[mentalhealth-l] ENEWS: November, 2008 (Vol. 13 #2)

SMHP smhp at ucla.edu
Fri Oct 31 13:50:28 PDT 2008


November, 2008 (Vol. 13 #2)

ENEWS is one of the many resources provided by 
the School Mental Health Project/ Center for 
Mental Health in Schools at UCLA.  This 
electronic newsletter is sent 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 national Center offers, see http://smhp.psych.ucla.edu

We encourage you to forward this to others.
If you have been forwarded this ENEWS
and want to sign up to receive it directly,
please let us know.  Contact smhp at ucla.edu



**Emerging Issue
 >Unique Treatments or Common Intervention Principles?
**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 school to address barriers to learning
 >Responding to referrals in ways that can "stem the tide"
**Other helpful Internet resources

**Links to
 >Upcoming initiatives, conferences & workshops

 >Calls for grant proposals, presentations & papers

 >Training and job opportunities
**UCLA Center update

**Comments, requests, information, questions from the field



         >Unique Treatments or Common Intervention Principles?

According to David Barlow: "Instead of studying 
treatments as some sort of fixed pattern, 
practitioners will have principles they can 
flexibly apply to a variety of different emotional disorders."

As reported in the 10/08 Monitor on Psychology, 
Barlow, director emeritus at the Center for 
Anxiety and Related Disorders at Boston 
University, reported on a four year study of a 
new treatment protocol for depression, anxiety, 
and phobias. He explained: "The protocol takes 
three or four basic concepts that seem to be 
present in all of our successful treatments for 
these emotional disorders and puts them together 
as a single, unified, transdiagnostic set of 
principles that clinicians could adapt to anyone sitting in from of them."

The new protocol includes 7 modules: 
psychoeducation; motivational enhancement to aid 
treatment engagement; emotional awareness 
training, cognitive appraisal and reappraisal, 
modifying emotion-driven behavior and emotional 
avoidance; internal somatic and situational 
exposure; relapse prevention; and present-focused emotional awareness training.

Is the field moving away from "fixed" empirically 
supported treatments? As you have worked with 
science based interventions related to learning, 
behavior, and emotional problems, are you 
sticking to the manual or are you gravitating 
toward common principles and elements? Send your comments to ltaylor at ucla.edu



 >Report cites chronic absenteeism in city schools
More than 90,000 of New York City's elementary 
school students – roughly 20 percent – missed at 
least a month of classes during the last school 
year...The situation was worse in higher grades – 
40 percent of high school students and 24 percent 
of middle school students were absent for at 
least a month. 10/21/08 http://www.nytimes.com
 >The high school dropout's economic ripple effect
As the financial meltdown and economic slump hold 
the national spotlight, another potential crisis 
is on the horizon: a persistently high dropout 
rate that educators and mayors across the country 
say increases the threat to the country's 
strength and prosperity. According to one study, 
only half of the high school students in the 
nation's 50 largest cities are graduating in four 
years...10/21/08  http://online.wsj.com
 >Nine NY state agencies jointly develop plan for 
broad reform of public services for children
Heads of nine child-serving agencies have jointly 
submitted to the governor and legislature New 
York's first Children's Plan to improve the 
social and emotional well being of New York's 
children and their families. Key recommendations 
of the collaborative plan include:
 >A focused attention to behavioral issues and 
emotional disturbance in settings such as 
pediatric offices, child care and schools, with 
mental health treatment in a back-up and support role;
 >A shift toward more effective and less 
expensive early intervention and evidence-based 
preventive approaches, leading to a reduction in institutional costs; and
 >The collaborative use of family-centered and parent-driven approaches.
10/2/08 - http://www.omh.state.ny.us/omhweb/News/pr_childrens_plan.html
 >Schools scramble to help students with no place to live
With the numbers of homeless across the state on 
the rise, local school officials are scrambling 
to provide services and absorb costs for an 
expected surge in homeless students. .. ..The 
high populations reflect not just students living 
in shelters or on the streets, but also those 
doubled up with relatives or friends, in foster 
care, or thrown out of their homes or runaways. 10/6/08. http://www.boston.com
 >Schools fail to meet "No Child" accountability
Across the nation, far more schools failed to 
meet the federal law's testing targets than in 
any previous year...Part of the reason for the 
troubles was that the states gambled the law 
would have been softened when it came up for 
reauthorization in 2007, but efforts to change it 
stalled. ...Students scoring at or above 
proficiency increased, on average, less than four 
percentage points annually for 2003 to 2007, far 
short of the 11 percentage points of annual 
growth required this year. 10/13/08   http://www.nytimes.com
 >Hundreds of teachers laid off in Dallas
The Dallas, TX, school district laid off hundreds 
of teacher to avoid a projected $84 million 
deficit. ...The district laid off 375 teachers 
and 40 counselors and assistant principals and 
transferred 460 teachers to other schools within 
the district. ...The 375 teachers represent about 
3 percent of the district's teachers.  Last week 
152 employees – including clerks, office managers 
and teacher assistants – voluntarily left their 
jobs. 62 central staff members lost their jobs. 
...An additional $30 million will be saved by 
cutting various programs throughout the district. 
10/17/08.  http://www.cnn.com
Note: Each week the Center highlights newsworthy 
stories online at http://smhp.psych.ucla.edu/whatsnew/newsitems.htm

Also access other news stories relevant to 
improving addressing barriers to learning through 
links at http://smhp.psych.ucla.edu/whatsnew/linkstolatest.htm

                         "Schools are never 
neutral. Schools either help kids thrive or
                           contribute to mediocre or rotten outcomes."


Children's Mental and Physical Health
 >The effectiveness of interventions to reduce 
psychological harm from traumatic events among 
children and adolescents: A systematic review. 
(2008) H. Wethington, et al., American Journal of 
Preventive Medicine, 35(3) 287-313. 

 >The development of bullying. (2008) D. Pepler, 
et al., International Journal of Adolescent 
Medicine and Health, 20(2) 113-119. http://www.freundpublishing.com/

 >Peer stigmatization of childhood depression and 
ADHD (#160) http://www.rtc.pdx.edu/pgDataTrends.shtml

 >Child abuse recognition and reporting: Supports 
and resources for changing the paradigm. (2008) 
C. Berkowtiz.  Pediatrics, ePub. http://www.pediatrics.org/

 >A framework for assessing violent behaviors in 
elementary school-age children (2008) A. Bardick 
& K. Bernes, Children & Schools, 30(2) 83-91.

 >High school youth and suicide risk: Exploring 
protection afforded through physical activity and 
sport participation (2008) L. Tallaferro, et al., 
Journal of School Health, 78(10) 545-553. http://www.ashaweb.org

 >Activity spaces and urban adolescent substance 
use and emotional health (2008) M. Mason & K. 
Korpela, Journal of Adolescence. http://www.elsevier.com/
Family, School and Community
 >Geography of opportunity: Poverty, place, and 
educational outcomes (2008) W. Tate. Educational 
Researcher, 37(7) 397-411. http://er.aera.net

 >The evaluation of school-based violence 
prevention programs: A meta-analysis. (2008) H. 
Park-Higgerson, , et al., Journal of School 
Health, 78(9) 465-479. http://www.ashaweb.org

 >Reducing behavior problems in the elementary 
school classroom (2008). Practice Guides: What 
Works Clearinghouse. http://ies.ed.gov/ncee/wwc/publications/practiceguides/

 >Solving behavior problems together (2008).C. 
Crowe. Educational Leadership. 66, 44-47.

 >Adolescent risk taking, neighborhood social 
capital, and health (2008) W. Boyce, et al., 
Journal of Adolescent Health, 43(3) 246-252.

 >Media use and children's perceptions of 
societal threat and personal vulnerability. 
(2008) J. Comer, et al., Journal of Clinical 
Child and Adolescent Psychology, 37(3) 622-630. 
Policy, Systems, Law, Ethics, Finances & Statistics
 >America's children in brief: Key national indicators of well-being (2008)

 >Toward a brighter future: An essential agenda 
for America's young people. (2008) National 
Collaboration for Youth, http://www.collab4youth.org

 >Framing public policy and prevention of chronic 
violence in American youths (2008) K. Dodge. 
American Psychologist, 63(7) 573-590. http://www.apa.org/journals/amp

 >Will it work here? A decision maker's guide to 
adopting innovations - 

 >Student victimization in U.S. Schools: Results 
from the 2005 School Crime Supplement to the 
National Crime Victimization Survey (2008).  The 
National Center for Education Statistics. 

 >Mental disorders among adolescents in juvenile 
detention and correctional facilities: a 
systematic review and metaregression analysis of 
25 surveys (2008) S. Fazel, et al., Child & 
Adolescent Psychiatry, 47(9) 1010-1019 http://www.jaacap.com

 >Violence and drug use in rural teens: National 
prevalence estimates from the 2003 Youth Risk 
Behavior Survey (2008) A. Johnson, et al., 
Journal of School Health, 78(10) 554-561. http://www.ashaweb.org

 >A three-country comparison of psychotropic 
medication prevalence in youth. (2008) J. Zito, 
et al., Child and Adolescent Psychiatry and 
Mental Health, 2(26). http://www.capmh.com/content/2/1/26

 >Mental health service use among youths aged 12 
to 17: 2005 and 2006 (2008) National Survey on 
Drug Use and Health Report, Office of Applied 
Studies, Substance Abuse and Mental Health 
Services Administration. http://oas.samhsa.gov
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 130 
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 ... psychologists forgo scientific rigor in 
favor of advocating unsupported private values in 
public policy, they become nothing more than politicians."


November – Responding to referrals in ways that can "stem the tide"

In the first months of a new school year, 
supportive schools have provided programs to 
welcome and provide support to ensure that all 
students have made a good adjustment to school 
and to address initial adjustment problems as 
they arise. As teachers become concerned about 
students who are not making progress in academics 
and display problems in social competence, they 
are looking for colleagues to help them succeed 
with these students.  While team teaching and 
grade level teacher planning groups are a first 
resource, student support staff can now enter the 
planning process to enhance capacity related to Response to Intervention.

Many "individual" problems are, in fact, a type 
of problem that is frequently seen in schools. 
Student support staff can join the class to 
enhance the capacity of regular classroom 
teachers to address a broad range of common 
learning, behavior, and emotional problems. As 
students experience "enhanced" regular classroom 
approaches, many who were struggling (students 
and teachers) will find more success. And, 
sharing strategies across classrooms strengthens 
the shared responsibility for all students. For a 
broad range of ideas on enhancing classrooms to 
accommodate a broader range of student motivation and ability, see
 >Enhancing Classroom Approaches for Addressing 
Barriers to Learning: Classroom-Focused Enabling

 >Response to Intervention

 >Response to Intervention (practice notes)

 >Common Behavior Problems at School: A Natural 
Opportunity for Social and Emotional Learning

 >Prereferral Interventions
Classroom-focused learning supports reduce the 
flow of referrals to case-oriented student 
support teams. This allows such teams not only to 
do a better job of triage, referral, and 
monitoring of progress, but to become more 
proactive in developing interventions to promote 
social and emotional development, prevent 
problems, and respond early after problem onset.. 
For relevant resources for case-oriented work, see:
 >Developing Systems at a School for Problem 
Identification, Triage, Referral, and Management of Care

 >Case Management in the School Context

 >School-Based Client Consultation, Referral, and Management of Care

 >Quick Find: Case/Care Management

Note: You can anticipate major concerns that 
arise over the course of the school year that 
provide natural opportunities to strengthen 
support for learning. To see the "calendar" of 
monthly concerns and themes, see "Ideas for 
Enhancing Support at Your School this Month" on 
the Center's home page at http://smhp.psych.ucla.edu


"The principal working with a teacher on 
classroom management noted she was 
over-emphasizing competition and encouraged her 
to use more cooperative activities.  The teacher 
agreed to try it and put up a new bulletin board: 
"Who Can Be the Most Cooperative This Week?"
                                                 Attributed to Rick Lavoie


 >Parents' Guide to Truancy

 >Domestic Violence: Knowledge Path

 >From No Child Left Behind to Every Child a Graduate

 >Introduction to the Survey of Youth in Residential Placement

 >Evidence-Informed Public Health and a 
Compendium of Critical Appraisal Tools for Public Health Practice

 >A developmental perspective on college and workplace readiness

 >Transforming the federal role in k-12 education

 >Early childhood assessment: Wwhy, what, and 
how? http://www.nap.edu/catalog.php?record_id=12446

 >Developing school connectedness in diverse 
youth through extracurricular programming

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

         "Robinsons's Law: The person you beat out of a prime parking spot is
            the one you have to see for the job interview."


 >Upcoming Initiatives, Conferences & Workshops 

 >Calls for Grant Proposals, Presentations & 
Papers -http://smhp.psych.ucla.edu/upcall.htm

 >Training and Job Opportunities - http://smhp.psych.ucla.edu/job.htm

Information on each of these is updated on an 
ongoing basis on our website. Just click on the 
indicated URL or on What's New on our website at 
http://smhp.psych.ucla.edu. If you would like to 
add information on these, please send it to ltaylor at ucla.edu

Special Job Announcement

Branch Chief in the Mental Health Promotion 
Branch, Division of Prevention, Traumatic Stress 
and Special Programs, Center for Mental Health 
Services at SAMHSA (a newly created Mental Health 
Promotion Branch leadership position). The position closes on November 14, 2008

The successful applicant will provide national 
leadership in efforts related to the design, 
implementation and administration of the Safe 
Schools/Healthy Students initiative, a 
partnership with the Federal Department of 
Education and SAMHSA/CMHS to make a difference in schools across the country.

Applicants should be knowledgeable about current 
developments in the field of mental health 
promotion and initiatives designed to prevent 
mental and behavioral disorders and be able to 
apply a public health model to relieve mental 
health problems, and foster the promotion of 
mental health across the life span.

The position involves the supervision of a multi 
disciplinary staff of several mental health 
professionals. Successful applicants should have 
experience supervising, motivating and training 
subordinates with a wide range of professional interests and experiences.

Application information on the position can be found at: www.usajobs.gov
The job number is HHS-SMA-2009-0004


The following are a few highlights. The Center 
continuously develops and updates resources; see 
What's New at http://smhp.psych.ucla.edu/review.htm

*Online course through the National Association of State Title I Directors
Academics and Beyond: Addressing Barriers to 
Learning and Teaching – This video and powerpoint 
presentation was developed for the National 
Association of State Title I Directors based on 
the Center's work. It comes with Facilitator and 
Participant Study Guides. Hosted by Jackie 
Jackson, former director of Title I at the U.S. 
Office of Education, the video is designed as a 
panel discussion featuring the Center's 
co-directors and Rhonda Neal Waltman, Former 
Assistant Superintendent, Mobile County Public 
Schools. See http://www.nastidonline.com/coursedetails.html
  >>Rebuilding for Learning: A Collaborative Initiative with Scholastic, Inc.

Immediately after announcing the initiative a few 
weeks ago, we began to receive a stream of 
expression of interest from state departments of 
education, district superintendents, and leaders 
at universities. For those who missed the 
announcement, see it online at 

In brief, the Center has established a 
public-private collaboration with the Community 
Affairs Unit of Scholastic to provide education 
leaders with meaningful and ongoing learning 
opportunities around planning and implementing 
improved systems for addressing barriers to learning and teaching.

Interested state and local leadership teams will 
have the opportunity to apply for a grant to 
cover leadership team participation in a Rebuilding for Learning Institute.
Participating teams that demonstrate a serious 
commitment to developing a comprehensive system 
of learning supports as an integral part of 
school improvement and need assistance with 
planning or implementation will be eligible to 
apply for a mini-grant to support additional 
technical assistance. For all who move forward, 
capacity building information, guidance and 
support will be provided from the Center at UCLA 
and/or members from the Rebuilding for Learning Team.

The initiative will offer:
 > In person professional input and interchange 
(e.g. Rebuilding for Learning Institute and on-site technical assistance)
 > Online professional development and guidance 
(e.g. continuing education and online technical assistance)
 > Print and online supplemental resources
About the Initiative Component

Rebuilding for Learning Institute – orients 
school leaders to the need for student learning 
supports, the full continuum of essential 
school-community interventions, and the core 
principles and tenets of comprehensive learning 
support systems. District or state leadership 
teams leave the Institute with an emerging 
"blueprint" that enables them to more deeply 
investigate student learning supports and the 
feasibility for instituting change in their districts or states.

Rebuilding for Learning Online Institute – 
available to Institute participants, this 
resource allows users to probe deeper with theory 
and practice content. The online resources are 
especially designed as aids for moving forward.

Technical Assistance – Institute participants 
pursuing implementation of comprehensive learning 
support systems have access to the initiative's 
team of specialists who are available to provide 
strategic guidance as districts move from planning to implementation.

Rebuilding for Learning Core Materials – provide 
administrators with information on student 
learning supports policies and practices. Core 
materials include the Rebuilding for Learning 
Institute Handbook. The handbook is provided to 
all in person institute participants.

Interested in Exploring Participation in the 
Rebuilding For Learning Initiative?

We invite state and district superintendents, 
school boards, education associations, and chairs 
of university departments of education to express 
their interest in exploring ways to connect with 
the initiative. Send an email to: Ltaylor at ucla.edu


 >>New Resource for the National Initiative: New 
Directions for Student Support:

The Center has prepared a brief paper entitled:

         What is a Comprehensive Approach to Student Supports?

This resource was developed in response to the 
increasing stream of statements related to the 
ESEA reauthorization calling for "a comprehensive 
approach" to student supports. Too often what is 
being identified as comprehensive is not 
comprehensive enough, and generally the approach 
described is not about developing a system of 
supports but a proposal to enhance coordination 
of fragmented efforts. Many times the emphasis 
mainly is on health and social services, usually 
with the notion of connecting more community 
services to schools. All this is relevant. But, 
most proposals to improve supports still fail to 
escape old ways of thinking about what schools 
need both in terms of content and process. The 
brief conveys our perspective of what does and 
doesn't constitute a comprehensive approach.

 >>Youth ages 18 to 24

The term Mental health in schools tends to convey 
a focus mainly on K-12. However, it is clear that 
pre-school programs also are relevant and so is 
post-12 transition and schooling. In this latter 
respect see the new online clearinghouse Quick Find topic on

"Transition from Adolescence" 

If you know of links to materials we should add, 
please let us know. Ltaylor at ucla.edu

Note: We continually update the resources on our 
website. A convenient way to access information 
is through the Quick Find online clearinghouse. 
Alphabetized by topic, you can access information 
on 130 topics relevant to addressing barriers to 
learning. Each includes links to Center 
Resources, online reports, other centers focusing 
on the topic, and relevant publications. Go to 
http://smhp.psych.ucla.edu and click on Quick 
Find. If you would like to add a resource, let us know. Ltaylor at ucla.edu

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 at the 
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, the Center for 
School Mental Health at http://csmh.umaryland.edu 
or contact Mark Weist, Director, CSMH, University 
of Maryland at Baltimore, Department of 
Psychiatry, 737 W. Lombard St. 4th Floor, 
Baltimore, MD 21202. Toll Free (888) 706-0980. Email: csmh at psych.umaryland.edu

                                 "Only those who 
see the invisible can do the impossible."
to Jean Steverson


A Request: "I am charged with writing an 
accountability and policy framework to support 
the Community Schools and Community Education 
component of SchoolPlus [in Canada] in order to 
establish a consistent framework for measuring 
student outcome correlations with the Community 
School/Education renewal. Basically the 
government wants to measure if the additional 
funding going to the designated schools is 
improving learning outcomes and we can tell one 
way or another because when it was rolled out 
there was no mandated framework provided and 
there are significant discrepancies with respect 
to the allocation of funding and programs 
offered. I am wondering if there is a working 
group on developing something similar to what I am describing."

We were asked to share the following:

(1) From the Research and Training Center on 
Family Support and Children's Mental Health, 
Portland State University, Portland, Oregon
         "Are you a young person aged 14-25 who 
has an emotional or mental health condition?
OR Are you a parent or other caregiver of a child 
between the ages of 14-25 with an emotional or mental health condition? IF SO,
         We invite you to take a survey that asks 
about your experiences with discrimination
         or stigmatization. Results of the survey 
will be published in the January 2008 issue of
Focal Point: Research, Practice and Policy in Children''s Mental Health.
         o If you finish the survey, you can 
enter for a chance to win a $25 gift certificate to Amazon.com
         o The survey is completely anonymous
         o The survey takes about 15 minutes"

Deadline is November 26, 2008       Access the 
survey from http://www.rtc.pdx.edu

(2) From a learning management company:
"We have been providing online tutoring services 
for the special needs and learning disabled 
student segment for the last three years. We 
consider our main goal to be around enhancing 
student performance and using technology as an 
enabler to achieving this objective. As an online 
tutoring company (we also do software and content 
development for the K-12 segment), we have seen 
that technology enabled distance learning has 
allowed several special needs and learning 
challenged students do remarkably well in our 
programs. We are currently trying to expand our 
services to reach out to more of the LD segment 
across the country and have been urged and 
encouraged by our customer parents to take our 
message to a wider audience."  http://www.mytutor24.com

(3) From the Oregon Center for Applied Science – www.orcasinc.com :
"We have created a fun and educational computer 
program to help adolescents learn about and 
prevent depression. For this research study we 
need to recruit 300 adolescents ages 11-15 to 
evaluate the program. Adapted from an empirically 
validated intervention, the program will include 
six CBT modules, interactive and educational 
games, and additional content related to youth 
depression. Youth who participate will be 
compensated up to $120 for their time. They will 
also have the unique opportunity to learn new 
skills to help them feel better more of the time 
while helping us develop a program to meet the 
needs of others their age. To get additional 
information about the project, request 
recruitment materials, or sign up to participate, 
please call 1-866-822-0226 or email 
bluesblaster at orcasinc.com. (Funded by: National Institute of Mental Health)."


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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