[mentalhealth-l] ENEWS: February, 2009 (Vol. 13 #5)

SMHP smhp at ucla.edu
Fri Jan 30 09:14:35 PST 2009


February, 2009 (Vol. 13 #5)

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
 >Can the case be made that student support is 
essential to school improvement?
**News from around the country

**Recent publications relevant to
 >Child and adolescent mental and physical health
 >Family, school & community
 >Policy, systems, law, ethics, finances & statistics
**This month's focus for schools to address barriers to learning
 >February – The mid-point of a school year: Report cards and conferences –
                         Another barriers or a challenging opportunity?
**Other helpful Internet resources

**Links to
 >Upcoming initiatives, conferences & workshops
 >Upcoming and archived webcasts and online professional development
 >Calls for grant proposals, presentations & papers
 >Training and job opportunities
**UCLA Center update

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

Emerging Issue
 >Can the case be made that student support is 
essential to school improvement?
Current reductions-in-force of student support 
staff due to the local, state and nationwide 
budget crisis has turned this concern into a fundamental education issue.

Where there is a wholesale lay-off of such 
personnel, it is clear that school decision 
makers don't see that student support is 
essential to school improvement. Where wholesale 
lay-offs are not occurring, it is clear that 
schools recognize a need. Where there is a move 
to contract-out the work of such personnel, the 
need also is recognized, but the potential role 
school support staff should be playing in school 
improvement is not really appreciated.

In his confirmation hearing, U. S. Secretary of Education Arne Duncan stated:
"...we know that only about 70 percent of high 
school students graduate. America once led the 
world in high school graduation, and now we're 
falling behind other industrialized nations. We 
can't continue down this path. We must identify 
students at risk of failure by the middle school 
years if not earlier –– and target interventions 
to them. ... Appropriately supporting students 
with disabilities, helping English language learners to be successful 


[In Chicago] "... we've fought very, very hard 

to give every child the opportunity to develop 
their skills, to develop their unique interests 
and talent and give them reason to be motivated 
to come to school every single day. 
we want 
every child to have those kinds of opportunities 
to grow their unique skills and interests."
In order to accomplish the above, the role of 
student support is an issue that warrants 
considerable immediate attention as budget 
cutting proceeds and as discussion continues 
related to the reauthorization of the Elementary 
and Secondary Education Act. As a stimulus for 
this discussion, see Opportunities for Change in 
Challenging Times: School Improvement and 
Learning Supports online at 

Let us hear your views on this so we can air 
them. Send your ideas, suggestions, comments to ltaylor at ucla.edu


 > Senate Approves Children’s Health Bill
The Senate passed H.R. 2, renewing and expanding 
the State Children's Health Insurance Program and 
extending critical mental health parity benefits 
to millions of recipients for the first time. 
Among other provisions, this legislation requires 
that mental health services must be offered at no 
more restrictive limitations than medical 
services for SCHIP recipients.  1/29/09. New York 

 > Child neglect cases multiply as economic woes spread
As the economic downturn takes its toll on 
struggling families, child welfare workers across 
the region are seeing a marked rise in child 
abuse and neglect cases, with increases of more 
than 20 percent in some suburban counties. 
Neglect investigations appear to have increased 
most, many resulting from families living without 
heat or electricity or failing to get children 
medical care. 1/29/08. The Washington Post.

 > Middle School Disengagement
Not enough attention has been paid to 
understanding the magnitude of student 
disengagement in high-poverty middle-grades 
schools, its impact on student achievement and 
ultimately the role it plays in driving the 
nation's graduation rate crisis. Utilize ECS' 
Research Studies Database to read a summary of a 
report from Johns Hopkins University Center for 
Social Organization of Schools and the 
Philadelphia Education Fund that employs 
longitudinal analyses of 12,000 Philadelphia 
6th-grade students to better understand this 
issue. Http://www.ecs.org/00CN4205
 >Recognizing children's successes in all areas 
may prevent teenage depression
Students' success in the first grade can affect 
more than their future report cards.  Researchers 
found links among students' weak academic 
performance in the first grade, self-perceptions 
in the sixth grade, and depression symptoms in 
the seventh grade. Because differences in 
children's learning will continue to exist even 
if all students are given effective instruction 
and support, parents and teachers should 
acknowledge student's skills in other areas. 
1/11/09.  Science Daily. 
 > Duncan hearing spotlights school reform
At his Senate confirmation hearing, Arne Duncan 
said kids with disabilities or kids learning 
English might struggle while the rest of the 
students make gains. But No Child Left Behind 
requires progress across every group. "Let's not 
take too blunt an instrument to an entire school. 
Those teachers are doing an Herculean job, and we 
need to recognize that." Duncan said. 1/13/09 USA 
 > The parent-teacher talk gains a new participant
Student-led conferences are gaining ground at 
elementary and middle schools nationwide. 
Although researchers have long hailed the 
benefits of such conferences, their popularity 
appears to be increasing in part because of the 
rapidly shifting demographics at public schools 
nationwide. At some schools, not only are 
students on hand for conferences, but their 
siblings are also welcome, as are grandparents, 
aunts and uncles, even family friends. 12/28/08 
The New York Times. 

 > Schools tap 21st century skills
To prepare students for a fast-changing future, 
teachers are reaching beyond the R's.  In a 
knowledge economy, the reasoning goes, the 
ability to articulate and solve problems, to 
generate original ideas, and to work 
collaboratively across cultural boundaries is 
growing exponentially in importance. 1/8/09 
Christian Science Monitor.  http://www.csmonitor.com/2009/0108/p03s03-usgn.html

"Often children with poor academic skills believe 
they have less influence on important outcomes in 
their life. ..Along with reading and math, 
teachers and parents should honor skills in other 
areas, such as interpersonal skills, non-core 
academic areas, athletics and music."

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


**RECENT PUBLICATIONS (In Print and on the Web)

Child and Adolescent Mental and Physical Health

 >Ending the marginalization of mental health in 
schools: A comprehensive approach (2009). H. 
Adelman & L. Taylor. In School-Based Mental 
Health: A Practitioner's Guide to Comparative 
practices.  R. Christner & R. Minnuti (Eds).  Routledge.

 >School mental health services for the 21st 
century: Lessons from the District of Columbia 
School Mental Health Program. (2009) Center for 
Health and Health Care in Schools. 

 >Stigmatization. Special issue of Focal Point: 
Research, Policy, & Practice in Children's Mental 
Health. (2009). Portland Research Center on 
Family Support and Children's Mental Health. http://www.rtc.pdx.edu/

 >Low academic competence in first grade as a 
risk factor for depressive cognitions and 
symptoms in middle schools (2008) K. Herman, et 
al., Journal of Counseling Psychology, 55(3) 
400-410. http://www.apa.org/journals/releases/cou553400.pdf

 >Concepts of bullying: Developmental and 
cultural aspects. (2008) P. Smith & C. 
Monks.  International Journal of Adolescent 
Medicine and Health. 20(2) 101-112. Http://www.freundpublishing.com/

 >Medicating children: ADHD and pediatric mental 
health (2009) R. Mayes, et al., Harvard 
University Press. Http://www.hup.harvard.edu/pdf/maymed_excerpt.pdf

 >Suicide prevention by online support groups: An 
action theory-based model of emotional first aid. 
(2009) I. Gilat & G. Shahar. Archives of Suicide 
Research. 13(1) 52-63.  Http://www.tandf.co.uk/journals/titles/13811118.html

 >Unique associations between peer relations and 
social anxiety in early adolescence (2008) S. 
Kelly, et al., Journal of Clinical Child and 
Adolescent Psychology 37(4) 759-769.

 >Mental Health Problems in Early Childhood Can 
Impair Learning and Behavior for Life. (2009) 
Working Paper #6. National Scientific Council on 
the Developing Child. http://www.developingchild.net/pubs/wp-abstracts/wp6.html

Family, School, and Community

 >Rebuilding for learning: Addressing barriers to 
learning and teaching and re-engaging students. 
(2009).  H. Adelman & L. Taylor. New York: Scholastic.

 >Making the right turn: A guide about improving 
transition outcomes for youth involved in the 
juvenile corrections system. (2008) J. C. Gagnon 
& C. Richards.  Institute for Educational 
Leadership. Http://www.ncwd-youth.info

 >School contextual influences on the risk for 
adolescent alcohol misuse. (2009) A. 
Botticello.  American Journal of Community 
Psychology ePub http://www.springerlink.com/link.asp?id=104830

 >Well-being among same-sex- and 
opposite-sex-attracted youth at school. (2008). 
I. Rivers & N. Noret. School Psychology Review, 
37, 174-187. (Entire issue of Volume 37 is devoted to Homophobia and Bullying.)

 >Developing a comprehensive approach to youth 
violence prevention in a small city.  (2008) A. 
Meyer, et al., American Journal of Preventive 
Medicine 34(3) S13-20. Http://sciencedirect.com/science/journal/07493797

 >Disaster planning for schools (2008) 
Pediatrics, 122(4) 895-901. Http://www.pediatrics.org/

 >Family advocacy, support and education in 
children's mental health: Results of a national 
survey. (2008) K. Hoagwood, et al., 
Administration and Policy in Mental Health, 35: 
73-83. Summarized at http://datatrends.fmhi.usf.edu/summary_152.pdf

 >Longitudinal associations between community 
violence exposure and suicidality. (2008) S. 
Lambert, et al., Journal of Adolescent Health, 
43(4) 380-6. Http://www.ashaweb.org

Policy, Systems, Law, Ethics, Finances & Statistics

 >Adolescent health services: Missing 
opportunities (2009). RS Lawrence, J Appleton 
Gootman, LJ Sim, editors. Washington, DC: The National Academies Press.
  Information on the report can be downloaded 
from http://www.iom.edu/CMS/12552/35625/60680.aspx

 >State of America's Children 2008.  Children's 
Defense Fund. Http://www.childrensdefense.org

 >Are zero tolerance policies effective in the 
schools? An evidentiary review and 
recommendations. (2008) American Psychologist, 63(9) 852-862.

 >Suicide trends among youths aged 10 to 19 in 
the United States, 1996-2005. (2008) J. Bridge, 
et al., Journal of the American Medical 
Association, 300(9) 1025-6.  Http://jama.ama-assn.org/

 >A national profile of the health care 
experiences and family impact of autism spectrum 
disorder among children in the United States, 
2005-2006. (2008)Pediatrics 122(6) e1149-1158 - 

 >A large scale study of the assessment of the 
social environment of middle and secondary 
schools: the validity and utility of teachers' 
ratings of school climate, cultural pluralism, 
and safety problems for understanding school 
effects and school improvement. (2008) S. Brand, 
et al., Journal of School Psychology 46(5) 
507-35.  Http://www.sciencedirect.com/science/journal/00224405

 >No Child Left Behind: High School Graduation 
Rate. Non-regulatory guidance (2008) 

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

         "Just think how far we've come in the 20th century.
           The person who used to be a cog in the 
wheel is now a digit in the computer."


         February – The mid-point of a school 
year: Report cards and conferences –
                         Another barriers or a challenging opportunity?

Now is the time for school staff to prepare 
themselves, their students, and families for the 
upcoming concentrated dose of student 
conferences. Here are some matters to consider 
with respect to addressing barriers to learning and teaching.

Conferences can raise strong emotions and 
defensive reactions on the part of any and all 
participants. To minimize negatives and maximize positive results:
 >Schools need to prepare staff for handling 
challenging questions about a student, a 
classroom, or school-wide matters. Staff need to 
be prepared with ways to convey "bad news" and 
handle reactions in ways that don't jeopardize 
the problem solving relationship with families. 
Staff also may need help for themselves in coping 
with their own feelings as they anticipate and 
experience the stresses of conferences.

 >Schools need to prepare family members and 
students for conferences. Preconference 
communications need to help parents understand 
that concerns may be raised but the intent is to 
find ways to ensure student success. (Remember 
how hard it is to receive negative feedback, 
especially from someone you don't know well but 
who has an important role in your family's 
life.)  Where there are major concerns to be 
explored, several special, personalized contacts 
with families are wise before or in place of a standard regular conference.

 >The trend to include students in the conference 
process is an important step to consider. 
Including students and even having them take the 
lead has been growing in popularity in middle 
schools, and elementary schools are beginning to 
move in this direction.  Students are the bridge 
between school staff and family. They are the 
ones who interact on a daily basis with everyone 
participating in a conference. They can 
demonstrate in the meetings what they have 
accomplished and their competence. And, they can 
participate in discussions of how to address 
concerns. Of course, for student participation to 
be successful, steps must be taken to prepare 
students and their families for the process.
Ironically, many high schools don't have regular 
contact with families unless there is a request 
or a problem. As Patrick Welsh, a high school English teacher observed,
"Parent involvement with teachers tends to taper 
off after kids get into high school and some high 
schools have given up altogether on formal 
meetings. ...This year I have 130 students in 
classes.  Try as I might, there is no way I can 
know what is going on in the lives of every one 
of them. But after meeting their parents, 
students are no longer just names in a grade 
book.  They become real people from families that 
are deeply concerned about them. After a parent 
conference, I can't help but take special notice 
of them.  That's not favoritism; it's just human 
nature. Even if it is only for five or 10 
minutes, the time parents take to spend with 
teachers can have an enormous impact on their 
children's attitude toward learning and success 
in the classroom. I'm talking about face-to-face 
meetings, not telephone conversations or using 
guidance counselors are intermediaries. 
...Despite my angst.  I usually come away from 
the parent conferences just plain inspired..." 
USA Today's Teachers: The anti-drug
And, as the Small Schools Project notes: "The 
evidence is clear: when schools work together 
with families and communities to support 
learning, students are successful – not just in 
school – but throughout life. Studies suggest 
that meaningful family-school partnerships 
increase student achievement, regardless of 
socioeconomic status, race, and family education levels."

Rather than a "obligatory ritual" of mid-year 
conferences, think about this as another 
opportunity to enhance positive connections with 
families and to re-engage those who have become 
disengaged. And, more generally, think about what 
needs to change in format, frequency, and content 
with respect to school contacts with families.

There are important roles for student support 
staff in working with and supporting teachers in 
making family contacts positive and productive. 
In the end, the concern always needs to be: Did 
the contact make the family want to keep in 
contact and engage in solving problems?

For more on involving families to support student learning, see
         >Parent/Home involvement in schools - 

For more on including students in school-family 
conferences, see ideas for February in
         >Improving Teaching and Learning 
Supports by Addressing the Rhythm of a Year - 

Note: As the above suggests, it is important to 
anticipate major concerns that arise with 
regularity over the course of the school 
year.  These provide natural opportunities to 
strengthen support for learning.  For a calendar 
of monthly concerns and themes, see "Ideas for 
Enhancing Support at Your School this Month" on 
the Center's homepage at http://smhp.psych.ucla.edu

"The parent-teacher conference became a staple of 
the school year about 50 years ago.  In most 
schools, the basic arrangement probably hasn't 
changed much since.  Parents sit down with their 
child's teachers, go through a portfolio of the 
kid's work (if they're lucky), force out a few 
questions, and leave feeling somewhat enlightened 
or somewhat downcast...we could consider another 
way to shake up an old staid system that would 
actually improve it for everyone."
                                                                 Emily Bazelon


 >Children and electronic media – http://www.futureofchildren.org

 >Health and Academics - 

 >Resources for Out-of-School Time – The Wallace 
Knowledge Center 

 >A Guide to Resources for Creating, Locating, 
and Using Child and Youth Indicator Data -

 >Attention Deficit Hyperacticity Disorder 
brochure for families - 

 >National Center for Parents with Disabilities 
and their Families - http://lookingglass.org/ncpd/index.php

 >Program Evaluation Tools and Resources - 

 >A meta-analysis of interventions to decrease 
disruptive classroom behavior in public education 
settings - http://www.nichcy.org/research/summaries/pages/abstract61.aspx

 >Domestic Violence Knowledge Path - 

 >Building capacity in evaluation outcomes: A 
teaching and facilitating resource for community 
based programs and organizations - http://www.uwex.edu/ces/pdande

 >Working systemically in action: A guide for 
facilitators - http://www.sedl.org/ws/

 >Enhancing school reform through expanded 
learning - 

Note: For a wide range of relevant websites, see 
our Gateway to a World of Resources at 

Reporter interviewing a 104 year old woman:
         "What is the best thing about being 104?"
                 She replies "No peer pressure."
                                                 Sylvia Shiner

         >Upcoming Initiatives, Conferences & Workshops

         >Calls for Grant Proposals, Presentations & Papers*

         *Special note new mental health in 
school journal calls for papers:
 >>School Mental Health: A Multidisciplinary 
Research and Practice Journal. Described as a 
forum for the latest research related to 
prevention, education, and treatment practices 
that target the emotional and behavioral health 
of children in our education system. The journal 
publishes empirical studies, theoretical papers, 
and review articles from authors representing the 
many disciplines that are involved in school 
mental health including: education, pediatrics, 
psychiatry, psychology, counseling, social work and nursing.
         >Training and Job Opportunities

         >Upcoming/Archived Webcasts

Note: Information on each of these is updated on 
an ongoing bases 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



 >New Publications
 >Ending the marginalization of mental health in 
schools: A comprehensive approach (2009). H. 
Adelman & L. Taylor. In School-Based Mental 
Health: A Practitioner's Guide to Comparative 
practices.  R. Christner & R. Minnuti (Eds).  Routledge.

 >Rebuilding for learning: Addressing barriers to 
learning and teaching and re-engaging students. 
(2009).  H. Adelman & L. Taylor. New York: Scholastic.

Coming soon:
Corwin Press will be following up our books on 
Student Learning Supports with an indepth book entitled:
Mental health in schools: Engaging learners, 
preventing problems, improving schools
 >Supporting the President's call "to serve"

Over the past two weeks, we sent out some 
thoughts and resources related to President 
Obama's proclamation calling on all Americans "to 
serve one another and the common purpose of 
remaking this Nation for our new century." See 
Schools and Their Communities: Common Purpose in Remaking the Nation
         online at 

The feedback we have received suggests that the 
self-study surveys for mapping what a school has 
and what it could have related to engagement with 
the community are helpful. At the same time, for 
those who have participated in school-community 
collaboratives, there is a concern that too often 
efforts to collaborate begin with great promise 
but soon become "just another monthly meeting." 
Our research finds that the problem stems from 
failure to build an effective operational 
infrastructure. We have explored this matter in 
various reports and publications. As a resource 
aid, we have now created a brief set of guidance notes entitled:
         Schools, Families, and Community Working 
Together: Building an Effective Collaborative
                 Online at: 

 >What are Learning Supports?
This is a question that arises frequently. So we 
have prepared a single page resource to help 
clarify the matter. It provides a definition and 
stresses that, just as efforts to enhance 
instruction emphasize well delineated and 
integrated curriculum content, so must efforts to 
address external and internal factors that 
interfere with students engaging effectively with that curriculum.
         Online at: http://smhp.psych.ucla.edu/pdfdocs/whatlearnsupports.pdf

 >Policy and Practice Analyses

We are currently doing two major reviews and 
analyses and would appreciate any information you can provide.
(1) We are profiling (via their websites) how 
state departments of education organize in terms 
of focus and operational infrastructure with 
respect to addressing barriers to learning and 
teaching and whether they are thinking in terms of learning supports.

(2) We are gathering information from various 
sources about how small schools (on single and 
multisite campuses) address barriers to learning 
and teaching and how they organize their learning supports.
Please send us any information you can about 
either of these matters. We hope to have the two 
reports prepared by the end of this school year.

 >Rebuilding for Learning Initiative, our collaboration with Scholastic, Inc.

See the recent announcement online at:

At this time of transition in school reform and 
improvement, this initiative and the New 
Directions for Student Support Initiative are 
taking on even greater importance. Shortly, we 
will be announcing involvement with several 
national educational leadership associations who 
will be advancing comprehensive learning supports 
and with some state departments of education. Let 
us know if the leadership in your state would 
like to learn more about this work.

For more on the National Initiative: New Directions for Student Support, see

Note: We continually update the resources on our 
website.  A convenient way to access information 
is through the Quick Find online 
clearinghouse.  Alphabetized by topics, 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

Proposals are now being accepted for their 14th 
Annual Conference to be held November 2-4, 2009 
at the Hilton Minneapolis, Minneapolis, 
Minnesota. The theme of this year's conference is 
School Mental Health: Promoting Success for All 
Students.  The conference features twelve 
specialty tracks and offers speakers and 
participants numerous opportunities to network 
and advance knowledge and skills related to 
school mental health practice, research, 
training, and policy. The deadline for 
submissions is February 6, 2009.  For more 
information on their conference and the call for 
papers, see their website or our website section 
on conferences and call for papers.

         "Yesterday I got my tie stuck in the fax machine.
            Next thing I knew, I was in Los Angeles."
                                                 Steve Haupt

 >>"Would like to suggest a link....After my 
stint as elementary vp of ASCA, and getting their 
listservs going, I started my own for elementary 
counselors in 2002. We are about 1500 strong now 
and have an online resource of lesson plans, ppt 
presentations, group agendas, etc which members 
have submitted. I would love it if you would 
consider adding the group as a link- many of the 
SCA's have it listed as well. 


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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