[mentalhealth-l] ENEWS: January, 2010 (Vol. 14 #4)
SMHP
smhp at ucla.edu
Mon Jan 4 14:43:39 PST 2010
[]
January, 2010 (Vol. 14 #4)
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
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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
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<><><><><><><><><><><><><><><><><><><><><>
WHAT'S HERE THIS MONTH
**Emerging Concern:
>Adding Postsecondary Enrollment to K-12 Accountability
**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
>January – A time for renewal: A new start for everyone
**Other helpful Internet resources
**Links to
>Upcoming initiatives, conferences & workshops
>Upcoming and archived webcasts, vidoe, 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
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Emerging Concern
> Adding Postsecondary Enrollment to K-12 Accountability
As noted by in a NY Times, op-ed piece:
"The real revolution, tucked away in the Race to
the Top guidelines is that high school has a new
mission. No longer is it enough just to graduate
students, or even prepare them for college.
Schools must now show how they increase both
college enrollment and the number of students who
complete at least a year of college."
Is this added accountability helping or hurting
efforts to improve struggling K-12 systems?
Note: Our Center has just completed a policy and
practice analysis relevant to this issue. See:
"Interventions to Support Readiness, Recruitment,
Access, Transition, and Retention for
Postsecondary Education Success: An Equity of
Opportunity Policy and Practice Analysis."
http://smhp.psych.ucla.edu/pdfdocs/postsecondary.pdf
Let us know your views on what needs to take
place preK-12 in order to better promote student
readiness for and success in postsecondary education.
Send your comments and concerns to LTaylor at ucla.edu
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NEWS FROM AROUND THE COUNTRY
Poor Children Likelier to Get Antipsychotics
New federally financed drug research reveals a
stark disparity: children covered by Medicaid are
given powerful antipsychotic medicines at a rate
four times higher than children whose parents
have private insurance. And the Medicaid children
are more likely to receive the drugs for less
severe conditions than their middle-class
counterparts. 12/12/09
http://www.nytimes.com/2009/12/12/health/12medicaid.html?scp=1&sq=Poor%20Children%20Likelier%20to%20Get%20antipsychotics&st=cse
Restraint, Seclusion Bills Introduced
Members of both houses of Congress introduced
legislation to regulate the use of restraint and
seclusion on students in schools, and to require
that any use of such practices be reported to
parents. A Government Accountability Office
report outlined allegations that children - many
who have disabilities - had been abused because
of misuse of the practices. States would have two
years to comply with the minimum federal safety
standards. Federal funds could be withheld from
states that did not meet the requirements. (Education Week, 12/14/09)
http://www.edweek.org/login.html?source=http://www.edweek.org/ew/articles/2009/12/16/15brief-b2.h29.html&destination=http://www.edweek.org/ew/articles/2009/12/16/15brief-b2.h29.html&levelId=2100
Panel Suggests Steps Against Bullying
The New Jersey Commission on Bullying in Schools
offered 22 recommendations to prevent bullying,
intimidation and harassment in schools because
they say current laws are insufficient. Among the
recommendations: strengthen anti-retaliation
provisions and provide legal representation to
educators who report bullying; add protections
for cyberbullying; increase professional
development and technical assistance; and publish
written guidance to parents and students about
procedures available to investigate violations of
the anti-bullying law. (Cherry Hill Courier Post,
12/16/09) http://theimpulseonline.com/article/20091216/NEWS01/912160355/1006
Looking for Early Signs of Dropout Risk
Delaware schools will begin targeting students at
risk for dropping out by analyzing attendance and
math and reading scores. More students dropped
out in 9th grade than in any other grade.
Students who dropped out cited academic trouble,
behavior issues, substance abuse or disliking
school as their reason for leaving. 10/10/09
http://www.delawareonline.com/apps/pbcs.dll/article?AID=2009912100351
'Diplomas Now' Offers Potential Dropouts Lots of Help
A Philadelphia middle school has produced such
dramatic improvements in attendance, behavior and
course-passing rates that it's being tried in
cities across the country. The Diplomas Now model
blends whole-school reform with social services
and an early-warning system. Teacher professional
development and peer coaching, customized
academic help for students, and added math and
literacy instruction are also part of the model.
(Education Week, 12/08/09)
http://www.edweek.org/ew/articles/2009/12/16/15dropout_ep.h29.html&destination=http://www.edweek.org/ew/articles/2009/12/16/15dropout_ep.h29.html&levelId=2100
Mission: Educational Engagement
Milwaukee Public Schools will spend $4 million in
federal stimulus money over two years to support
a major parental involvement program. The
district has focused on better coordinating
parental involvement initiatives. Principals now
will be held accountable on their evaluations for
evidence of parental involvement. 11/29/09
Journal Sentinel http://www.jsonline.com/news/education/77926592.html
College Dropouts Cite Low Money and High Stress
Most dropouts leave college because they have
trouble going to school while working to support
themselves. Dropouts' most popular solutions were
allowing part-time students to quality for
financial aid, offering more courses on weekends
and evenings, cutting costs and providing child
care. 12/10/09
http://www.nytimes.com/2009/12/10/education/10graduate.html?scp=1&sq=College%20Dropouts%20Cite%20Low%20Money%20and%20High%20Stress&st=cse
Merging of Schools is Gaining Support
School districts used to brush off the notion of
consolidating without a second thought, but these
days, the ideas is gaining steam. A study
estimates that in the best of cases,
consolidation can save about 9% of the budget per
district. These days, a 9% saving can be huge
for districts facing a state funding cut.
10/10/09
http://www.freep.com/article/20091210/NEWS06/912100440/Merging-of-schools-is-gaining-support
State Board Seeks Authority to Remove School
Officials in Low-performing Districts
The KY Dept. of Ed plans to seek several measures
to boost low-achieving schools, including
possibly removing superintendents or school board
members in those districts. Ed department
officials contended that authority to remove
local education leaders who provide more
accountability for poor performance. 12/11/09
http://www.kentucky.com/news/state/story/1055061.html
@#@#@##
In the story about "poor children
likelier to get antipsychotics, the following
different comments and interpretations are offered:
"It's easier for patients, and
it's easier for docs. What are you prescribing it for?
That's where it gets a little fuzzy."
"Maybe Medicaid kids are
getting better treatment. If it helps keep them in school,
maybe it's not so bad."
"Medicaid kids are subject to a
lot of stresses that lead to behavior issues which can
be hard to distinguish
from more serious psychiatric conditions. It's very hard to
pin down."
What are your views: Send to LTaylor at ucla.edu
@#@#@#@#
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
http://www.publiceducation.org/newsblast_current.asp
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
>Aggressive behavior and quality of friendships.
(2009) K. Fanti, et al., Journal of Early
Adolescence 29(6) 826-838. Http://jea.sagepub.com/
>"Children at risk": Development,
implementation, and effectiveness of a
school-based violence intervention and prevention
program. (2009) S. Walker & D. Smith. Journal of
Prevention and Intervention in the Community
37(4) 316-25. Http://www.informaworld.com
>Vulnerable youth and the transition to
adulthood(2009). J. Macomber, M. Pergamit, et
al. http://www.urban.org/url.cfm?ID=411948
>Service use by at-risk youths after
school-based suicide screening (2009) M. Gould,
et al., Journal of the American Academy of Child
and Adolescent Psychiatry, ePub. Http://www.jaacap.com
>Higher education and disability: Education
needs a coordinated approach to improve its
assistance to schools in supporting students
(2009). U.S. Government Accountability Office
http://www.gao.gov/new.items/d1033.pdf
>Opportunity, involvement, and student exposure
to school violence (2009) A. Peguero. Youth
Violence and Juvenile Justice 7(4) 299-312. Http://yvj.sagepub.com
>Measuring anxiety in adolescents exposed to
community violence (2010) S. Kelly & L.
Hall. Issues in Mental Health Nursing 31(1) 28-38. Http://www.informaworld.com
>A self-hard training needs assessment of school
nurses (2009) E. Cooke & V. James. Journal of
Child Health Care 13(3) 260-274. Http://chc.sagepub.com
School, Family, & Community
>School engagement among urban adolescents of
color: Does perception of social support and
neighborhood safety really matter? (2009) Journal
of Youth and Adolescence 38(1)
63-74. Http://www.springerlink.com/content/1573-6601/
>Dealing with disadvantage: Resilience and the
social capital of young people's networks (2009)
D. Bottrell. Youth & Society 40(4) 476-501. Http://yas.sagepub/com
>Interventions to Support Readiness,
Recruitment, Access, Transition, and Retention
for Postsecondary Education Success: An Equity of
Opportunity Policy and Practice Analysis. Center
for Mental Health in Schools at UCLA.
http://smhp.psych.ucla.edu/pdfdocs/postsecondary.pdf
>Do parents and school matter? Protective
factors for adolescent substance use (2009) B.
Piko & E. Kovacs. Addictive Behavior ePub
http://sciencedirect.com/science/journal/03064603
>Measuring and changing a "culture of bullying"
(2009) C. Bradshaw & T. Waasdorp. School Psychology Review 38(3) 356-361.
>Assessing schoolwide cultural competence:
Implications for school leadership
preparation. (2009) Educational Administration
Quarterly 45(5) 793-827. Http://eaq.sagepub.com/
>Bridging the gaps to success: Promising
practices for promoting transfer among low-income
and first generation students (2009). C.T. Smith,
A. Miller & C. Bermeo. The Pell Institute.
>Barriers to and supports of family
participation in a rural system of care for
children with serious emotional problems (2009)
M. Pullmann, et al., Community Mental Health
Journal ePub http://www.springerlink.com/content/1573-2789/
>High school career academies: A 40-year proven
model for improving college and career readiness
(2009). B. Brand, American Youth Policy Forum.
http://www.aypf.org/documents/092409CareerAcademiesPolicyPaper.pdf
>Mental health in schools: Engaging learners,
preventing problems, and improving schools
(2010). H. Adelman & L. Taylor. Corwin Press.
http://www.corwin.com/booksProdDesc.nav?prodId=Book234072&
Policy, Systems, Law, Ethics, Finances & Statistics
>Systems of Care (2010) Special edition of
Evaluation and Program Planning 33(1) 1-66. S.
Hodges & K. Ferreira (Eds). Http://www.sciencedirect.com
>Improving the school environment to reduce
school violence: A review of the literature
(2009) S. Johnson. Journal of School Health
79(10) 451-65. Http://www.interscience.wiley.com/jpages/0022-4391
>Concept analysis of community violence: Using
adolescent exposure to community violence as an
exemplar (2010) S. Steinbrenner. Issues in
Mental Health Nursing 31(1) 4-7. Http://www.informaworld.com
>Epidemiology of youth suicide and suicidal
behavior (2009) S. Cash & J. Bridge. Current
Opinion in Pediatrics ePub. Http://www.co-pediatrics.com
>Risk factors for suicidality among a nationally
representative sample of high school students
(2009) J. Epstein & A. Spirito. Suicide and Life
Threatening Behavior 39(3) 241-51. Http://www.guilford.com/pr/jnsl.htm
>Service use and costs of care for depressed
adolescents: Who uses and who pays? (2009) M.
Domino, et al Journal of Clinical Chid and
Adolescent Psychology 38(6) 826-836.
>High school dropout and completion rates in the
United States: 2007 (2009). Washington, DC:
National Center for Education Statistics.
http://nces.ed.gov/pubs2009/2009064.pdf
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
@#@#@#@
From a Los Angeles elementary school website:
"If you are connected to the entertainment
industry, please consider our school as a filming
site. In these times of drastic budget cuts,
let's use this opportunity to increase our
funding in preparation for the uncertainty ahead."
@#@#@#
THIS MONTH'S FOCUS FOR SCHOOLS TO ADDRESS BARRIERS TO LEARNING
>January – A time for renewal: a new start for everyone
The beginning of a new calendar year is a time
for "taking stock" about what's been working and
what hasn't. It's a time to build on strengths and make some changes.
Here are some "resolutions" for school staff to consider:
(1) Resolve to make the first days back special.
Welcome back students and families (especially
those who need to be re-engaged in the learning
process). Help struggling students by providing
new opportunities and support so they experience
success in learning they value.
(2) Make changes in the classroom and school
environment that might reduce commonly occurring problems.
Use volunteers, aides, and/or other students to
provide extra support for students who need it.
(3) Reach out to create more mutually supportive
ways to team with others at the school.
Make specific plans for times to work
collaboratively with a clear agenda for problem solving.
For some brief resources to help in planning a new start for a new year, see
>Engaging and re-engaging students in learning at schools
http://smhp.psych.ucla.edu/pdfdocs/engagingandre-engagingstudents.pdf
>Turning big classes into smaller units
http://smhp.psych.ucla.edu/pdfdocs/practicenotes/small classes.pdf
>Natural opportunities to promote soci-emotional learning and mental health
http://smhp.psych.ucla.edu/pdfdocs/practicenotes/naturalopportunities.pdf
>What are Learning Supports?
http://smhp.psych.ucla.edu/pdfdocs/whatlearnsupports.pdf
If you need help in thinking of ways to turn
around problem situations, let us know. The
weekly Practitioner Listserv focuses on just such
difficult problems and elicits a range of
responses from others working in schools. If you
want to be part of the weekly Practitioner
Listserv, let us know. Email smhp.psych.ucla.edu
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
@#@#@#
"An optimist stays up until midnight to see the New Year in.
A pessimist stays up to make sure the old year leaves."
Bill
Vaughan
@#@#@#
OTHER HELPFUL INTERNET RESOURCES
>Evidence-based treatment
http://www.effectivechildtherapy.com
>Comprehensive Gang Model Program
http://www.nationalgangcenter.gov/comprehensive-gang-model/online-overview
>Helping immigrant and refugee student succeed:
It's not just what happens in the classroom
http://healthinschools.org/immigrant-and-refugee-children/caring-across-communities.aspx
>Achieving graduation for all: A Governor's
guide to dropout prevention and recovery
http://www.nga.org/files/pdf/0910achievinggraduation.pdf
>Monitoring the Future: 1975-2008 trends
http://www.monitoringthefuture.org/pubs.html#monographs
>Student achievement: Schools use multiple
strategies to help students meet academic
standards, especially schools with higher
proportions of low income and minority students
http://www.gao.gov/highlights/d1018high.pdf
>Success at every step: How 23 programs support
youth on the path to college and beyond
http://www.aypf.org/publications/SuccessAtEveryStep.pdf
>Strategies for combating job stress
http://www.aft.org/topics/health-safety/downloads/stress.pdf
>Coping with stress
http://www.cdc.gov/features/handlingstress/
>Claiming common ground: State policymaking for
improving college readiness and success
http://www.highereducation.org/reports/common_ground/
>Why rural matters 2009: State and regional challenges and opportunities
http://www.ruraledu.org/articles.php?id=2312
>Indicators of School Crime and Safety 2009
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010012
>Getting through tough economic times
http://www.samhsa.gov/economy/
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
@#@##@
Teacher: I'll be teaching you English this year
and there are two words that I will not permit
on any of your writing assignments. One is "cool" and the other is "lousy."
Student: Okay, what are the words?
@#@#@#@#
LINKS TO
>Upcoming Initiatives, Conferences & Workshops
http://smhp.psych.ucla.edu/upconf.htm
>Calls for Grant Proposals, Presentations & Papers
http://smhp.psych.ucla.edu/upcall.htm
>Training and Job Opportunities
http://smhp.psych.ucla.edu/job.htm
>Upcoming/Archived webcases and other professional development opportunities
http://smhp.psych.ucla.edu/webcast.htm
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 send it to ltaylor at ucla.edu
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UCLA CENTER UPDATE
>Policy and Practice Analysis Report
>>Interventions to Support Readiness,
Recruitment, Access, Transition, and Retention
for Postsecondary Education Success: An Equity of
Opportunity Policy and Practice Analysis
Online at: http://smhp.psych.ucla.edu/pdfdocs/postsecondary.pdf
Recognition is growing about the public health
and civil rights imperative for reducing the high
rate of school dropouts. However, too little
policy attention is paid to enhancing equity of
opportunity for those transitioning from
adolescence to young adulthood by increasing
enrollment and success in postsecondary
education. Previous policy and practice reports
from our Center have provided analyses indicating
that reducing dropouts, increasing graduation
rates, and closing the achievement gap require
more than improving preK-12 instruction and
enhancing school management. This previous work
clarified fundamental flaws in prevailing school
improvement policies and practices for addressing
barriers to learning and teaching and recommended
transformative changes. This report extends the
earlier work by analyzing postsecondary education
with a specific focus on policies and practices
related to enhancing readiness, recruitment,
access, transition, and retention. We think this
work is particularly timely given the many calls
for enhancing enrollment in and completion of
postsecondary education programs and for ensuring
inclusion of more and more students from
subgroups that have been underrepresented for too long.
>Some Recent Publications
>>Mental health in schools: Engaging learners,
preventing problems, and improving schools (2010). Corwin Press.
http://www.corwin.com/booksProdDesc.nav?prodId=Book234072&
>>School Dropout Prevention: A Public Health
Role for Primary Health Care Providers.
Developmental and Behavioral News, Vol 18 (1), Spring 2009.
>>Comprehensive Support for Remedying a
Disconnect. The School Administrator. June 2009. Number 6 Vol. 66.
>>Ending the Marginalization of Mental Health in
Schools: A comprehensive Approach. In R.
Christner & R. Mennuti (Eds.). School-based
mental health: A practitioner's guide to
comparative practices. Routledge Publishing
>>Placing prevention into the context of school
improvement. (2010). In B. Doll (ed) Handbook of
youth prevention science. Routledge Publishing.
>Impact Evaluation
Thanks to all who responded to our request for
feedback and suggestions for directions to take
in the coming year. If you haven't yet responded,
there is still time. Just two questions:
1. What have you noted as the impact of the Center's work?
2. What do you think is the single most important
thing we should do in the coming year?
Send your responses to ltaylor at ucla.edu
>National Initiative: New Directions for Student Support
A special leaders' handbook has been prepared for the initiative.
See: Rebuilding for Learning: Addressing Barriers
to Learning and Teaching and Re-engaging Students
– online for downloading at no cost – go
to http://smhp.psych.ucla.edu/rebuild/rebuildingtoc.htm
For those who are ready to move forward, a
hardcopy can be provided at no cost. Send your request to ltaylor at ucla.edu
To access a set of handouts (in Power Point
format) developed from the handbook, go to
http://smhp.psych.ucla.edu/rebuild/scholasticpresentation.ppt
To view and hear a webinar entitled:
Strengthening School Improvement: Developing a
Comprehensive System of Learning Supports to
Address Barriers to Learning and Teaching
(prepared by the American Association of School
Administrators, Scholastic and the UCLA Center
for Mental Health in Schools)
https://scholastic.webex.com/scholastic/lsr.php?AT=pb&SP=TC&rID=48915112&rKey=09f14db0881f5159&act=pb
For Updates and Special Announcements about this
initiative go to: http://smhp.psych.ucla.edu/summit2002/ndannouncement.htm
For information about the collaboration with
Scholastic Inc., go to http://smhp.psych.ucla.edu/rebuild/rebuilding.htm
For information about the Learning Supports
Collaborative established with the American
Association of School Administrators (AASA), go
to http://smhp.psych.ucla.edu/rebuild/rfl/rflannouncement.htm
Note: The four Lead Districts chosen got off to a
strong start with a two day meeting in Savannah,
GA. They are working on their initial steps and
will reconvene in February at the AASA National
Education Conference in Phoenix. The Center will
make a Thought Leaders' presentation at this
conference and conduct a follow up concurrent
session featuring the work of the lead districts.
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 over 130 topics relevant to
addressing barriers to learning. Each includes
likes to Cente Resources, online reports, other
centers focusing on the topic, and relevant
publications. To go 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
Announcement about the 15th Annual Conference on
Advancing School Mental Health October 7-9, 2010
– Hyatt Regency Albuquerque, Albuquerque, New
Mexico. The conference is conducted by the
Center for School Mental Health (CSMH) University
of Maryland School of Medicine, Division of Child
and Adolescent Psychiatry in partnership with
The IDEA partnership, funded by the Office of
Special Education Programs, sponsored by the
National Association of State Directors of
Special Education (NASDSE). Seeking proposals:
Deadline for submission: February 6, 2010
########################################
COMMENTS, REQUESTS, INFORMATION, QUESTIONS FROM THE FIELD
We were asked to share the following:
(1) Event: Texas Summit on Mental Health and
Juvenile Justice. Jan 28 from 9 a.m. to 3
p.m. Capitol Building Auditorium in Austin.
Though the event is free, seating is limited, so
participants should pre-register by Jan 19. http://texanscareforchildren.org/
(2) Event: Empowering School Counselors & All
Educators to Support our Lesbian, Gay, Bisexual,
Transgender, Queer/Questing & Intersex Youth –
Feb 5-7 in San Diego http://www.cescal.org
(3) "We are working to establish contact with
high schools to conduct peer lead educational
seminars for high school students. Can you pass
this information on to area high schools." Tell
them to contact thepaintedbrain at gmail.com "
<><><><><><><><><><><><><><><><><><><><><>
THIS IS THE END OF THIS ISSUE OF E-NEWS
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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