[mentalhealth-l] ENEWS: June, 2007 (Vol. 11 #9)

School Mental Health Project mentalhealth-l at lists.ucla.edu
Fri Jun 1 08:17:17 PDT 2007

ENEWS: A Monthly Forum for Sharing and Interchange

June, 2007 (Vol. 11 #9)

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
         > Retaining Teachers

**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
         >June – Summer and summer-minded 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
http://lists.ucla.edu/cti-bin/mailman/listinfo/mentalhealth-l and follow 
the directions.  Alternatively, you can send an email request to 
smhp at ucla.edu asking to be added to the ENEWS listserv.


 >>>Retaining Teachers
While there is widespread sentiment for not retaining bad teachers, it has 
been evident for some time that too many teachers are dropping out. Some 
reports suggest that the proportion of new teachers leaving within their 
first 3-5 years is as high as 50%. It is extremely costly to recruit and 
train these professionals, and the loss of so many not only is a great 
burden financially, it is a major factor in impeding school improvement and 
student learning, and it is a fundamental mental health concern.

Clearly, no one argues against doing something to reverse this trend. 
Issues do arise, however, over how best to retain teachers.

Almost everyone agrees that teachers deserve higher salaries. But, the 
economic realities of financing for public education seem to guarantee that 
teachers base salaries will never be high enough to ensure high rates of 
retention. So, some argue for individual performance bonuses, and others 
argue that such bonuses will exacerbate the problem. Beyond dollars, 
research points to factors that make the job too much to bear (e.g., too 
many difficult students, too little support for addressing barriers to 
learning and teaching, feelings of alienation from colleagues and/or 
students). So, some argue for smaller schools and smaller classes; others 
argue for major systemic changes to enhance student and staff supports in 
ways that focus directly on ways to support the work of teachers and 
enhance their sense of well-being and engagement.
The debate rages on: What should be done to retain a higher proportion of 
Let us know what you think. ltaylor at ucla.edu


"Teachers are departing the profession in alarming numbers ... but simply 
offering them more money won't solve the problems according to a report 
from the Center for Teacher Quality at Cal State Sacramento. .... Classroom 
interruptions, student disciplines, increasing demands, insufficient 
supplies, overcrowding, unnecessary meeting, lack of support – all play a 
role in burning out teachers." 4/27/07 Los Angeles Times. 
Senator Edward Kennedy states that "Comprehensive school mental health 
program should be designed for all students.  They should obviously include 
both identification and referral of specific individuals for treatment, but 
they should also include programs and services that promote positive mental 
health and prevent mental health problems for a broader population of 
students."  The Mental Health in Schools Act of 2007 has been introduced to 
provide competitive grants to local education agencies in order to assist 
them in providing comprehensive school based mental health programs for 
students in k-12.  5/8/07  http://kennedy.senate.gov/newsroom/
"In many cases, schools have never trained alongside local emergency 
response teams, and in a few districts, school officials won't even be able 
to use their walkie-talkies to communicate with first responders during an 
emergency, says the new 50-state study conducted by the Government 
Accountability Office." 5/18/07 USA Today.  Http://usatoday.com
"Nearly one of every six high school seniors – a record 40,182 students in 
the Class of 2007 – won't get a diploma this month after failing to pass 
all sections of the state's high school graduation test, the Texas 
Education Agency said. Minority students were hit hardest by the test 
requirement as about one in four black and Hispanic seniors were unable to 
made the grade..."  5/12/07.  Dallas Morning News. http://www.dallasnews.com
"Many children in special education classes may not belong there, the 
government says.  A new policy is aimed at intervening early with intensive 
teaching to give struggling students a chance to succeed in regular 
classroom and escape the "special ed" label.... Schools nationwide get 
roughly $11 billion a year in federal money for special education.  In 
cases where districts have a disproportionately high number of minorities 
in special education, educators must use 15% of special education funds on 
intensive services in the early grades."  5/3/07 http://www.boston.com
"The intersection of money and medicine, and its effect on the well-being 
of patients, have become one of the most contentious issues in health 
care.  Nowhere is that more true than in psychiatry, where increasing 
payments to doctors have coincided with the growing use in children of a 
relatively new class of drugs known as atypical antipsychotics." 
5/10/07.  New York Times.  http://www.nytimes.com
"The call has been coming from all corners to incorporate ‘growth models' 
into the way schools are judged. ... They say it would be more fair to 
schools with a high turnover of students (common in high-poverty areas), 
because they could show the learning outcomes of students actually that 
there that year, versus newcomers, who may have low scores reflecting their 
previous experience. " 4/26/07 Christian Science Monitor. 
As reported in Education Week, Rep. George Miller has indicated openness to 
"Substantial Changes" to NCLB in its Reauthorization. However, as is 
evident from the following summary, so far the ideas receiving the most 
attention still do not reflect key concerns related to addressing learning, 
behavior, and emotional problems. As the article indicates: "Members of the 
House of Representatives want changes to No Child Left Behind, and the 
chairman of the chamber's education committee, Rep. George Miller, is 
saying he's willing to make some of them. Twenty-five House members 
formally presented their ideas for revising the law in a meeting with the 
senior members of the Education and Labor Committee. Among the ideas 
offered: change the method for calculating districts' and schools' yearly 
progress to measure student academic growth and include factors other than 
test scores; assess students with disabilities on the basis of their 
progress toward meeting goals in their individualized education programs; 
and figure out ways to determine whether teachers are highly qualified 
other than by the types of credentials they have, and give rural schools 
leniency on the teacher-quality rules."

Note: An open letter to Congress has been sent to all Senators and 
Representatives about the need for a specific agenda item in the 
reauthorization hearings discussing school improvement policies as related 
to how best to address and integrate a focus on barriers to learning and 
teaching. The letter currently is endorsed by over 40 organizations and 
over150 other individuals. (The letter and endorsements are online at 
Additional endorsements are being added daily and follow-up mailings will 
be sent to the members of the Education Committees in both houses and to 
other organizations who are likely to be influencing the discussion with 

Those who would like to be added to the list still can do so by sending an 
email to smhp at ucla.edu.

And, of course, everyone is encouraged to use the letter in any way you can 
think of so that Congress will discuss the matter. Several colleagues have 
indicated that they have access directly to a senator or representative or 
their aides and will forward the material electronically or as hardcopies. 
If you need hardcopies to send, just let us know, and we will get them to 
you quickly.
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

 >Racial disparities in mental health service use by adolescents who 
thought about or attempted suicide. (2007) S. Freedenthal, Suicide and Life 
Threatening Behavior, 37(1) 22-34. http://www.guilford.com/pr/jnsl.htm

 >Depression and the initiation of alcohol and other drug use among youths 
aged 12-17. (2007) 

 >Effective interventions for underserved populations. (2007) Entire issue 
of Focal Point from the Research and Training Center at Portland 
University. http://www.rtc.pdx.edu

 >Interventions to reduce harm associated with adolescent substance use 
(2007) J. Toumbourou, et al, Lancet, 369(9570) 1391-401. 

 >Characteristics and trends of self-harming behaviour in young people 
(2007) K. Cleaver, British Journal of Nursing, 61(3) 148-52. 

 >Preventing drug use among children and adolescents: A research based 
guide for parents, educators, and community leaders (2007) 

 >Social and school connectedness in early secondary school as predictors 
of late teenage substance use, mental health, and academic outcomes (2007) 
L. Bond, et al., Journal of Adolescent Health, 40(4) 357-66.

*Family, School & Community

 >School violence and teacher professional disengagement (2007) B. Galand, 
et al., British Journal of Educational Psychology, 77(Pt 2) 465-477. 

 >Weekend schoolyard accessibility, physical activity, and obesity: The 
Trial of Activity in Adolescent Girls study (2007) M. Scott, et al., 
Preventive Medicine, 44(5) 398-403. http://www.sciencedirect.com

 >Prosocial involvement and antisocial peer affiliations as predictors of 
behavior problems in urban adolescents: Main effects and moderating 
effects.  (2007) D. Kaufmann, et al., Journal of Community Psychology, 
35(4) 417-434. http://www.interscience.wiley.com/jpages/0090-4392/

 >The role of adults, public space, and power in adolescent community 
connectedness (2007) J. Whitlock, Journal of Community Psychology, 35(4) 
499-518. http://www.interscience.wiley.com/jpages/0090-4392/

 >Boosting social and emotional competence (2007) K. Beland, Educational 
Leadership, 64(7) 68-71. http://www.ascd.org

 >Immigrant children in U. S. Schools (2007) E. Garcia, Voices in Urban 
Education, 15. http://www.annenberginstitute.org/vue/index.html

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

 >Event Dropout Rates for Public Schools 
(2007)  http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007026

 >Prospective associations between delinquency and suicidal behaviors in a 
nationally representative sample (2007) M. Thompson, et al., Journal of 
Adolescent Health, 40(3) 232-7. http://www.jahonline.org

 >Supplemental Education Services under NCLB: Emerging evidence and policy 
issues.  (2007) P. Burch. 

 >Education actions may help improve implementation and evaluation of 
Supplemental Educational Services (2007) 

 >Course credit accrual and dropping out of high school (2007) 

 >The economic costs of poverty in the United States: Subsequent effects of 
children growing up poor (2007) Institute for Research on 
Poverty.  Discussion Paper no. 1327-07.  Http://www.irp.wisc.edu

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

"To do good things is noble.  To advise others to do good things is even 
nobler –
     and a lot easier."
         Mark Twain


 >>June – Summer and Summer-minded Students and Staff

As the traditional school year draws to a close, it is important to focus 
staff and students on strategies for renewal and continuing learning.
 >For students -- It is wonderful when schools help families and 
neighborhood resources to plan ways to provide youngsters with a wide range 
of summer opportunities using the school facilities, local libraries, parks 
and recreation, faith-based venues, and whatever else is available in the 
neighborhood. The focus needs to be on fun recreation, enrichment, and 
youth development activities, as well as additional ways to advance skills 
and knowledge. Organize field trips to venues such as the local library so 
students can enrol in summer reading and computer learning programs and to 
the parks for an introduction to their programs. And, of course, be certain 
that steps are taken to connect students who are manifesting problems to 
the resources they need.

Where schools are in session during the summer months, the number of 
students may be fewer and the opportunities for innovation greater. 
Teachers and learning support staff may have more time to attend to 
students at risk. For a wide range of ideas about helping students during 
the summer months take a look at "Ideas for Enhancing Support at School 
this Month" at http://smhp.psych.ucla.edu and scroll down to June.  There 
you will see ideas from

 >>Primer on Summer Learning Loss, Johns Hopkins Univ. Center for Summer 
 >>Summer School: Unfulfilled Promise, Southern Regional Education Board
 >>Summers are for learning, Principal

Helping students find their way to the local library for motivated summer 
reading and learning activities might be the best school-community 
partnership you can develop. As Jane David and Larry Cuban note in "Cutting 
through the Hype: A Taxpayer's Guide to School Reforms" "National data on 
reading achievement for the past 35 years strongly suggest that whichever 
reading approach is in vogue make no difference overall.  Scores from the 
National Assessment of Educational Progress how little change since 
1971.  One exception is a jump in scores for 9 year olds from 1999 to 2004, 
too early to reflect changes in federal policy, but perfect timing to 
reflect the impact of the hugely popular Harry Potter books."

 >For staff -- Besides catching up on their lives, school staff usually 
catch up on their personal reading and their professional development. 
There are conferences and web-based learning to provide new ideas for doing 
the work "smarter." See relevant conferences on our website at 
http://smhp.psych.ucla.edu/upconf.htm . And, for a range of web-based 
learning, see the U.S. Department of Education series on Lead and Manage My 
School. http://www.ed.gov/admins/lead/safety/training/index.html

This is also an important time for "Debriefing" to explore and do some 
planning for how things might be done better next year. (As an aid, again 
see the range of "Ideas for Enhancing Support at Your School" online at 
http://smhp.psych.ucla.edu/schoolsupport.htm ). Done well such debriefing 
and planning can lead to some new processes and better outcomes and renewed 
Popular Bumper Sticker:
         "If you can read this, thank a teacher."


 >Helping children develop "impulse 
control"  http://www.illinoisearlylearning.org/tipsheets/impulsecontrol.htm

 >Suicidality and help-seeking behaviors in American Indian 
youth  http://www.rtc.pdx.edu/pgDataTrends2007.shtml

 >National High School Center. http://www.betterhighschools.org/pubs/
Dropout prevention for students with disabilities: a critical issue for 
state education agencies
 >State and district-level support for successful transitions into high school
 >Toward ensuring a smooth transition into high school
 >Managing the transition to ninth grade in a comprehensive urban high school
 >Community Guide to Helping America's 
Youth  http://guide.helpingamericasyouth.gov

 >Adolescent Health Initiative  http://www.acpm.org/ah/

 >Clearinghouse for Sustaining and Expanding Youth Programs and 
Policies  http://www.financeproject.org/irc/youth/index.asp

 >New Spanish publication "What does it mean to be 
parents"   http://www.nichd.nih.gov/significapadres

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


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

 >Interdisciplinary perspectives in adolescent substance abuse prevention & 
treatment. June 8, Birmingham, AL. http://adolescent.chsys.org

 >Community Approaches to Mental Health Promotion, June 10, Vancouver, 
Canada.  http://www.utoronto.ca/chp/MentalHealthSymposium2007.html

 >American School Counselor Association, June 23-26, Denver, CO 

 >National Assembly on School-based Health Care, June 27-30, Washington, 
DC  http://www.nasbhc.org

 >National Association of School Nurses, June 28-July 1, Nashville, 
TN  http://www.nasn.org

 >American School Health Association, July 9-13 Honolulu, 
HI  http://www.ashaweb.org

 >Federation of Families for Children's Mental Health, December 7-9, 
Washington, DC. http://www.ffcmh.org

 >National Association of School Psychology, February 6-9, New Orleans, LA. 

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

"Seen it all, done it all, can't remember most of it."


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 

For updated info on federal grants, see the electronic storefront at 
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)
         >>Safe Schools/Health Students Program (84.184L) Due 6/19/07

 >Office of Juvenile Justice and Delinquency Prevention 
         >>High-risk Youth Offender Reentry and Family Strengthening 
Initiative. Due 6/8/07

Calls for Proposals

 >Federation of Families for Children's Mental Health 
conference.  Proposals Due 6/30/07. Http://www.ffcmh.org

 >National Association of School Psychology conference. Presentations 
proposals due 6/15/07. http://www.nasponline.org

"I've got a mind like a ...a...what's that thing called?"


 >Ongoing Center Initiatives to Promote Policy and Practice Discussion
 >>Reauthorization Agenda. The Elementary and Secondary Education Act (No 
Child Left Behind Act) reauthorization hearings have not specifically 
focused on addressing barriers to learning and teaching. The Center is 
working to encourage addition of such an agenda item – see Open Letter to 
Congress –  http://smhp.psych.ucla.edu/pdfdocs/congress%20letter.pdf

We continue to receive responses for individuals and organizations that 
want to be added to the letter encouraging Congress to include a focus on 
addressing barriers to learning in the reauthorization of No Child Left 
Behind.  If you want to be added, let us know.

 >>Call to Action Campaign. See recent work at 
–  http://smhp.psych.ucla.edu/summit2002/outreachcampaign.htm#call

 >>National Initiative: New Directions for Student Support. See current 
status at –  http://smhp.psych.ucla.edu/summit2002/currentstatus.htm
 >Partnership with Scholastic, Inc. for Leadership Institutes
As reported previously, Scholastic has asked us to partner with them as 
they pursue an initiative called "Rebuilding for Learning." Our emphasis is 
on rebuilding learning supports. The intent is to guide  policy makers and 
administrators as they respond to the imperative for developing a 
comprehensive system of learning supports to address barriers to learning 
and teaching at every school. As a first phase, we are currently preparing 
a set of introductory leadership materials; then, we will provide a series 
of Leadership Institutes for high level policy maker and administrator 
organizations with whom Scholastic works.

We have done an initial draft of the material and have revamped a tool kit 
to support efforts to rebuild systems for learning supports. The tool kit 
is already online (see http://smhp.psych.ucla.edu/toolkit.htm 
 >New Publication
"Reorganizing Student Support to Enhance Equity" by Adelman & Taylor. In 
Multicultural Handbook of School Psychology: An Interdisciplinary 
Perspective (2007) edited by G. Esquivel, E. Lopez, and S. Nahari. Lawrence 
Erlbaum Associates, Publishers.
 >New Guidance Note
Gateways to Resources for Enhancing Positive Outcomes for All Students:
Resources focused on prevention, on intervening as soon as problems are 
identified, and for chronic and severe problems.  Go to 
http://smhp.psych.ucla.edu. Click on Center Materials, by format. Scroll 
down to Guidance Notes.
 >Summer Newsletter is in the mail and online at 
Featured in the current newsletter:
 >>Evidence-based Practices in Schools: Concerns about Fit and Context
 >>Research-base for a Comprehensive System of Learning Supports
 >>Using Data Wisely

For financial reasons, the summer issue of our quarterly newsletter/journal 
is the last hard copy issue we will mail. In the future, it will be sent as 
an electronic attachment and website posting. As a test, a week ago we sent 
you the newsletter as an attachment to an email. If you didn't receive it, 
let us know.
 >Other Recent Resources
 >>Online Clearinghouse Quick Find  -- Response to 
Intervention  http://smhp.psych.ucla.edu/qf/responsetointervention.htm

 >>Center Policy & Practice Analysis Brief – Youth Gangs and 

  Note: 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

"I couldn't repair your brakes, so I made your horn louder."


Note: For info on employment opportunities, see 

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

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

<Program Associates>
The Finance Project, Washington, DC. 

Center for Disease Control and Prevention, Division of Violence 
Prevention.  Atlanta, GA.  Contact Daniel Whitaker at dwhitaker at CDC.gov

<School Social Worker>
Brookline High School, Brookline, MA. Contact Fran Kuehn at 
francis_kuehn at brookline.k12.ma.us

"I couldn't care less about apathy."


 > Re. the fragmentation of efforts to provide learning supports in schools
"If we conservatively estimate that each public school (almost 100,000) 
applies 10 non-curricular, non-instructional, non-sport interventions and 
preventions, that's a lot of potential for fragmentation. That does not 
count the 3,100 (+/-) U.S. counties (with family services agencies and the 
like), 17,000 school districts, approximately 20,000 jurisdictions 
(townships, towns and cities, regional governments and other educational 
coalitions). These large numbers don't reflect the disconnectedness among 
interventions and preventions WITHIN a school.
I have my own ideas on how some sanity can be applied to all of this 
activity, but I'll settle for addressing barriers to learning for now."
 >Re. last month's issue: Response to Intervention
"In response to the item about RTI on your electronic newsletter, I would 
like to note that in our state as part of the process for updating our 
state regulations to comply with IDEIA 2004, our Department of education 
held hearings to obtain input on RTI among many other issues. Advocacy 
groups attacked the proposal as merely a plot by educators to deny or delay 
services to handicapped children. Virtually no one from education stood up 
to them and spoke in favor of RTI. The Department convened a focus group to 
make a recommendation and we recommended that the state adopt RTI as its 
standard procedure for identifying specific learning disabilities. The 
State Board of Education refused to accept this recommendation and instead 
chose to offer districts the option of using RTI or a discrepancy model. 
Even this compromise is being heavily attacked although we have pointed out 
to the Board that IDEIA prohibits banning RTI as an option."
 >We were asked to share this information:
" I have a new book coming out in July that would be a nice addition to any 
school counselor's office. It's a novel about a girl living with her 
mentally ill and ineffective father and how she has to save her sister from 
her mother's abuse. But it's also about finding your value, learning to be 
careful what you believe about yourself, and finding your voice to speak 
the truth. It's the kind of book you could give a kid who is struggling 
with abuse/abandonment/parentification. This is my second book. My first, 
Save Me! A Young Woman's Journey Through Schizophrenia to Health 
(Doubleday) was used as a supplemental text in colleges around the country 
and is still available in many libraries."
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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