[mentalhealth-l] ENEWS: September, 2009 (Vol. 13 #12)

SMHP smhp at ucla.edu
Tue Sep 1 07:58:55 PDT 2009


September, 2009 (Vol. 13 #12)

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
 >>Opportunities for Transforming how Schools Address Barriers to Learning
**News from around the country

**Recent publications relevant to
 >Child and adolescent mental and physical health
 >School, family, & community
 >Policy, systems, law, ethics, finances & statistics
**This month's focus for schools to address barriers to learning
 >September – Creating a positive school climate 
includes plans for welcoming students, families, and school staff
**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's Latest Reports

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


As regular readers of ENEWS know, for many years 
this section has been devoted solely to Emerging 
Issues related to addressing barriers to learning 
and teaching. Our plans for the future involve 
expanding this to share Emerging Opportunities 
for System Transformation as we learn about them.

Federal Incentives to Encourage School Innovations

The U. S. Department of Education is encouraging 
reforms and innovations to improve educational 
outcomes by offering multiple incentives. What is 
being offered provides opportunities for 
enhancing efforts to help schools develop a 
comprehensive system of learning supports.

For example, the Race to the Top initiative 
provides a significant opportunity to propose 
fundamental systemic changes to address barriers 
to learning and teaching and re-engage 
disconnected students. See 
http://smhp.psych.ucla.edu and click on the 
"What's New" icon. Take special note that the 
draft describing the Race to the Top initiative 
contains a priority currently entitled 
"School-Level Conditions for Reform and 
Innovation." This is defined as providing schools 
with flexibilities and autonomies conducive to 
reform and innovation. Examples cited are 
"selecting staff, implementing new structures and 
formats for the school day or year that expand 
learning time, placing budgets under the schools' 
control, awarding credit to students based on 
student performance instead of instructional 
time; and providing comprehensive services to 
high-need students (e.g., through local 
partnerships, internal staffing, and contracts 
with outside providers)." This last example can 
easily be expanded from a narrow focus on 
services for high-need students to provide a 
basis for proposing a comprehensive system of 
learning supports for all students.

Note: In pursuing opportunities for school reform 
and innovation, it is important to remember that 
efforts to improve schools and schooling across a 
district are confronted with two enormous tasks. 
The first is to develop effective school level 
prototypes for enhancing conditions for learning 
in the classroom and schoolwide; the second 
involves developing an effective operational 
infrastructure for accomplishing the major 
systemic changes involved in sustainable 
large-scale replication of the innovations.

For significant prototype development and 
systemic change to occur, policy and program 
commitments must be demonstrated through 
effective allocation and redeployment of 
resources to facilitate organizational and 
operational changes. That is, finances, 
personnel, time, space, equipment, and other 
essential resources must be made available, 
organized, and used in ways that adequately 
operationalize policy and promising practices. 
This includes ensuring sufficient resources to 
develop an effective structural foundation for 
prototype development, systemic changes, 
sustainability, and ongoing capacity building.

This dual emphasis calls for proposing prototypes for:
(1) Creating conditions that ensure all students 
have an equal opportunity to succeed at school
(2) Developing an effective operational 
infrastructure for accomplishing the major 
systemic changes involved in sustainable 
large-scale replication of the innovations.
Do you know about any upcoming opportunities for 
schools, districts, regional units, and state 
departments of education to pursue development of 
a comprehensive system to address barriers to 
learning and teaching and re-engage disconnected students?
Let us hear from you so we can let others know. Ltaylor at ucla.edu


 >One in three teens have been in a school fight
One in three teens, both boys and girls, say 
they've been in a school fight, according to the 
latest survey by the National Youth Violence 
Prevention Resource Center. In the dynamic of 
fighting, there is an attacker and a victim, and 
typically, one more child: a witness, who is also 
a victim.  Reported by Connect with 

 >Flaws decried in data on US children's well-being
Serious shortcomings in national data, including 
an outdated federal measure of household poverty, 
are undermining the task of identifying and 
assisting America's most vulnerable children, 
according to a report issued by the Annie E. 
Casey Foundation. The report urges the government 
to overhaul its formula for measuring poverty, 
strengthen efforts in the 2010 Census to fully 
count children and minorities, and improve the 
national vital statistics system to better track 
data on disadvantaged families.  7/28/09 http://www.boston.com
 >Mentally Ill Offenders Strain Juvenile System
As cash-starved states slash mental health 
programs in communities and schools, they are 
increasingly relying on the juvenile corrections 
system to handle a generation of young offenders 
with psychiatric disorders. About two-thirds of 
the nation's juvenile inmates — who numbered 
92,854 in 2006, down from 107,000 in 1999 — have 
at least one mental illness, according to surveys 
of youth prisons, and are more in need of therapy 
than punishment. ... At least 32 states cut their 
community mental health programs by an average of 
5 percent this year and plan to double those 
budget reductions by 2010, according to a recent 
survey of state mental health offices. Juvenile 
prisons have been the caretaker of last resort 
for troubled children since the 1980s, but mental 
health experts say the system is in crisis, 
facing a soaring number of inmates reliant on 
multiple — and powerful — psychotropic drugs and 
a shortage of therapists. ... youths are often 
subjected to neglect and violence in juvenile 
prisons, and studies show that mental illnesses 
can become worse there. ... According to a 
Government Accountability Office report, in 2001, 
families relinquished custody of 9,000 children 
to juvenile justice systems so they could receive 
mental health services. ... Inadequate mental 
health services increases recidivism. In a 
February report on psychiatric services at the 
Ohio River Valley center, Dr. Cheryl Wills, an 
independent mental health expert, found that 
officials were unnecessarily extending 
incarceration for youths who acted out because of 
their mental illnesses.  New York Times –
 >Disabled Students Are Spanked More
More than 200,000 schoolchildren are paddled, 
spanked or subjected to other physical punishment 
each year, and disabled students get a 
disproportionate share of the treatment, 
according to a new study. Most states prohibit 
corporal punishment in schools, but 20 do not. 
Human Rights Watch and the American Civil 
Liberties Union are urging federal and state 
lawmakers to extend the ban nationwide and enact 
an immediate moratorium on physical punishment of 
students with disabilities. New York Times, 
08/11/09 -  http://www.nytimes.com/2009/08/11/education/11punish.html
 >Dropouts Costing Texas billions
The students in the class of 2012 who will drop 
out of school are projected to cost Texas and its 
economy $6 billion to $10.7 billion over their 
lifetimes, a new Texas A&M study found. Dropouts 
are more likely to be unemployed or earn less 
than high school graduates, pay less in taxes, 
get welfare payments or end up in prison. On the 
flip side, Texas will save as much as $1.1 
billion in the state budget by not having those 
same students in the classroom. But the 
researchers said the budget savings are swamped 
by the long-term economic costs. (Austin American 
Statesman, 08/23/09) http://www.statesman.com/
 >What will it take to turn around low graduation-rate high schools?
While high schools with low graduation rates 
exist in every state and many communities across 
the country, they are concentrated in a subset of 
17 states that produce approximately 70% of the 
nation's dropouts. Researchers recommend states 
seeking Race to the Top funding use data on low 
graduation-rate high schools as part of their 
plans for turning around failing schools. Jobs 
for the Future. Http://www.jff.org
 >Statewide challenge to help prevent students from dropping out
The challenge draws on research that shows most 
students send distress signals years before they 
drop out of school. Early warning signs displayed 
by students nearing or entering transitional 
school years (5th-9th grades) have been proven to 
be strong dropout predictors. Early warning signs 
include poor grades, grade retention, low 
attendance, disengagement in the classroom. 
Michigan Department of Education News Release. 

 >National competition to advance school reform
States leading the way on school reform will be 
eligible to compete for $4.35 billion in Race to 
the Top competitive grants to support education 
reform and innovation in classrooms. In addition 
to the Race to the Top Fund, over the coming 
months the Department plans to award more than 
$5.6 billion in additional grants through several 
other federal programs that support reform 
priorities (Investing in Innovation, Teacher 
Incentive, Longitudinal Data Systems, Title I 
School Improvement).  Secretary Duncan is calling 
on state officials to intentionally prepare to 
use money from all of these programs in an 
integrated way to advance essential areas of 
reforms.  7/24/09 Press Release, U. S. Department 
of Education http://www.ed.gov
 >Millions cut from education initiatives
State education officials slashed millions of 
dollars from dozens of initiatives, ranging from 
preschool to after-school to gifted programs, and 
warned of a ‘catastrophic' year ahead, when $2 
billion in federal stimulus dollars will dry up. 
7/22/09 http://www.suntimes.com
 >Study pinpoints programs that set high schools apart
A recent study found some high schools had higher 
graduation rates and did better on state tests 
than others of similar socioeconomic status. 
Researchers identified six best practices: 
transition program, a ninth-grade academy, extra 
instruction time both during the school day and 
after school, a mentoring program, and a Twilight 
Program. 7/27/09 http://www.delawareonline.com
 >Business is brisk for teacher training alternatives
The high unemployment rate has provided an 
unexpected boon for the nation's public schools: 
legions of career-switchers eager to become 
teachers. Across the country, interest in teacher 
preparation programs geared toward job-changers 
is rising sharply. The newcomers come with a host 
of unknowns, including how much training they 
will need before they can handle a classroom full 
of rowdy or reluctant students and whether they 
are likely to stay in a profession that is 
struggling with low retention rates. 7/31/09 http://www.washingtonpost.com
 >Hard-hit schools try public-relations push
Financially struggling urban districts are trying 
to win back students fleeing to charter schools, 
private schools and suburban districts that offer 
open enrollment. So they are recording radio ads, 
filming TV informercials and buying address lists 
for direct-mail campaigns. Administrators working 
on the public-relations push say the potential 
returns are high. State funding for public 
schools is based on attendance, so each new 
student brings more money. Some districts also 
hope a better image will entice more local 
business sponsorships and persuade voters to 
support school levies and bond issues. 8/17/09 http://wsj.com
"If we don't want our schools to look bad, we 
need to tackle the real issues – instructing our 
children, nurturing them, graduating them – 
instead of just putting a papier-mache facade over the problems."
Alicia Romero

Note: Among the sources used in gathering the 
above items are ECS e-Clips 
http://www.ecs.org/e-clips and the Public 
Education Network (PEN) NewsBlast 

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, Adolescent, Young Adult Mental and Physical Health

 >Prevention factors for suicide ideation among 
abused pre/early adolescent youths. (2009) J. 
Logan.  Injury Prevention, 15(4) 278-80.  Http://www.injuryprevention.com

 >Improving the social-behavioral adjustment of 
adolescents (2009) A. Harrell, et al., Journal of 
Child and Family Studies, 18(4) 378-387. Http://www.netapress.com

 >Psychosocial interventions for school refusal 
behavior in children and adolescents (2009) A. 
Pina, et al., Child Development Perspectives, 
3(1) 11-20. Http://www3.interscience.wiley.com/journal/122270960/abstract

 >Nonmedical prescription drug use among 
adolescents (2009) J. Ford. Youth and Society, 
40(3) 336-352. Http://yas.sagepub.com

 >A pilot study evaluating a support programme 
for parents of young people with suicidal 
behaviour. (2009) L. Power, et al., Adolescent 
Psychiatry and Mental Health, 3(1) 20. Http://www.capmh.com

 >Case management as a significant component of 
usual care psychotherapy for youth with 
disruptive behavior problems (2009) R. Zoffness, 
et al. Child and Youth Care Forum, 38(4) 185-200. 

 >Childhood Mental Health Disorders: Evidence 
Base and Contextual Factors for Psychosocial, 
Psychopharmacological, and Combined Interventions 
(2008). Compendium of authors. American Psychological Association.

 >CDC Guidance for State and Local Public Health 
Officials and School Administrators for School 
(K-12) Responses to the Influenza during the 2009-2010 School Year

 >Preparing for the Flu: A Communication Toolkit for Schools

School, Family & Community

 >Measuring and improving school climate (2009) 
J. Cohen, A Fege & T. Pickeral. Teachers College 
Record. Published 6/25/09. Http://www.tcrecord.org (ID number 15698)

 >Graduating America: Meeting the challenge of 
low graduation rate high schools (2009) R. 
Balfanz, et al., Jobs for the Future Knowledge Center. Http://www.jff.org

 >The relationship of schools to emotional health 
and bullying. (2009) J. Freeman, et al., 
International Journal of Public Health, ePub. 

 >A school-level analysis of adolescent 
extracurricular activity, delinquency, and 
depression: the importance of situational 
context. (2009) A. Guest & N. McRee., Journal of 
Youth and Adolescence, 38(1) 51-62. http://www.springerlink.com/content/104945/

 >The age of uncertainty: parent perspectives on 
the transitions of young people with mental 
health difficulties into adulthood (2009) P. 
Jivanjee, et al., Journal of Child and Family 
Studies, 18(4) 435-446. Http://www.netapress.com

 >The impact of community-built playgrounds on 
the community (2009) D. Daniels & E. Johnson, 
Journal of Trauma, 67 (1Suppl): S16-19. Http://www.jtrauma.com

Policy, Systems, Law, Ethics, Finances & Statistics

 >Safety with dignity: Alternatives to the 
over-policing of schools (2009) T. Bahl. 
Annenberg Institute for School Reform. Http://www.annenberginstitute.org

 >Substance abuse prevention dollars and cents: A cost benefit analysis

 >Kindergarten through eighth-grade public use 
data from the Early Childhood Longitudinal Study, 
Kindergarten Class of 1998-99. (2009) National 
Center for Education Statistics. Http://nces.ed.gov/ecls/dataproducts.asp

 >An Ecological perspective on the media and 
youth development (2009) S. McHale, et al., 
American Behavioral Science 52(8) 1186-1203. Http://abs.sagepub.com

 >Policy statement – The future of pediatrics: 
mental health competencies for pediatric primary 
care. (2009) Pediatrics 124(1) 410-421. Http://www.pediatrics.org

 >The news media on school crime and violence 
(2009) A. Kupchik & N. Bracy. Youth Violence and 
Juvenile Justice 7(2) 136-155. Http://yvj.sagepub.com

 >Improvers, adapter and rejecters – the link 
between ‘evidence-based practice' and 
‘evidence-based practitioners' (2009) N. Midgley. 
Clinical Child Psychology and Psychiatry, 14(3) 323-327. Http://ccp.sagepub.com

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

         "Deep and sustained reform depends on 
many of us, not just on the very few who are destined to be extraordinary."
                                                         Michael Fullan

 >September – Creating a positive school climate 
includes plans for welcoming students, families, and school staff
There is a new sense of urgency to improve public 
school outcomes. The focus is on  innovation.  As 
the Wall Street Journal article in the news 
section above describes, public schools in many 
cities are using public relations strategies so 
stay competitive with open enrollment and school 
choice. The beginning of a new school year is a 
good time to look at how students and families 
experience your school.  How can teachers, 
support staff, and administrators make the 
experience of returning to school  more welcoming 
and supportive.  Think about this as three questions:
 >What can we do to be more welcoming?
 >How will this change our usual procedures?
 >Who will do this?
Look around and consider the following:
 >As families arrive at the school, think about their first experiences:
 >>Is there someone outside designated to direct 
families to parking, office entrance, and answer 
initial questions?  This might be a great way to 
involve the school support staff.
 >>Is there a resource table in the front hallway 
to answer frequently asked questions quickly and 
provide written information that families and 
students need?  This is a good place for family volunteers.
 >>Is there help for the office staff so they can 
enroll students efficiently? Might do temporary 
reassignment of student support staff and administrators to help out.
 >>Are there student volunteers available to show 
incoming students around the building and to their classrooms?

 >In classrooms, teachers welcome new students 
and some provide an opportunity for peer to peer 
welcoming programs to support new students as 
they navigate the social dynamics of   the new 
classroom and school. This is a natural 
opportunity to provide social and emotional 
learning and to enhance school climate.
Welcoming new students, their families, and staff 
is part of the broader goal of creating schools 
where staff, students and families interact 
positively with each other and identify with the 
school and its goals. An atmosphere can be 
created that fosters smooth transitions, positive 
informal encounters, and social interactions; 
facilitates social support; provides 
opportunities for ready access to information and 
for learning how to function effectively in the 
school culture; and encourages involvement in 
decision-making. Welcoming and social support are 
critical elements both in creating a positive 
sense of community at a school and in 
facilitating students' school adjustment and performance.

For more ideas and resources see:
Welcoming and Involving New Students and Families 
– Guidelines, strategies, and resource aids for 
planning, implementing, and evolving programs to 
enhance activities for welcoming and involving 
new students and families in schools. 
Also see a broad range of resources available 
through the Center's Online Clearinghouse Quick Find topic
Transition programs/Grade articulation/Welcome 

Planning and sustaining a welcoming atmosphere is 
a great job for a Learning Support Resource 
Team.  For more on this key mechanism, see
Resource Oriented Teams: Key Infrastructure 
Mechanisms for Enhancing Education Supports 
Note: 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 homepage at http://smhp.psych.ucla.edu

"We knew we had a problem when we realized that 
all the signs at the entrance to our school said 
NO (weapons, drugs, unauthorized visitors, etc., etc.) instead of WELCOME!"


 >Mental Health and Well-being in Schools: What Principals Think

 >In the Mix: For teens and by teens

 >Evidence-based Mental Health Treatment for Children and Adolescents

 >Major depressive episode and treatment among adolescents

 >Role of the Pediatrician in Youth Violence Prevention

 >Vibrant Neighborhoods, Successful Schools

 >Best Evidence Encyclopedia: Empowering 
educators with evidence on proven programs

 >Social programs that work: Coalition for Evidence-Based Policy

 >Top Tier Evidence

 >Considering School Turnarounds

 >Health Care Reform and Adolescents—An Agenda 
for the Lifespan: A Position Paper of the Society for Adolescent Medicine

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

                 "You can't get ahead while getting even."
                                                         Armey's Axion


 >Upcoming Initiatives, Conferences & Workshops

 >Calls for Grant Proposals, Presentations & Papers

 >Training and Job Opportunities

 >Upcoming/Archived Webcasts

Note: 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 sent it to ltaylor at ucla.edu


New Resources

 >Strategic Design Work -- helping state 
departments and districts design a Comprehensive System of Learning Supports
In working with system design teams at state and 
district levels, it is helpful to begin with some 
general guidance for the design process. The 
following are recently developed  working drafts 
of aids related to our work with the Louisiana Department of Education.
 >Generic Outline for a Design Document for a 
comprehensive system of learning supports

 >Templates for preparing the following sections of a design document:
         >Introduction and Imperative
         >Intervention Framework
         >Operational Infrastructure
         >Policy Considerations

 >Guidance Notes for Outside Facilitators working 
with a state or district to guide a design team 
working on creating a comprehensive system of learning supports

 >A working draft for Guide for Team Designing a 
Comprehensive System to Address Barriers to 
Learning and Teaching and Reengage Disconnected Students

Each of these aids can be accessed from the 
Toolkit on our Website – go to A Set of Aids for 
Design Teams at http://smhp.psych.ucla.edu/toolkita.htm

Responding to Input From Young Adult Advisors

We have invited the university students who staff 
our Center to become the initial core for the 
Center's informal Young Adult Advisory group. The 
first questions we posed to them asked about what 
they found helpful at key transitions in their 
education (middle to high school, high school to 
college). As might be expected, they confirm the 
important role that peers play in providing 
transition support, information, networking and 
stress that students who have difficulty with 
these transitions are those least likely to seek 
help from adults. As the Center strives to 
enhance information about policies and practices 
related to peer support (informal and formal) and 
how schools can reach out more effectively to 
students at risk, we hope that you will share any 
information and resources related to these concerns. Send to  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 topics, you can access 
information over 130 topics relevant to 
addressing barriers to learning. Each includes 
links to Center Resources, online reports, others 
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 for Mental Health in 
Schools, UCLA, Department of Psychology, Los 
Angeles, CA 90095. 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

The CSMH will hold the 14th Annual Conference on 
Advancing School Mental Health - November 2 - 4, 
2009 - Hilton Minneapolis, Minneapolis, 
Minnesota. The theme for the conference is 
"School Mental Health: Promoting Success for All Students."
  See http://csmh.umaryland.edu/conf_meet/AnnualConference/index.html


We were asked to share with you these training opportunities
 >"Parents Raising Safe Kids Facilitator 
Training. November 6-7, 2009, John F. Kennedy 
University in Pleasant Hill, CA – This is 
described as an eight-week, evidence-based parent 
education course developed by the American 
Psychological Association. It focuses on the 
impact of family and social violence on young 
children aged 0-8 years. For more information 
contact dcombs at jfku.edu    http://www.jfku.edu/act

 > The Collaborative for Academic, Social, and 
Emotional Learning (CASEL) announces its Fall 
2009 Social Emotional Learning (SEL) 
Implementation Training Workshop, Oct. 5-6, in 
Chicago. The workshop equips school teams with 
the tools and skills to implement high quality, 
sustainable, evidence-based SEL programming that 
is integrated into all aspects of schooling.  For 
information and registration form 
see:  http://www.casel.org/downloads/registration_flyer_7.11.09.pdf


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
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://lists.ucla.edu/pipermail/mentalhealth-l/attachments/20090901/9a3b4ab6/attachment-0001.htm>
-------------- next part --------------
A non-text attachment was scrubbed...
Name: 13a8017b.jpg
Type: image/jpeg
Size: 31093 bytes
Desc: not available
URL: <http://lists.ucla.edu/pipermail/mentalhealth-l/attachments/20090901/9a3b4ab6/attachment-0001.jpg>

More information about the Mentalhealth-l mailing list