[mentalhealth-l] ENEWS: October, 2010 (Vol. 15 #1)
SMHP
smhp at ucla.edu
Fri Oct 1 08:10:28 PDT 2010
[]
October, 2010 (Vol. 15 #1)
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:
> Are Beginning of the Year School Adjustment Problems Being Ignored?
**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
> October – Enabling School Adjustment: invest now or pay later
**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:
>Are Beginning of the Year School Adjustment Problems Being Ignored?
Response to intervention (RtI) is meant to rein
in tendencies of schools to "Wait for Failure."
However, the concern is that the process will not
be done in the context of (1) an enriched
classroom and school environment that provides a
wide array of positive options and choices, (2)
an effective approach to personalized teaching,
and (3) other forms of special assistance as
necessary (introduced in the classroom, and if
necessary, some supportive assistance outside the
classroom that enables students remain in the
regular program). Moreover, RtI needs to kick in
as soon as a problem appears, rather than waiting for failure.
>>See "Moving Beyond the Three Tier Pyramid:
Fitting RtI into a Comprehensive System of
Student and Learning Supports" --
http://smhp.psych.ucla.edu/pdfdocs/Newsletter/fall10.pdf
>>Also see "Getting off to a Good Start"--
http://smhp.psych.ucla.edu/atyourschool/sept02.htm
Are your local schools taking steps to prevent
school adjustment problems? Are they responding
as soon as a student shows signs of not having
effectively adjusted in the classroom and/or at school?
Let us hear what schools are doing to address
this concern. Send to <mailto:Ltaylor at ucla.edu>Ltaylor at ucla.edu
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NEWS FROM AROUND THE COUNTRY
Rep. Chu Introduces the DIPLOMA Act to Help
Remove Barriers to Student Success
A recent study from the Education Testing Service
showed that more than half of the factors that
influence student achievement occur outside the
classroom. The DIPLOMA Act is meant to help
states and school districts build a
community-based, results-oriented framework to
tackle problems like hunger, abuse and poor
nutrition. Local groups, consisting of at least
one school district and one external partner
organization would compete for funds to (1)
Conduct an assessment of community assets and
needs, and develop a strategic plan to enhance
education and other child/youth outcomes based on
a comprehensive results framework, (2) coordinate
and integrate existing funding streams into a
continuum of research-based services to meet the
goals of the results framework, and (3) provide
children and youth with an array of opportunities
to meet community identified needs and strengthen
achievement, from tutoring and dropout prevention
programs to health services and increased numbers
of specialized instructional support personnel;
and measure and report results.
http://chu.house.gov/2010/09/rep-chu-removes-barriers-so-students-are-ready-to-learn.shtml
See also Chu's framework for reform called Save
our Schools -- http://chu.house.gov/SOS%20Report%20FINAL.pdf
Transition Programs Effectiveness
Nationwide, summer-bridge programs emerged as a
popular strategy to help prevent dropouts.
Studies suggest summer-bridge and other high
school transition programs held during the school
year have also led to improved pass rates for
ninth graders, fewer discipline problems and
increased self-esteem. 9/8/10
http://seattletimes.nwsource.com/html/localnews/2012834138_summerbridge08m.html
Foster Children Shuffled From School To School
Preliminary data from a 10 year study suggests
that academic challenges posed by poverty,
disability and language barriers are compounded
when those children also have to shuffle from
school to school because they have no permanent
family. Proposed legislation in Congress would
direct child-welfare agencies to collaborate with
local school districts to ensure that foster
children remain in their current schools.
9/23/10. http://www.usatoday.com/news/education/2010-09-23-foster-homes_N.htm
School Closures Hit Homeless Students Hard
Nationwide, the push to shutter low-performing or
financially unsustainable schools is starting to
conflict with the even sharper rise in homeless
students. One study zeroes in on New York City,
where the mayor ordered the district to close or
phase out 20 low-performing schools and replace
them with new small schools this year.
Researchers found that the closings often
disproportionately affected schools attended by
homeless students and that those students
received little support for making the transition
to a new school. (Education Week, 09/21/10)
http://www.edweek.org/ew/articles/2010/09/24/05homeless_ep.h30.html?tkn=YPNFCwLydUJOZFPLOLSKdB9i86HfuLaMyMNw&cmp=clp-edweek&utm_source=fb&utm_medium=rss&utm_campaign=mrss
Mass. Offers Schools Some Help to Combat Bullying
The state Education Department released a model
antibullying plan to help local schools develop
their own policies to protect student from being
picked on. The 14 page plan is meant as a
template for local schools, which under the
state's new law against bullying must create
bullying prevention plans by year's end.
8/25/10.
http://www.boston.com/news/education/k_12/articles/2010/08/25/mass_offers_schools_some_help_to_combat_bullying/
Illegal Drug Use Is Higher than in Nearly a Decade
Fueled by a sharp increase in marijuana use and a
surge in ecstasy and methamphetamine abuse, the
9% increase "eroding attitudes" about the
perception of harm from illegal drugs and the
growing number of states approving medicinal
marijuana. 8.7% of the population age 12 and
older, reported using illegal drugs in 2009.
9/15/10. http://www.msnbc.msn.com/id/39200536/ns/health-addictions/
Concern About Risks of Using Psychosis Drugs for Young
More than 500,000 children and adolescents in
America are now taking antipsychotic drugs,
according to a September 2009 report by the Food
and Drug Administration. Their use is growing not
only among older teenagers, when schizophrenia is
believed to emerge, but also among tens of
thousands of preschoolers. Children from
low-income families were four times as likely as
the privately insured to receive antipsychotic
medicines. 9/1/10. http://www.nytimes.com/2010/09/02/business/02kids.html
City Reports Nearly Fivefold Increase in Students Repeating a Grade
The number of New York City elementary and middle
school students who failed to move on to the next
grade skyrocketed this year, as weak students
faced a higher bar on state tests and the
broadening of the city's tough promotion policy.
Nearly five times as many students in the 3rd
through 8th grades are being required to repeat a
grade compared with last year. Because of budget
cuts, no additional money will be devoted to the
11,321 students who failed this year. Instead,
teachers will devote additional time to
developing team-based strategies for how to
address the failures. (New York Times, 09/23/10)
http://www.nytimes.com/2010/09/24/nyregion/24promotion.html
New Arizona Law: Future 3rd Graders Have to Read to Pass
The new law will affect thousands of children if
they don't improve their reading scores. About
5,000 third graders statewide fell "far below"
the third grade reading standards this
spring. Students who are held back must be
assigned to a different teacher and participate
in a summer reading
program.
9/4/10.http://www.azcentral.com/arizonarepublic/local/articles/2010/09/04/20100904arizona-3rd-graders-must-pass-reading.html
Public Schools Face Lawsuit over Fees
Public schools across the nation, many facing
budget shortfalls, have been charging students
fees to use textbooks or to take required tests
or courses. Now a civil liberties group is suing
California over those proliferating fees, arguing
that the state has failed to protect the right to
a free public education. 9/10/10
http://www.nytimes.com/2010/09/10/education/10education.html
Teacher Dropouts
More than half of Hawaii's public school teachers
leave within five years of being hired. As part
of their Race to the Top grant, Hawaii Department
of Education wants to hang on to teachers by:
offering new bonuses who stay in hard to staff
areas; beefing up mentorship and professional
development; steering young, inexperienced
teachers to less challenging school environments.
9/7/10. http://www.staradvertiser.com/news/20100907_teacher_dropouts.html
Teach Campaign
U.S. Department of Education announced the launch
of the TEACH campaign. This initiative is ED's
national effort to increase awareness of teaching
as a valuable profession. It intends to increase
the number, quality, and diversity of candidates
seeking to become teachers, particularly in
high-need schools and subjects. More information
about the effort is at www.TEACH.gov. In
addition to the TEACH.gov Web site, see the TEACH
campaign on YouTube
(http://youtube.com/teachgov), and on Twitter
(http://twitter.com/teachgov) and Facebook (http://facebook.com/teachgov).
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
>Among the sources used in gathering the above
items are the ECS e-clip at http://www.ecs.org/e-clips
>The Public Education Network (PEN) Newsblast
at http://www.publiceducation.org/newsblast_current.asp
>The Update from the American Orthopsychiatric
Association at http://www.aoatoday.com/news.php
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Quote from "Teacher dropouts" article noted above
"Nationally or locally, when we have surveyed
teachers who leave teaching, the quality of
support at the school is very important to the
first few years being viewed as successful."
Robert Campbell,
HI DOE Executive Assistant for Strategic Reform
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RECENT PUBLICATIONS (in print and on the web)
Child, Adolescent, Young Adult Mental and Physical Health
>Adolescent alcohol use and violence: Are brief
interventions the answer? (2010) R. Saitz & T.
Naimi. Journal of the American Medical
Association, 304(5) 575-577.
http://jama.ama-assn.org/cgi/content/extract/304/5/575
>Sensation seeking predicts established smoking
and binge drinking in adolescents (2010) T.
Schepis. Evidence Based Mental Health,
ePub. http://ebmh.bmj.com/content/early/2010/07/22/ebmh1093.short?rss=1
>Psychosocial risk factors associated with
cyberbullying among adolescents: A
population-based study. (2010) A. Sourander, et
al., Archives of General Psychiatry, 67(7)
720-728. http://archpsyc.ama-assn.org/cgi/content/short/67/7/720
>Children who witness violence: What services do
they need to heal? D. Willis, et al., Issues in
Mental Health Nursing, 31(9) 552-560.
http://www.ncbi.nlm.nih.gov/pubmed/20701417
>An outcome evaluation of the Sources of
Strength Suicide Prevention Program delivered by
adolescent peer leaders in high schools (2010) P.
Wyman, et al., American Journal of Public Health,
ePub. http://ajph.aphapublications.org/cgi/content/abstract/100/9/1653
>Childhood adversities as risk factors for onset
and persistence of suicidal behaviour. (2010) R.
Bruffaerts, et al., British Journal of
Psychiatry, 197(1) 20-27. http://bjp.rcpsych.org/cgi/content/abstract/197/1/20
School, Family & Community
>The impact of deployment on U. S. Military
Families (2010) S. Sheppard, et al., American
Psychologist, 65 (6) 599-609. Http://apa.org/pubs/journals/amp
>Do delinquency and community violence exposure
explain internalizing problems in early
adolescent gang members? (2010) A. Madan, et
al., Journal of Adolescence, ePub. http://www.ncbi.nlm.nih.gov/pubmed/20584547
>Racial/ethnic differences in adolescent
substance use: Mediation by individual, family,
and school factors. (2010) R. Shih, et al.,
Journal of Studies of Alcohol and Drugs, 71(5)
640-651.
http://www.jsad.com/jsad/article/RacialEthnic_Differences_in_Adolescent_Substance_Use_Mediation_by_Individ/4485.html
>Facilitating practitioner flexibility within an
empirically supported intervention: Lessons from
a system of parenting support. (2010) T.
Mazzucchelli & M. Sanders. Clinical Psychology
Science and Practice, 17 (3) 238-252.
http://www.ingentaconnect.com/content/bpl/cpsp/2010/00000017/00000003/art00007
>Children's contact with their incarcerated
parents: Research findings and recommendations
(2010) J. Poehlmann, et al., American
Psychologist, 65(6) 575-598. http://www.ncbi.nlm.nih.gov/pubmed/20822198
>Does the amount of participation in afterschool
programs relate to developmental outcomes? A
review of the literature (2010) J. Roth, et al.
American Journal of Community Psychology, 45
(3/4) 310-324. http://springerlink.com/content/b0157rj413118g55/
Policy, Systems, Law, Ethics, Finances & Statistics
>Extending the school day or school year: A
systematic review of research (2010) E. Patall,
et al. Review of Educational Research, 80(3)
401-436. http://rer.sagepub.com/content/80/3/401.abstract
>Ethical dilemmas in school-based behavioral
screening (2010) S. Chafouleas, et al. Assessment
for Effective Interventions, 35(4) 245-252.
http://aei.sagepub.com/content/35/4/245.abstract
>Dilemmas of practice: Challenges to program
quality encountered by youth program leaders
(2010) R. Larson & K. Walker. American Journal of
Community Psychology, 45 (3/4) 338-349.
http://springerlink.com/content/1572274t46u25508/
>Bringing psychotherapy to primary care:
Innovations and challenges (2010) C. Alexander,
et al., Clinical Psychology Science and Practice,
17(3) 191-214.
http://onlinelibrary.wiley.com/doi/10.1111/j.1468-2850.2010.01211.x/abstract
>Challenges and opportunities for improving
community college student success (2010) S.
Goldrick-Rab. Review of Educational Research,
80(3) 437-464. http://rer.sagepub.com/content/80/3/437.abstract
>High expectations for all (2010) R.
Marzano. Educational Leadership 68(1) 82-83. Http://www.ascd.org
>QuickStats: Percentage of youths aged 5-17
years ever diagnosed as having a learning
disability and/or attention deficit hyperactivity
disorder http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5935a7.htm?s_cid=mm5935a7_e
FYI: SafetyLit is a useful resource for abstracts
related to injury prevention policy and practice http://www.safetylit.org
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. <mailto:Ltaylor at ucla.edu>Ltaylor at ucla.edu
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"It may be a whole new school
year, but it feels like the same old problems."
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THIS MONTH'S FOCUS FOR SCHOOL TO ADDRESS BARRIERS TO LEARNING
>October – Enabling Schools Adjustment: Invest Now or Pay Later
The new school years is off to a good start — for
some. Superintendents are providing extra
support to new Principals. Principals are
providing mentors to new teachers. Teachers are
watching out for students that need something
more to succeed in the newly formed classrooms.
Families have their fingers crossed, hoping that
this year's teachers will be a good fit for their children.
In the broadest sense, this is the best time for
looking at how students have responded to the
setting and for those who seem to be having
trouble, to provide something more. Here is an
excerpt from our most recent newsletter related
to creating classroom and schoolwide environments
that are most likely to result in success for the
broadest range of students and how this fits with
the current focus on Response to Intervention (RtI):
If RtI is treated simply as a problem of
providing more and better instruction, it is
unlikely to be effective for a great many
students. However, if RtI is understood to be
part and parcel of a comprehensive system of
classroom and school-wide student and learning
supports, schools will be in a position not only
to address problems effectively early after their
onset but will prevent many from occurring.
Therefore, we have suggested the following set of
intervention concepts and a sequential approach
as guides in operationalizing RtI. First, ensure
an optimal learning environment. This means an
enriched classroom and school environment that
provides a rich array of options and choices and
personalized teaching. For specific students at
this stage, the emphasis is on responses to
instruction. If instructional interventions prove
insufficient, other forms of special assistance
are introduced in the classroom, and if
necessary, some supportive assistance outside the
classroom is added to the mix to help students
remain in the regular program; the emphasis at
this stage is on responses to intervention. -
http://smhp.psych.ucla.edu/pdfdocs/Newsletter/fall10.pdf
For students who have not made a good start in
this new school year (e.g., poor attendance, lack
of engagement in learning, behavior problems), it
is imperative for schools to take steps in the
classroom and schoolwide to address the problem
before it becomes pervasive, severe, and chronic.
As we suggest in the Emerging Concern that leads
off this issue of ENEWS, this is the time to
determine how your local schools prevent school
adjustment problems and whether they are
responding as soon as a student shows signs of
not having effectively adjusted in the classroom
and/or at school. What mechanisms provide ways to
work on these early adjustment problems besides waiting for failure?
For more see these Quick Find topic pages
>Environments that support learning: Classroom climate/culture
http://smhp.psych.ucla.edu/qf/environments.htm
>Motivation/Engagement in learning
http://smhp.psych.ucla.edu/qf/motiv.htm
>Support for Transitions
http://smhp.psych.ucla.edu/qf/p2101_01.htm
And as our new directions initiatives stress, a
focus on school adjustment and responding quickly
and effectively is a key facet of a comprehensive system of learning support.
For more on the new directions work, see:
National Initiative: New Directions for Student Support
http://smhp.psych.ucla.edu/summit2002/ndannouncement.htm
Scholastic-UCLA collaboration
http://smhp.psych.ucla.edu/rebuild/rebuilding.htm
AASA website – http://www.aasa.org/LeadershipDevelopment.aspx
***We would be pleased to talk with anyone who
would like to learn more about any of this.
Note: Anticipating major concerns (such as the
above) that arise with regularity over the course
of the school year is imperative. Such awareness
points to natural opportunities to strengthen
schools and minimize problems. For a calendar of
monthly concerns and themes, see Ideas for
Enhancing Support at Your School this Month on
the home page at http://smhp.psych.ucla.edu
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"If a train station is where the train
stops and a bus station is where the bus stops, what is a work station?"
@#@#@#@##
OTHER HELPFUL INTERNET RESOURCES
>Welcoming Schools Website - http://www.welcomingschools.org
>National drug facts week website – http://drugfactsweek.drugabuse.gov
>Military child education coalition – http://www.militarychild.org
>The patient protections and affordable care act
of 2010: How does it help adolescents and young
adults? –
http://nahic.ucsf.edu/index.php/nahic/article/patient_protection_and_affordable_care_act/
>Parent and community involvement in a college/career-ready culture –
http://txcc.sedl.org/resources/briefs/number2/index.html
>Disaster mental health: Crisis counseling
programs for the rural community --
http://store.samhsa.gov/shin/content/SMA10-DISASTER/SMA10-DISASTER-01.pdf
>MA chapter 92 of the Acts of 2010: An act relative to bullying in schools --
http://www.mass.gov/legis/laws/seslaw10/s1100092.htm
>Fact sheet on Children of Immigrants --
http://www.urban.org/UploadedPDF/901292_immigrationtrends.pdf
>Problems with the use of student test scores to evaluate teachers --
http://www.epi.org/publications/entry/6276
>Levers for change: Pathways for
state-to-district assistance in underperforming school districts –
http://www.americanprogress.org/issues/2010/09/levers_for_change.html
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
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"The worst tempered people I have ever
met were those who knew that they were wrong."
David
Letterman
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LINKS TO
>Upcoming initiatives, conferences & workshops
-http://smhp.psych.ucla.edu/upconf.htm
>Calls for grant proposals, presentations, and
papers -http://smhp.psych.ucla.edu/upcall.htm
>Training and job opportunities - http://smhp.psych.ucla.edu/job.htm
>Upcoming and archived webcasts 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 to these,
send it to <mailto:ltaylor at ucla.edu>ltaylor at ucla.edu
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UCLA CENTER UPDATE
>New Directions Initiative – Online Leadership Institute Course
There has been a great deal of interest in the no
cost online professional development course
developed through our collaboration with
Scholastic, Inc.'s Community Relations Division.
See http://rebuildingforlearning.scholastic.com
We would like your feedback. Please take a look
at the online modules is you haven't seen them. Then let us know:
1. What was most useful?
2. What changes would you recommend?
3. How might you use this online resource?
4. How might you let others know about this resource?
Send any feedback you can provide to
<mailto:ltaylor at ucla.edu>ltaylor at ucla.edu ; we really will appreciate it.
> Quarterly Newsletter Fall 2010
Features:
*Mental Health in Schools: Why Focus on School Policy?
*Moving Beyond the Three Tier Pyramid: Fitting
RtI into a Comprehensive System of Student and Learning Supports
*Needs Assessment: Input from the Field
*Some Recent Resources from Our Center to Aid in
Enhancing School Improvement Policy and Practice
Posted online http://smhp.psych.ucla.edu/news.htm
Let us know if you need some hard copies to share
(<mailto:ltaylor at ucla.edu>ltaylor at ucla.edu)
>New Center Report
*Youth Substance Use Interventions: Where Do they Fit into a School's Mission?
http://smhp.psych.ucla.edu/pdfdocs/subintervent.pdf
This report addresses the question: Where do
interventions for concerns about substance use
fit into the work of schools? By way of
background, we begin by differentiating between
use and abuse and briefly summarizing some major
issues and data relevant to substance use and
treatment of abuse and dependency. And, to
highlight the importance of adopting a broad
perspective in understanding the causes of
substance problems seen at schools, we outline a
reciprocal determinist paradigm.
*Enhancing the Blueprint for School Improvement
in the ESEA Reauthorization: Moving from a two- to a three-component approach
http://smhp.psych.ucla.edu/pdfdocs/enhancingtheblueprint.pdf
A brief four page informative done in
collaboration with the National Association of
School Psychologists. You might find this helpful
in sharing these important matters with busy
school leaders and decision makers.
>This Month's Featured Center Resource
*The Online Clearinghouse Quick Finds
This topical set of resources is readily accessed
through a drop down menu (direct website
addresses are provided). The menu of over 130
specific Quick Finds covers topics related to
disaster response, classroom management,
motivation (including engagement and
re-engagement in classroom learning), social and
emotional development, and much more. Some of the
Quick Finds provide links directly to
staff/stakeholder development and training aids
and tutorials and continuing education modules.
It is a fast way to access information,
resources, and do-it-yourself technical assistance.
>Expanded outreach to Families and Youth
We have a Young Adult Advisory Group that
provides feedback for our work (especially the
series of Youth Culture Subgroups). At this
point, we want to expand our networks with youth
and with families. If you are involved in or
know of specific youth or family networks that
are likely to have a stake in the field of mental
health in school, please let us know so we can
make contact -- or you might directly respond to
and share the following request with others:
"The national Center for Mental Health in
Schools wants your input regarding the
full continuum of possible ways schools can advance the field. Specifically:
(1) What more do you think schools need to do to
promote positive mental health?
(2) What more do you think schools need to do to
prevent mental health and psychosocial problems?
(3) What more do you think schools need to do to
intervene quickly after a problem is noted?
(4) What more do you think schools need to do to
help in the treatment of severe, pervasive and chronic problems?"
Send the feedback to
<mailto:ltaylor at ucla.edu>ltaylor at ucla.edu We look forward to hearing from you.
For more information on the national Center for
Mental Health in Schools at UCLA and its many
resources, go to the website at
http://smhp.psych.ucla.edu or contact Howard
Adelman and Linda Taylor, Co-directors. The
Center operates under the auspices of the School
Mental Health Project, Department of Psychology,
UCLA, Los Angeles, CA 90095. Phone(310) 825-3634.
Toll Free (866) 846-4843. Fax (310) 206-8716. Email: smhp at ucla.edu
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Check out our sister center, the Center for
School Mental Health at http://csmh.umaryland.edu
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 - Nancy Lever and Sharon Stephan, Co-directors
Special Note: 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).
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COMMENTS, REQUESTS, INFORMATION, QUESTIONS FROM THE FIELD
Reaction to September ENEWS Emerging Issue:
"Your ENEWS article on misdiagnosis of youngest
students correlates so well with data Malcolm
Gladwell used in his book "Outliers" ... If you
haven't read the book, you should look at the
first chapter or two. His focus is on data that
show advantages for the oldest students and
disadvantages for the youngest in the early
grades and how those effects compound over time."
Reaction to August ENEWS Emerging Issue:
"I appreciated seeing the piece in the Aug.
[ENEWS] about preventing burnout. We've just
completed a survey of about 250 teachers in SE
Michigan, and have found 30% who appear to have
high levels of depression symptoms. When we
finish analyzing our data, I'll send you the ms
as we submit it for publication. (Depression in
teachers has been studied a lot in other
countries, but given very little attention here
in the U.S.). Thanks for the good work that you
do ... you're doing stuff that isn't getting much
attention in today's political atmosphere for education."
We were asked to share the following with ENEWS Readers:
(1) "Have you ever visited
http://firesidelearning.ning.com . This is an
on-line forum of educators who are looking for
new ways or better ways to help kids learn. Each
member is able to set up their own page, to
promote their own ideas, and to launch
discussions of these ideas. I have been
participating for a few years. I encourage you to
share the newsletter and your ideas in that forum
from time to time and see if that can add more
supporters to your own network. In addition, I
encourage you to visit
www.waitingforsuperman.com. You may have visited
in July when I first mentioned this to you. I
encourage you to go again. They have done some
very creative work in building a discussion about
education. Yet, I don't think your ideas are represented very effectively."
-------------------------------------------------------------------------------------------------------------------------------
(2) "I love the mission of your center and I hope
you've had the chance to take a look at my book
Surpassing Standards in the Elementary
Classroom:Emotional Intelligence and Academic
Achievement through Educational Drama (Chasen,
2009, Peter Lang Publishing). It speaks so
directly, theoretically and practically to
exactly what you are talking about, with over 60
hours of detailed lesson plans that support the
integration of mental health, academic
achievement and student investment in school as
the liberating source for desired,
standards-based learning and personal empowerment."
-------------------------------------------------------------------------------------------------------------------------------
(3) "There will be a one day workshop prior to
the Sixth World Conference on Mental Health
Promotion and Prevention of Mental and Behavioral
Disorders in Washington DC on November 16,
"Maximizing school leader involvement in school
mental health and moving toward enhanced
implementation practice." See http://wmhconf2010.hhd.org
-------------------------------------------------------------------------------------------------------------------------------
(4) "InnerActions is a group of youth who have
designed a 50 minute, very powerful performance,
that I would like to share with your Center. I am
a mental health professional who is extremely
interested in the field of school based mental
health. InnerActions has mastered the message of
"Prevention through Inspiration". I have also
attached a You Tube videos of the
group.
http://www.youtube.com/watch?v=dv6JfZoRZvQ . They
are motivated and excited to perform at schools,
and we have designed an integrated model that
allows for Q & A with mental health and substance
abuse professionals afterwards, and a
pre-flection/post plection survey as well. Please
spread the word about InnerActions, they would
like to perform for high school and college age
students around the country. Also, we are looking
for a graduate student to work with the program
to build the evidence around this type of ‘youth
driven social marketing' around the topic of
prevention, it could potentially be amazing dissertation material."
-------------------------------------------------------------------------------------------------------------------------------
(5) "Strong Schools, Strong Leaders: What matters
most in times of change by Dr. Perry P. Wiseman.
These are tough times for schools. With the
current accountability measures, coupled with
economic instability, schools are finding it hard
to keep up. They are being flipped upside-down,
bent out of shape, and stretched to the limit.
Strong Schools, Strong Leaders was written for
everyday practitioners aiming to create staffs
capable of making their schools sparkle amid the
chaos. Not only does this book describe four
essential foundational practices, it also
provides the reader with the specific processes
to take each of them from theory to practice."
-------------------------------------------------------------------------------------------------------------------------------
(6) "New book, Grief in children" by David
Schonfeld. Here is a link to the book:
http://www.brookespublishing.com/store/books/schonfeld-71165/index.htm
-------------------------------------------------------------------------------------------------------------------------------
(7) "Please share with your colleagues: Current
Drug Abuse Reviews" http://www.benthameditorial.org/cdar
If you have comments you want included in ENEWS,
please send to <mailto:Ltaylor at ucla.edu>Ltaylor at ucla.edu
<><><><><><><><><><><><><><><><><><><><><>
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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