sent Congress various policy and practice
analysis reports to encourage discussion during the reauthorization process
of the need for a systematic focus on learning supports to address barriers
to learning and teaching. (see "What's New" section on our website
– http://smhp.psych.ucla.edu/whatsnew/JustPutOnline.htm -- go to "Policy
and Practice Analysis & Issue Briefs and Notes."
If you can guide us to or directly share any information you have about
proposed changes specifically related to these matters, please let us know.
And, send us any ideas you have about how we can help ensure the
reauthorization leads to an enhanced emphasis on ways that districts can
increase effectiveness in addressing many of the factors that interfere
with so many students succeeding at school. Send to Ltaylor at ucla.edu
>>>New Resources from The Finance Project – www.financeproject.org/
"I appreciate your willingness to post our materials. Below is a sample
text describing each publication with a link to our website.
The Finance Project recently produced two publications that provide
relevant and up-to-date information on federal funding sources and
promising strategies to finance mental health supports and services for
children and adolescents exposed to traumatic life events.
Finding Funding: A Guide to Federal Sources for Child Traumatic Stress and
Other Trauma-Focused Initiatives identifies 69 federal sources that can
support a variety of supports and services for children exposed to trauma.
The guide is designed to provide policy makers and Child Traumatic Stress
program developers with critical information about the range of federal
funding sources that are currently available and have the potential to
support initiatives that develop, implement, and disseminate child trauma
interventions. The guide identifies strategies that Child Traumatic Stress
initiatives and other trauma-focused initiatives can implement to access a
wide array of funding sources.
Thinking Broadly: Financing Strategies for Child Traumatic Stress
Initiatives presents a conceptual framework for financing Child Traumatic
Stress initiatives' work and a set of approaches that initiative leaders
can implement to provide comprehensive and coordinated trauma supports and
services. It presents general principles to guide the selection of
financing strategies and outlines an array of approaches to finance
interventions for traumatized children and adolescents. It also provides
considerations to help initiative leaders select financing strategies that
closely align with their program goals, available resources, and the
political and economic environments in which they work."
>>> Article to Share
"I wanted to share an article with you I wrote that was recently
published. The following is the citation for it"
Suicide Prevention: An Analysis and Replication of a Curriculum-Based High
School Program. Jerry Ciffone, Social Work, Vol. 52, No. 1, January 2007
pp.41-49.
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, the national Center for Mental Health in
Schools was established in 1995. 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, U.S. Dept. of Health & Human
Services (Project #U45MC00175). In open competition, both Centers were
refunded in 2000 for a second 5 year cycle with the Substance Abuse and
Mental Health Services Administration's Center for Mental Health Services
joining HRSA as a co-funder. In 2005 after open competition, both Centers
were funded for a third five year cycle. (In this cycle, SAMHSA joined HRSA
as a co-funder only for the first year.) 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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