[mentalhealth-l] ENEWS: July, 2007 (Vol. 11 #10)

School Mental Health Project mentalhealth-l at lists.ucla.edu
Mon Jul 2 08:30:02 PDT 2007

ENEWS: A Monthly Forum for Sharing and Interchange

July, 2007 (Vol. 11 #10)

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
         >How Much is Understood about the Negative Psychosocial Impact of 
High Stakes Testing?

**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
         >July – Using "Down Time" to Plan Better Ways to Work Together in 
Providing Learning Supports

**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


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 >>How Much is Understood about the Negative Psychosocial Impact of High 
Stakes Testing?
A recent report from Texas:"Tens of thousands of Texas students cheat on 
the TAKS test every year, including thousands on the high-stakes graduation 
test, according to an in-depth analysis by The Dallas Morning News. The 
analysis found cases where 30, 50 or even 90% of students had suspicious 
answer patterns that indicate collusion, either between students or with 
school staff. The study contradicts the Texas Education Agency's stance 
that cheating is extraordinarily rare and that the agency has done a good 
job of policing it. The analysis found that test scores of more than 50,000 
students show evidence of cheating and suspicious scores are focused on the 
11th-grade tests, which students must pass to earn a diploma."
High stakes testing raises many issues, some of which have been highlighted 
in previous issues of ENEWS. The emerging issue being highlighted today is 
whether the costs of high stakes testing in terms of psychosocial impact is 
outweighing the benefits?

The above report, and others, suggest the immediate costs are significant 
and that the longer-term costs should be of considerable concern. Clearly, 
there are policy makers who argue that the benefits outweigh the costs.

What are the data on this issue? Is anyone doing a sophisticated 
cost-benefit analyses from the perspective of the impact on social and 
emotional learning and development?

Let us hear from you about all this. Ltaylor at ucla.edu


"Education Commissioner Shirley Neeley ... is stepping down at Gov. Rick 
Perry's request.... Senate Education Chairwoman Florence Shapiro said 
Neeley generally enjoyed the support of school superintendents and 
teachers, although many were unhappy with last year's release of 
information from an outside audit that pointed to possible cheating at 700 
schools.... Shapiro said she has heard criticism that Neeley didn't act 
fast enough to address allegations of cheating." Houston Chronicle, 
6/20/07.  http://www.chron.com

"Alaska spends enough money on schools to meet state constitutional 
standards ... however, the state has failed to adequately supervise local 
school districts and, as a result, some students are not getting the 
education they are legally entitled to.... Therefore, requiring those 
students to pass the state exit exam to get a diploma violates their 
constitutional rights, an Anchorage judge ruled in a lawsuit challenging 
state education funding.... Nationally, similar lawsuits have won hundreds 
of millions in increased budget dollars for public schools." Anchorage 
Daily News, 6/22/07. http://www.adn.com

"The teacher dropout problem is costing the national billions of dollars, 
draining resources, diminishing teaching quality, and undermining the 
nation's ability to close the student achievement gap, according to a new 
policy brief released by the National Commission on Teaching and America's 
Future.  6/20/07. http://nctaf.org

"Schools, doctors and police often do not share information about 
potentially dangerous students because they can't figure out complicated 
and overlapping privacy laws, according to a federal report on the Virginia 
Tech shooting." For report see http://www.hhs.gov/vtreport.html
Associated Press, 6/13/07.  Http://www.boston.com

"The scarlet letter in education these days is an "R".  It stands for 
restructuring – the purgatory that schools are pushed into if they fail to 
meet testing goals for six straight years under the No Child Left Behind 
law.  Nationwide, about 2,300 school are either in restructuring or are a 
year away and planning..." Associated Press, 6/20/07.  Http://www.boston.com

"New York City students could earn as much as $500 a year for doing well on 
standardized tests and showing up for class in a new program to begin this 
fall.... Under the plan, fourth-grade students will receive up to $25 for a 
perfect score on each of 10 standardized tests throughout the year. 
Seventh-grade students will be able to earn twice as much – $50 per test, 
for a total of up to $500."  The New York Times, 
6/19/07.  Http://www.nytimes.com

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


*Children's Mental and Physical Health

 >Risk-taking among adolescents: Associations with social and affective 
factors (2007) K. Michael and H. Ben-Zur, Journal of Adolescence, 30(1) 
17-31. http://www.sciencedirect.com

 >The epidemiology and phenomenology of non-suicidal self-injurious 
behavior among adolescents: A critical review of the literature. (2007) C. 
Jacobson & M. Gould.  Archives of Suicide Research, 11(2) 
129-47.  Http://www.tandf.co.uk/journals/titles/13811118.html

 >Emergence of delinquency and depressed mood throughout adolescence as 
predictors of late adolescent problem substance use. (2007) W. Mason, et 
al., Psychology of Addictive Behaviors, 21, 13-24. 

 >‘Pharming:' the abuse of prescription and over-the-counter drugs in 
teens.  (2007) D. Levine. Current Opinion in Pediatrics, 19(3) 270-4. 

 >Mental health service use among adolescents and young adults with major 
depressive disorder and suicidality (2007) A. Cheung & C. Dewa, Canadian 
Journal of Psychiatry, 52(4) 228-32. 

 >Identification of youth psychosocial problems during pediatric primary 
care visits (2007) J. Brown, et al., Administration and Policy in Mental 
Health and Mental Health Services Research.

*Family, School & Community

 >Bullies and victims at school: Are they the same pupils? (2007) M. 
Solberg, et al., British Journal of Educational Psychology, 77(Pt. 2): 
441-64. http://www.bps.org.uk/publications/jep_1.cfm

 >Using community and family risk and protective factors for 
community-based prevention planning (2007) A. Fagan, et al., Journal of 
Community Psychology 35(4) 535-555. 

 >Individual, family, and neighborhood factors distinguish resilient from 
non-resilient maltreated children: A cumulative stressors model.  (2007) S. 
Jaffee, et al., Child Abuse and Neglect, ePub. 

 >School, parent, and student perspectives of school drug policies. (2007) 
T. Evans-Whipp, et al., Journal of School Health, 77, 
138-144.  http://www.blackwell-synergy.com/toc/josh/77/3

 >School culture as an influencing factor on youth substance use. (2007) S. 
Bisset, et al., Journal of Epidemiology and Community Health, 61(6) 485-90. 

 >Youth activities, substance use, and family income (2007) Substance Abuse 
and Mental Health Services Administration. 

 >No experience necessary: How the New Orleans school takeover experiment 
devalues experienced teachers.  United Teachers of New Orleans, Louisiana 
Federation of Teachers, and the AFT – 

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

 >Mental health of young people: A global public-health challenge (2007) V. 
Patel, et al., Lancet, 369(9569): 
1302-13.  Http://sciencedirect.com/science/journal/01406736

 >The Condition of Education 2007, National Center for Education 
Statistics. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007064

 >Enhancing achievement and proficiency through safe and drug-free schools 
(2007). Safe and Drug-Free Schools and Communities Advisory Committee. 

 >The impact of gang formation on local patterns of crime (2007). Journal 
of Research in Crime and Delinquency, 44(2) 208-237. 

 >Revenues and expenditures for public elementary and secondary education 
(2007) National Center for Education 
Statistics.  Http://nces.ed.gov/pubs2007/expenditures/

 >Ethnocultural aspects of suicide in young people: A systematic literature 
review (2007)
         Part 1. Rates and Methods of Youth Suicide
         Part 2. Risk factors, precipitating agents, and attitudes toward 
E. Colucci & G. Martin.  Suicide and Life Threatening Behavior, 37(2) 
197-237. http://www.guilford.com/pr/jnsl.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

  "Even as wisdom often comes from the mouths of babes, so does it often 
come from the mouths of old people.  The golden rule is to test everything 
in the light of reason and experience, no matter from where it comes."
         Mahatma Gandhi


 >>July – Using ‘down time' to plan better ways to work together in 
providing learning supports

In mid June, we sent a survey to a broad range of school leaders asking 
three brief questions:
(1) Are you aware of any school improvement planning designed to develop a 
comprehensive systemic approach for addressing barriers to learning and 
(2) If you are, at this state of its development, how well does the 
learning support system focus on (a) developing classroom and schoolwide 
interventions to both (enhance how students cope with barriers to learning 
and (b) re-engage them effectively in classroom instruction?
(3) Is someone designated as the administrative leader to ensure 
development and effective implementation of a comprehensive systemic 
approach for addressing barriers to learning and teaching.
(If you know of a district we may have missed, let us know and we will 
contact them.)

We are just now receiving the first responses.  It is relevant to note 
that, of the first 100+ responses received, only about 30% of the 
respondents indicate knowing about some school improvement planning 
designed to develop a comprehensive systemic approach for addressing 
barriers to learning and teaching.

Assuming these data are representative and given the plateau of test scores 
in so many schools and districts, we think it is imperative for schools to 
accelerate the focus on developing a system of learning supports.

And, the summer provides an important opportunity for engaging in such a 

To aid in this work, our Center has a variety of guides, resources, and 
tools 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. For easy access, we have been evolving an online 
"Toolkit for Rebuilding a Comprehensive System of Learning Supports" see 

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.
If you need assistance is doing this work, please let us know.

More generally, as you do your action planning for the next year, you might 
want to anticipate the predictable challenges of the school year. See 
"Ideas for Enhancing Support at Your School" for a month by month look at 
opportunities and challenges at http://smhp.psych.ucla.edu/schoolsupport.htm


"Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back 
of his head behind Christopher Robin.  It is, as far as he knows, the only 
way of coming downstairs, but sometimes he feels that there really is 
another way, if only he could stop bumping for a moment and think of it."
         A. A.Milne

Summer is a time to stop bumping our heads and take the time to plan some 
new directions for learning support.



 >Youth Suicide Fact Sheets based on National Violence Death Reporting 
System. http://www.sprc.org/library/youthsuicidefactsheet.pdf

 >Fact Sheet Summarizes the Cost of Violence in the United States

 >Family Involvement in Middle and High Schools. 
Family Involvement in Elementary School Children's Education

 >Understanding High Schools Graduate Rates

 >Public Elementary and Secondary School Student Enrollment, High School 
Completions, and Staff: From the Common Core of Data School Year 2005-06

 >Mapping 2005 State Proficiency Standards onto the National Assessment of 
Education Progress. 

 >Most school districts have developed emergency management plans, but 
would benefit from additional federal guidance

 >Practical Information on Crisis Planning: A Guide for Schools and 
Community.  U. S. Department of Education and the Office of Safe and Drug 
Free Schools. 

 >Comparing Drug Testing and Self Report of Drug Use Among Youths and Young 
Adults in the General Population

 >Illicit drug use by race/ethnicity in metropolitan and non-metropolitan 
counties: 2004 and 2005. http://oas.samhsa.gov/2k7/popdensity/popdensity.cfm

 >State estimates of depression, 2004 & 2005

 >Association of Multiple Family Group Therapy and the Multiple Family Group

 >Description and employment criteria of instructional paraprofessionals

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

"There are two rules for success: 1) Don't tell all you know."


Below is just a small sample.  For additional and ongoing information about 
conferences, refer to our website Conferences section at 

 >National Institute on Out of School Time, 7/9-13, Boston, MA. 

 >American School Health Association, 7/9-13, Honolulu, HI 

 >National Coordinating Committee on School Health and Safety, 
7/18,  Arlington, VA

 >Improvisation for Lasting Change: Setting the Stage for Creative 
Collaboration in Social Work Practice, Teaching, and Research, 8/3-5, Orono, ME
Contact barbsilv at hotmail.com

 >Sustainable Schoolwide Social and Emotional Learning Implementation 
Workshops, 8/6-7, Chicago, IL http://www.casel.org

 >Youth, Education & Law: Current Issues, New Directions, 9/6-8, New 
Orleans, LA http://www.abanet.org/publiced/conference/lre07.html

 >2007 Cradle to Prison Pipeline Crisis in America National Summit, 
9/25-26, Washington, DC.  Http://www.childrensdefense.org/

 >National Conference on Truancy, 10/10-12, Palm Springs, CA. 

 >National Injury & Violence Prevention Research Conference, 10/10-11, 
Columbus, OH. http://www.savirweb.org/documents/confbrochure2007.pdf

 >Reducing Disproportionate Minority Contact in Juvenile Justice by Making 
the Right Connections, 10/25-27, Denver, CO. http://ojjdp.ncjrs.gov

 >National Prevention Summit, 11/27-29, Washington, DC. 

Note: If you want to list your conference, please email information to 
ltaylor at ucla.edu

"It's not who you know, it's whom you know."


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 a Quick Training Aid on Financing Strategies to Address Barriers to 

For update info on federal grants, see the electronic storefront at 
http://www.grants.gov.  There you can double check due dates and access 

A Few Examples of Current Grant Opportunities

 >U. S. Department of Education
         >>Smaller Learning Communities Program (84.215L) Due date 7/17/07

 >National Institute of Health (R01 grants: Deadline 10/05/07
         >>Early Identification and Treatment of Mental Disorders in 
Children and Adolescents
         >>Research on the Reduction and Prevention of Suicidality

 >Substance Abuse Mental Health Service Administration
         >>Knowledge Dissemination Conference Grants. Due 10/31/07

Calls for Proposals

 >Office of Juvenile Justice and Delinquency Prevention invites proposals 
for presentations at its national Disproportionate Minority Contact 
conference.  Deadline 7/20/07. 

 >Journal of Youth Development: Bridging Research and Practice is 
interested in receiving papers for publication consideration in the 
following categories: (1) Research and Evaluation Strategy Articles (2) 
Resource Reviews.  Manuscripts are accepted at 
anytime.  Http://www.nae4ha.org/profdev/joyd/index.html

 >Journal of Consulting and Clinical Psychology call for papers for special 
section on "Moving beyond efficacy: factors influencing the outcome of 
evidence-based psychological interventions with children and adolescents" 
Due January 15, 2008.  Http://www.apa.org/journals/ccp/papercall.html

 >Journal for Prevention & Intervention in the Community call for papers 
for special issue "The Interface of Family, School, and Community Factors 
to Protect Youth and Children." Deadline September 1, 2007. See 
http://www.ces.ncsu.edu/depts/fcs or contact karen_debord @ncsu.edu

"A journey of a thousand miles begins with a cash advance."


 >>Letter sent to House and Senate Education Committees urging a focus on 
addressing barriers to learning in the reauthorization of No Child Left 
Behind. As of now, this letter is endorsed by 51 organizations and 178 
other individuals. See the list online at 

As the reauthorization process moves forward, we will continue to use this 
letter and other means to focus attention on this matter. If you haven't 
already, let us know if you want to be added to the list and let others 
know about this.

 >>New Center Publication
         Systemic Change for School Improvement (2007) in the Journal of 
Educational and Psychological Consultation, 17(1) 55-77.

 >>Addition to Center Policy and Practice Analysis Briefs
         Youth Risk Taking Behavior: The Role of Schools
         Contents: What Schools Do with Respect to Risk Taking Behaviors
                 Concerns about Current School Approaches
                 What Should Schools Do?
                 Recommendations for School Policy and Planning
                 References and Resources
                         1. Deciding to Take a Risk?
                         2. Suggested Common Elements of Promising Programs
                         3. What Researchers Say About School Engagement
                         A. About School Engagement and Re-engagement
                         B. A School Improvement Tool for Moving toward a 
                         System of Learning Supports

 >>Improving Access to Resources and Publications – We have begun 
additional refinements in the "Resources & Publications" section of our 
website. The first step involves modification of the online catalogues in 
terms of access by either format or topics. The revised pages will be up 
and running later this week. Take a look and let us know if we are on the 
right track. Over the summer, we will improve topical access by further 
development of each QUICK FIND on the dropdown menu. Let us know other 
topics you would like us to add and also share information about other 
resources we should include in any of the QUICK FINDS.

 >>Outreach mailing to education leaders – As noted in the section on "This 
month's focus for schools to address barriers to learning," the Center 
spent a good deal of time in June outreaching to education leaders across 
the country. One facet of this was the survey mentioned in that section.

The other facet involved dissemination of a "School Improvement Tool for 
Moving toward a Comprehensive System of Learning Supports: Mapping & 
Analyzing Learning Supports" This tool outlines a six step process that can 
be used by planners and decision makers to chart all current activities and 
resource use (e.g., school, district, community) as a basis for evaluating 
the current state of development, doing a gap analysis, and setting 
priorities for moving forward. It is one of the tools included in the 
"Toolkit for Rebuilding a Comprehensive System of Learning Supports" 
mentioned above. It is proving to be a useful device for school improvement 
planning. See 

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) 846-4843; 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

"Hard work never killed anyone, but why chance it?"


Note: For info on employment opportunities, see 

Following the list of current openings, you will see links to HRSA, SAMHSA, 
and other relevant job sites.

Here are a few opportunities that have been brought directly to our 
attention this month:

Two positions (data analyst and research association) available at the 
Prevention Research Center of Pennsylvania State University ( 
Contact Barb Oldro (bbg3 at psu.edu)

University of Virginia, Center for Advanced Study of Teaching and Learning 
has a post-doctoral position related to an intervention that is designed to 
enhance the quality of adolescents' interactions with their teachers in 
secondary school classrooms.
See  http://www.virginia.edu/vprgs/CASTL/

Children's Defense Fund, Washington, DC. For information contact Jonathan 
Rybka at 202-628-8787. See http://www.childrensdefense.org

Research position in violence prevention, University of Illinois at 
Chicago, Interdisciplinary Center for Research on Violence. See 
http://www.uic.edu/orgs/violencecenter/ or contact Paul Schewe 

Prevention research with children, Arizona State University Psychology 
Department and the Program for Prevention Research. Application deadline is 
August 1, 2007. Contact Laurie Chassin at laurie.chassin at asu.edu

Socio-emotional development research, University of Notre Dame. Deadlines 
July 15, 2007, Contact Julie Braungart-Ricker, 100 O-Shaughnessy Hall, 
Notre Dame, IN 46556.

"Hard work pays off in the future. Laziness pays off now."


 >From a Member of our Advisory Committee
"In light of recent events, increasingly rigid policies appear to have 
emerged in schools with regard to student threats, including suspension, 
police reports, even expulsion. Having cogent recommendations and 
discussions regarding this matter that allow room for clinical judgement 
and the understanding of the developmental nature of some of these 
'threats' would be greatly appreciated."
Please send your comments on this to ltaylor at ucla.edu for compiling and 

 >Request received asking that information be shared about the following 
books for teens:
"I'm not alone: A Teen's guide to living with a parent who has a mental 
"Finding My Way: A Teen's Guide to Living with a Parent Who has Experienced 
Trauma" See http://www.seedsofhopebooks.com

 > Re. last month's issue: Retaining Teachers
#1. "I am a teacher, and I think that the problem of teacher retention can 
be largely solved by placing more responsibility on the student. Many of my 
students do not seem to care a great deal about their success in school. 
These students should be directed into programs that allow them to work, 
earn money, and study for the vocation that they will be following in life, 
instead of forcing them into college prep programs. This would help with 
the discipline problems that are the primary reasons teachers feel 
dissatisfied and drop out of education. The students who follow a Voc-Ed 
route in high school, should be allowed to enter Community College in the 
future if they decide that they do wish to further themselves. A motivated 
Jr. College student can get caught up academically in a very short time. My 
plan would make a lot of unhappy people more satisfied and prepared than 
our present system does."

#2. "We would say [the answer is] better selection criteria. Calstate Teach 
has some retention information and they use the Haberman Star Teacher 
Selection Interview for their teacher candidates." 
See  http://www.habermanfoundation.org

#3. Of relevance to any discussion of teacher retention is the publication 
from the National Commission on Teaching and American's Future on the cost 
of teacher turnover 
Here is a brief excerpt from the Executive Summary:
"The Cost of Teacher Turnover – Low performing schools rarely close the 
student achievement gap because they never close the teaching quality gap 
–– they are constantly rebuilding their staff. An inordinate amount of 
their capital –– both human and financial –– is consumed by the constant 
process of hiring and replacing beginning teachers who leave before they 
have mastered the ability to create a successful learning culture for their 
students.  Student achievement suffers, but high turnover schools are also 
extremely costly to operate. Trapped in a chronic cycle of teacher hiring 
and replacement these schools drain their districts of precious dollars 
that could be better spent to improve teaching quality and student 
1. Invest in new teacher support and development – Comprehensive induction 
programs have been proven to increase teacher retention and improve student 
achievement. The costs of such programs could be offset by the savings 
achieved through decreases in the costs of turnover.
2. Target comprehensive retention strategies to at-risk schools – Teachers 
leave at-risk (low-income, high-minority, low-performing) schools at high 
rates. Retention initiatives in these schools have the greatest potential 
for a high return on investment, both in terms of resources and school 
3. Track teacher turnover and its costs annually -- In order to make sound 
decisions, school leaders and policymakers need data on teacher turnover 
and its costs. By tracking teachers and costs year by year, school leaders 
and policymakers will be able to determine where to invest in teacher 
retention and the impact of these investments.
4. Amend NCLB to hold school leaders accountable for turnover and its costs 
--To ensure that every child has access to a school with a rate of teacher 
attrition and experience that is comparable to all other schools served by 
its local education agency, each local and state education agency should be 
required to publicly report the distribution of qualified teachers, the 
average years of teaching experience in each school, the annual rate of 
teacher and principal attrition, and the cost of that attrition for each 
school it serves.
5. Upgrade district data systems -- Most districts have huge collections of 
data on the cost elements associated with teacher turnover, but the current 
data systems stand in the way of accurate and timely analysis. Coherent 
data systems should be created to house cost data in a way that is easily 
accessible and analyzable."
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 

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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