UCLA's Center for Mental Health: Tackling School Barriers, Study Guides, Projects, Research of Social Work

Download UCLA's Center for Mental Health: Tackling School Barriers and more Study Guides, Projects, Research Social Work in PDF only on Docsity! ENEWS: A Monthly Forum for Sharing and Interchange April, 2005 (vol.9 #7) Source: UCLA School Mental Health Project Center for Mental Health in Schools ENEWS is one of many resources our Center offers 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 support Center can provide, see http://smhp.psych.ucla.edu <><><><><> Feel Free to Forward This to Anyone <><><><><><><><><> WHAT’S HERE THIS MONTH **Emerging Issue >Will Smaller High Schools Do a Better Job in Addressing Barriers to Learning and MH Concerns? **News from Around the Country **This Month’s Focus for Schools to Address Barriers to Learning >April Theme: Spring Can Be a High Risk Time for Students **Recent Publications relevant to >Children’s Mental and Physical Health >Family, School & Community >Policy, Systems, Law, Ethics, Finances & Statistics **Upcoming Initiatives, Conferences & Workshops **Calls for Grant Proposals, Presentations & Papers **Updates from the two National Centers focusing on Mental Health in Schools **Other Helpful Resources **Training & Job Opportunities (including fellowships and scholarships) **Comments/Requests/Information/Questions from the Field <><><><><><> To post messages to ENEWS, E-mail them to ltaylor@ucla.edu To subscribe/unsubscribe to ENEWS, go to: http://lists.ucla.edu/cgi-bin/mailman/listinfo/mentalhealth-l and follow the directions to sign up. Alternatively, you can send an email request to smhp@ucla.edu, asking to be added to the ENEWS listserv. <><><><> **EMERGING ISSUE >Will Smaller High Schools Do a Better Job in Addressing Barriers to Learning and MH Concerns? In a “Resolution Promoting Moderately Sized Schools”(i.e., moderately sized, simple, community-based neighborhood schools), the Utah legislature states that research indicates that such schools will yield better educational outcomes, reduced costs, improved grades and test scores, closer relationships with teachers, reduced violence, improved staff morale, and more. http://www.le.state.ut.us/~2005/bills/hbillenr/hcr001.htm On the other hand, in the New York Times (March 15, 2005) Diane Ravitch notes: “...the governors of 13 states have pledged an overhaul of the high school system, and more are expected to jump on the bandwagon of reform.” She cautions: “Let’s slow down here.” She goes on to cite a report from the National Association of Scholars that suggests “Larger schools provide better staff depth and stability...and have a broader ranges of music, art, drama, debate and sports offerings. And research by Richard Ingersoll of the University of Pennsylvania has shown that small high schools are more likely than large ones to have out-of-field teachers....” What’s your understanding of this emerging issue? Will smaller high schools do a better job in addressing barriers to learning and MH concerns? Send you response to ltaylor@ucla.edu. @#@##@# Two young ones playing restaurant: “How do you want your steak?” “Medium.” “I’m sorry, we only have large.” Answers that make us think! @#@#@@## **NEWS FROM AROUND THE COUNTRY *SCHOOL SHOOTING: FAMILIAR ECHOES, NEW CONCERNS “Geographically and culturally, it’s a long, long way from Littleton, CO, to Redlake MN. Yet Monday’s shooting is the worst since the tragedy at Littleton six years ago ... the incident underlines the specific challenges facing many people – and particularly adolescents – on Indian reservations. Such youth have far higher rates than do others of committing suicide, substance abuse, dropping out of school, living in poverty, and staying with foster parents or grandparents.” Christian Science Monitor, 3/23/05. *GRANTS TO INTEGRATE SCHOOLS AND MENTAL HEALTH SYSTEMS It is expected that this grant will be announced in the Federal Register on or about March 31. The Department of Education’s Office of Safe and Drug-Free Schools will oversee the program. For information see http://www.ed.gov/policy/elsec/leg/esea02/pg79.html *NATIONAL YOUTH VIOLENCE PREVENTION CAMPAIGN “April 4 - 8, 2005: The goal of this campaign is to raise awareness and to educate students, teachers, school administrators, counselors, school resource officers, school staff, parents, and the public on effective wyas to prevent or reduce youth violence.” http://www.violencepreventionweek.org *HALF OF HIGH SCHOOL DROPOUTS CAN BE IDENTIFIED BY SIXTH GRADE “Research conducted by the Philadelphia Education Fund in conjunction with Johns Hopkins University show that four variables predict early on whether a student will graduate: low attendance; poor behavior; failing math and failing English. The window of time between grades six through nine provides an ideal opportunity to implement academic, behavior and social interventions early enough to help.... Broader policy implications for school reform, demonstrating the need for concentrated support of middle grades education.” 3/21/05 http://www.philaedfund.org *SCHOOLS RETHINK ZERO TOLERANCE POLICIES >Pre-admission patterns of depressive symptoms and suicidal behaviors among juvenile detainees (2005) S. Buzzini, et al, Journal of Adolescent Health, 36(2) 115-116. *FAMILY, SCHOOL & COMMUNITY >Teachers Grieve: What can we do for our colleagues and ourselves when a student dies? (2005) L. Munson & N. Hunt, Teaching Exceptional Children, 37(4) 48-51 >School materials for a mental health friendly classroom: Training package. SAMHSA. http://allmentalhealth.samhsa.gov/school_modules.html >Student-led IEPs: Take the first step (2005) A. Myers & L. Eiseman, Teaching Exceptional Children, 37(4), 52-58. >Developing a collaborative team approach to support family and community connections with schools: What can school leaders do? (2005) C. Ferguson, National Center for Family and Community Connections with Schools, http://www.sedl.org/connections/research-briefs.html >The rewards of parent participation (2005) J. Comer, Educational Leadership, 62(6) 38-42. >The role of recess in children’s cognitive performance and school adjustment (2005) A. Pellegrini & C. Bohn, Educational Researcher, 34(1) 13-19 >Making out-of-school- time matter: Evidence for an action agenda (2005) S. Bodilly & M. Beckett, http://www.rand.org/publications/MG/MG242/ >The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. (2004) B. Green, et al, Families in Society: The Journal of Contemporary Social Services, 85 (3) 326-334. Summarized at Data Trends #113, http://www.rtc.pdx.edu >Juvenile Court-controlled reentry: Three practice models (2005) Office of Juvenile Justice and Delinquency Prevention (http://ncjj.servehttp.com/ncjjwebsite/publications/serial/taspecial.htm >Suspended middle and high school students’ self-descriptions (2005) S. Yussman, et al, Journal of Adolescent Health, 36(2) 116-117. >Wherever I can lay my head: Homeless youth on homelessness (2005) Center for Impact Research, http://www.impactresearch.org/documents/homelessyouthreport.pdf >Are pregnant adolescents stigmatized by pregnancy? (2005) C. Wiemann, et al, Journal of Adolescent Health, 36(4) 352 >Extended families and adolescent well-being (2005) H. Hamilton, Journal of Adolescent Health, 36(3) 260-266. >Suicidal behavior in the family and adolescent risk behavior (2005) J. Cerel & T. Roberts, Journal of Adolescent Health, 36 (4) 353 >Successful strategies for recruiting, training, and utilizing volunteers: A guide for faith and community-based service providers (2005) http://www.samhsa.gov >Neighborhood quality and somatic complaints among American youth (2005) M. Chapman, Journal of Adolescent Health, 36(3) 244-252. *POLICY, SYSTEMS, LAW, ETHICS, FINANCES & STATISTICS >Children’s Mental Health: An overview and key considerations for health system stakeholders (2005) K. Van Landeghem & C. Hess, National Institute for Health Care Management Foundation, http://www.nihcm.org/CMHReport-FINAL.pdf >Why segregation matters: Poverty and educational inequality (2005) G. Orfield & C. Lee, Harvard Civil Rights Project, http://www.civilrightsproject.harvard.edu/research/deseg/deseg05.php >The rhetoric and reality of gap closing: when the “have-nots” gain but the “haves” gain even more (2005) S. Ceci & P. Papierno, American Psychologist 60(2) 149-160. >The ninth-grade bottleneck: An enrollment bulge in a transition year that demands careful attention and action (2005) A. Wheelock and J. Miao, American Association of School Administrators, The School Administrator, http://www.aasa.org/publications/sa/2005_03/wheelock.htm >A profile of the American high school sophomore in 2002 (2005) http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005338 >When a student drops out...everybody pays (2005) M. Slager & E. Stevick, http://www.principals.org >Creating a state minority health policy report card: An evaluation of states’ capacity to address racial and ethnic health disparities. (2005) A. Trivedi, et al, Health Affairs 24(2) 388-396. Http://content.healthaffairs.org/cgi/content/abstract/24/2/388 >Differences among states in the identification of autistic spectrum disorders (2005) D. Mandell & R. Palmer, Archives of Pediatrics & Adolescent Medicine, 159 (3) 266-269. >Medical and psychiatric comorbidity and health care use among children 6 to 17 years old (2005) D. Spady, et al, Archives of Pediatrics & Adolescent Medicine, 159 (3) 231-237. >Guidebook for Juvenile Justice and Child Welfare system coordination and integration: framework for improved outcomes (2005) J. Wiig & J. Tuell, Child Welfare League of America. Http://www.cwla.org/programs/juvenilejustice/jjguidebook.htm >Improving practice: Child protection as a systems problem (2005) E. Munro, Children and Youth Services Review, 27 (4) 375-391. >Impact of the wait for an initial appointment on the rate of kept appointments at a mental health center (2005) G. Gallucci, et al, Psychiatric Services, 56: 344-346. >Trends in lifetime substance use among 10 to 12th graders: A cross-national comparison (2005) P. Michaud, et al, Journal of Adolescent Health, 36 (2) 117. >Developmental trajectories of depressive symptoms in urban adolescents: Gender and race/ethnic group variations in change/growth in depressive symptoms (2005) A. Muyeed, et al, Journal of Adolescent Health, 36 (2) 117-118. Note: The Quick Find Online Clearinghouse on our website at http://smhp.psych.ucla.edu is updated regularly with new reports and publications such as those listed above. Currently there are over 100 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@ucla.edu. @#@#@##@ “Undoubtedly, there is a mix of interventions, some targeted and some universal, that produces the best overall cost-benefit ratio for a nation on political, economic, and moral grounds ... we take no position on this debate, but hope that our analysis is a first step in promoting a needed discussion of whether national policies should be aimed at raising the top students, bottom students, or both, and the political, moral, and economic ramifications associated with each of these options.” Stephan Ceci & Paul Papierno @#@#@###@#@## ################################# **UPCOMING INITIATIVES, CONFERENCES, WORKSHOPS ################################ >>>10th Annual Conference on Advancing School-Based Mental Health October 27-29 (revised dates) in Cleveland, Ohio http://csmha.umaryland.edu/ ################################# >Unifying family support programs: Creating policy, power, voice, skills, and results, 4/3-5, Jacksonville, FL http://www.familysupportamerica.org >School Social Work Association of American, 4/6-8, Chicago, IL. http://www.sswaa.org >What professionals need to know about families, 4/12, Boston, MA http://www.bu.edu >Finding Better Ways: Addressing the mental health needs of children, youth and families 5/2-4, New Orleans. http://www.cwla.org >Injury and violence in America: meeting challenges, sharing solutions, 5/9-11, Denver, CO http://www.cdc.gov >Accessing Resources for Community and Faith Based Organizations, 5/24-26, Albuquerque, NM http://jabg.nttac.org >National Coordinating Committee on School Health and Safety, 6/8, Crystal City, VA http://www.healthy-students.org >Justice for all: NMHA Annual Conference, 6/9-11, Washington, DC. Http://www.nmha.org >National School-Based Health Care Convention, June 16-18, 2005, Providence, RI http://www.nasbhc.org/AMINFO.htm >Research institute in suicide prevention, 6/19-25, Rochester, NY http://www.urmc.rochester.edu >Educating Minds and Hearts: safe schools, healthy character development, academic success, and social emotional education, 7/12-15, New York http://www.csee.net >Evidence based treatments for childhood and adolescent mental health problems, 7/21-23, Niagara, Ontario, Canada http://www.ubevents.org/ >Youth in action: making a difference, 7/28-30, Washington, DC http://www.ncfy.com For more conference announcements, refer to our website conference section at http://smhp.psych.ucla.edu/upconf.htm If you want to list your conference, please email ltaylor@ucla.edu topics with links to our materials and other online resources and centers. (The burgeoning number of visitors to our website reflects its value and also is an indication of the growing interest in mental health in schools. In February, there were 300,000 “hits” from 21,000 unique visitors.) >National Initiative: New Directions for Student Support – Now that the New York statewide summit has been held and the Iowa summit will be held in mid April, it is time to start identifying who wants to be next. If you think your state is ready for a New Directions for Student Support statewide summit, let us know and we can begin the processes for assessing readiness and forming a local planning group. See http://smhp.psych.ucla.edu/summit2002/ndannouncement.htm and contact Ltaylor@ucla.edu >Watch for >>Two New Quick Find Online Resources – >>>Legislation – The Center is in the process of constructing a Quick Find on legislation relevant to addressing barriers to learning and enhancing support to enable all students to succeed. (If you know of relevant legislation in your state, please let us know so we can add the information.) >>>Systemic Change and Schools – Systemic change specifically focused on mental health in schools and learning supports is the other Quick Find topic to be added in the next few weeks. >>In July, Corwin Press will issue two books from the Center co-directors: “The Implementation Guide to Student Learning Supports in the Classroom and School Wide: New Directions for Addressing Barriers to Learning” “The School Leader’s Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning” (see – http://smhp.psych.ucla.edu/corwin/bookannouncement.htm ) For more information on the Center’s activities contact Howard Adelman and Linda Taylor, Co-Directors School Mental Health Project/ Center for Mental Health in Schools UCLA Department of Psychology Los Angeles, CA 90095-1563 Phone (310) 825-3634; Toll Free (866) 846-4842: Fax (310) 206-8716 Email: smhp@ucla.edu For more information go to the Center website at http://smhp.psych.ucla.edu ^ ^ ^ FROM OUR SISTER CENTER “Center for School Mental Health Assistance” >10th Annual Conference on Advancing School-Based Mental Health October 27-29 (revised dates) in Cleveland, Ohio For more information on the conference and other activities of the Baltimore center see http://csmha.umaryland.edu. Or contact Mark Weist, Director, CSMHA, University of Maryland at Baltimore, Department of Psychiatry, 737 W. Lombard St. 4th Floor, Baltimore, MD 21201. Toll free phone: 888-706-0980. Email csmh@umpsy.umaryland.edu @#@#@# “Today’s high school structure does not consistently support student learning. In fact, it hampers students and staff from achieving their goals.” Denver Commission on Secondary School Reform @#@#@#@ ############################################# **OTHER HELPFUL RESOURCES >School-Based Mentoring: A closer look http://www.ppv.org/ppv/youth/youth_publications.asp?section_id=7#pub180 >One-third of the Nation: America’s escalating high school dropout crisis http://www.ets.org/research/pic/onethird.pdf >Truancy Prevention: Empowering Students, Schools and Communities http://ojjdp.ncjrs.org/truancy/ >Leveraging Out-of-School Time Programs for At-risk Students http://www.mcrel.org/topics/productDetail.asp?productID=195 >Losing our future: How minority youth are being left behind by the graduation rate crisis http://www.civilrightsproject.harvard.edu >Coalition for evidence-based policy: Social Programs that Work http://www.evidencebasedprograms.org >Parental Involvement http://www.ecs.org/00CN2430 >Evidence based practices in suicide prevention program http://www.sprc.org/whatweoffer/ebp.asp >Foundation for Child Development “Describing Immigrant Communities” http://www.fcd-us.org/uploadDocs/DescribingImmigrantCommunitites.pdf Note: for a wide range of relevant websites, see our Gateway to a World of Resources at http://smhp.psych.ucla.edu ######################################## **TRAINING AND JOB OPPORTUNITIES <Program Director> Adolescent and School Health, Best Practices, Association of Maternal and Child Health Programs, Washington, DC. Seehttp://www.amchp.org/aboutamchp/Jobs/ash-programmgr.htm <Project Manager> Center for Evaluation and Program Improvement, Vanderbilt University, Nashville, TN. NICHD funded study of the use of children’s books as a method for educating parents about typical child development. Contact catherine.m.smith@vanderbilt.edu <Research Associate> Child Trends, Washington, DC. See http://www.childtrends.org/_catdisp_page.cfm?LID=130. <Post Doctoral Fellowship> Center for At-Risk Children’s Services, University of Nebraska-Lincoln. Focus on school based mental health services. Contact mepstein@unl.edu. <Faculty> Clemson University, College of Health, Education, and Human Development, assistant/associate professor and youth development coordinator. Review begins 4/15. Contact Jay Smink, 532 Edwards Hall, Clemson University, Clemson, SC 29634. <Director> School Psychology Program, The Chicago School of Professional Psychology. See http://csopp.edu <Counselor> Student Counseling Center, Slippery Rock University of PA. See http://www.sru.edu/pages/10746.asp For more information on employment opportunities, see http://smhp.psych.ucla.edu/job.htm. Following the list of current openings, you will see links to HRSA, SAMHSA, and other relevant job sites. @###@ “The Calendar Multiplier Effect: It is futile to try to arrange a meeting with more than three participants. Beyond three it is statistically impossible to find a date when all of you will be available.” Dilbert @#@@# #################################### **Comments/Requests/Info/Questions from the Field We were asked to share this new resource: “The Johns Hopkins Center for Adolescent Health has developed a free resource guide “Confronting Teen Stress: Meeting the Challenge in Baltimore City...It includes material developed by teens for teens. See http://www.jhsph.edu/adolescenthealth or call 410-614-3953. @#@@## Here’s a sample of the various responses received about last month’s emerging issue: U. S. Department of Education Proposes Eliminating Many Programs –: 1) “This is ridiculous! There is more stress due to family issues, terrorism, unemployment, and bullying. We need more counselors, not less. Whatever happened to no child left behind? This will leave millions behind! Students, especially high risk students, need these services. The general population also needs the services to make the transition from high school to college or adult life!” 2) “The efficacy of these categorical programs has poor or no documentation so they are easy targets for budget cuts. On the other hand, these resources are often the only available $ to get health curriculum and coordinated health programing accomplished. Further I certainly don’t believe for a minute that this $ will go to a more coordinated systematic approach. 3) “The problem with educational funding is simple, we have not clearly defined the specific missions of the school (academic, social behavioral civic, emotional, safety, nutrition, etc.) It has been piecemeal and haphazard over time. It has been driven by local, county, state, and federal mandates. The programs have been developed independently and in a vacuum from other disciplines (i.e. health, human services, career and college preparation, fine arts, athletics, and many other categories. If the mission were clearly defined, the collaborative partnerships included, and specific roles, programs, and certification requirements defined, a specific price tag could be established. It’s all about equity in funding and adequacy of mission is you truly wish to leave no child behind. “