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Author: University of California, Los Angeles, Center for Mental Health in Schools Publisher: ISBN: Category : Languages : en Pages : 38
Book Description
There are relatively few major federal programs focused directly on advancing a systemic approach to mental health in schools. One such program is the U.S. Department of Education's grant program entitled: "Integration of Schools and Mental Health Systems." Established in 2005, the program has funded 51 projects and is in the process of funding its fourth cohort. Since the program's inception, our Center has taken steps to inform the field about this initiative and to advance the work. Now that the first projects have completed their period of funding, it is time to reflect on their contribution to advancing the field. To this end, this is the initial report in a series the Center will be preparing. The first reports will summarize what has been accomplished and learned to date; these will be followed by analyses of commonalities, unique facets, barriers to progress, and lessons learned; the final report in the series will explore implications for future policy and practice. This first report focuses on summarizing the work of the eight state level projects funded as part of the first three cohorts. Appended are: (1) Center for Mental Health in Schools at UCLA Meeting with Nine Teams from the First Cohort; (2) Washington County (OR) Partnership for Student Success; and (3) Berkeley CA Integrated Resources Initiative. (Contains 10 exhibits.).
Author: University of California, Los Angeles, Center for Mental Health in Schools Publisher: ISBN: Category : Languages : en Pages : 38
Book Description
There are relatively few major federal programs focused directly on advancing a systemic approach to mental health in schools. One such program is the U.S. Department of Education's grant program entitled: "Integration of Schools and Mental Health Systems." Established in 2005, the program has funded 51 projects and is in the process of funding its fourth cohort. Since the program's inception, our Center has taken steps to inform the field about this initiative and to advance the work. Now that the first projects have completed their period of funding, it is time to reflect on their contribution to advancing the field. To this end, this is the initial report in a series the Center will be preparing. The first reports will summarize what has been accomplished and learned to date; these will be followed by analyses of commonalities, unique facets, barriers to progress, and lessons learned; the final report in the series will explore implications for future policy and practice. This first report focuses on summarizing the work of the eight state level projects funded as part of the first three cohorts. Appended are: (1) Center for Mental Health in Schools at UCLA Meeting with Nine Teams from the First Cohort; (2) Washington County (OR) Partnership for Student Success; and (3) Berkeley CA Integrated Resources Initiative. (Contains 10 exhibits.).
Author: Stan Kutcher Publisher: Cambridge University Press ISBN: 1107053900 Category : Education Languages : en Pages : 335
Book Description
This book provides vivid examples of school mental health innovations from 18 countries, addressing mental health promotion, prevention and interventions. These initiatives and innovations enable readers from different regions and disciplines to apply strategies to help students achieve and maintain mental health, enhance their learning outcomes and access services, worldwide.
Author: Howard S. Adelman Publisher: Simon and Schuster ISBN: 1510701028 Category : Education Languages : en Pages : 328
Book Description
For many children, schools are the main or only providers of mental health services. In this visionary and comprehensive book, two nationally known experts describe a new approach to school-based mental health—one that better serves students, maximizes resources, and promotes academic performance. The authors describe how educators can effectively coordinate internal and external resources to support a healthy school environment and help at-risk students overcome barriers to learning. School leaders, psychologists, counselors, and policy makers will find essential guidance, including: • An overview of the history and current state of school mental health programs, discussing major issues confronting the field • Strategies for effective school-based initiatives, including addressing behavior issues, introducing classroom-based activities, and coordinating with community resources • A call to action for higher-quality mental health programming across public schools—including how collaboration, research, and advocacy can make a difference Gain the knowledge you need to develop or improve your school's mental health program to better serve both the academic and mental health needs of your students!
Author: Olga Acosta Price Publisher: ISBN: Category : Languages : en Pages : 102
Book Description
In January 2007, The Center for Health and Health Care in Schools at the George Washington University School of Public Health and Health Services was commissioned to assess operations of school mental health programs in Washington, D.C. and recommend future directions in practices, policies and systems development. While this guidance is directed primarily at the District of Columbia Department of Mental Health, the goal of this report is to offer guidance for all public and private organizations and individuals that share a commitment to effective mental health programs for children in the District of Columbia. This report is based on a 16-month examination of school-connected mental health programs here in the District of Columbia and in cities, counties and states around the nation. In the course of the study, the authors conducted an in-depth examination of school mental health programs in DC, reviewed relevant literature, and interviewed 100 local and national experts in children's mental health and school mental health. Policymakers, program directors, educators and mental health professionals increasingly view school-connected mental health as essential to effective schools and well-functioning mental health systems of care. Last year this perspective was evident in the District of Columbia when the Interagency Collaboration and Services Integration Commission (ICSIC) included school mental health as part of the District of Columbia Public Education Reform Amendment Act of 2007. The overarching goal of this report is to document the critical components of effective school mental health programs utilizing the best current thinking and practice so that programs developed with this guidance in mind can withstand the political, economic, and social pressures that frequently erode best-practice models. To this end, the report recommends a number of roles, functions, and activities for the DC Department of Mental Health within five areas: organizational management, program development and evidence-based practices, training and professional development, financing, and program evaluation and outcomes research. Thirteen appendices are included: (1) Interviewees for DMH school mental health report; (2) List of supplemental reports available upon request; (3) District of Columbia schools with school mental health professionals; (4) Comparison of Staff Requirements, Cost, and Productivity Between D.C. and Other Cities; (5) Examples of state mental health laws that address a continuum of children's mental health care and the role of schools; (6) List of school health programs and initiatives in DC; (7) A guide for mapping school-based mental health activities; (8) Table of Organization for the D.C. Department of Mental Health Office of Programs and Prevention & Early Intervention Programs; (9) Template for the development of standards for school mental health programs in D.C; (10) List of Evidenced-Based Programs or Data Driven Practices or Programs for use in the School Mental Health Program for SY 2007-2008; (11) Sources that have reviewed evidence-based or promising programs for use in schools; (12) Sources of Federal funding for school-based mental health care; and (13) Proposed plan to implement a citywide school mental health evaluation program. (Contains 10 tables and 1 figure.) [This report was funded through the Safe Schools/Healthy Students Program, a partnership of the U.S. Departments of Education, Health and Human Services, and Justice.].
Author: Debra S. Lean Publisher: R&L Education ISBN: 1607096390 Category : Education Languages : en Pages : 143
Book Description
A key concern for educators, administrators, professional support services personnel, parents and policy makers are barriers to learning, particularly student mental health. Statistics reveal that up to 20 percent of children and youth have mental health issues and up to 80 percent do not receive proper intervention. Barriers to Learning enables readers to gain valuable insight into the challenges presented in classrooms today. This book presents a unique classification and review of various mental health and learning issues. The authors link current education and child and youth mental health reforms to make the case for improving services to address barriers to learning. This book includes a unique School-based Integrated Student Support Model (SISSM), which, within the context of exceptional school leadership and instruction, provides a framework for timely and evidence-based integrated and collaborative services to reduce, manage, and prevent barriers to learning for all students.
Author: Beth Doll Publisher: Corwin Press ISBN: 1452297967 Category : Education Languages : en Pages : 369
Book Description
Provides a comprehensive ten-step sequence for implementing population-based services that improve wellness and academic success for individual students and entire schools, and offers suggestions for engaging parents.
Author: Judith R. Harrison Publisher: Oxford University Press ISBN: 0199352526 Category : Psychology Languages : en Pages : 361
Book Description
Evidence-based mental health services are lacking in many school systems, but especially in secondary schools. Adolescents who can benefit from school mental health services are those who experience disruptive behavior disorders, anxiety, depression, alcohol/drug use, sexual or physical abuse, chronic health problems, crisis situations such as suicidal ideation or attempts, natural disasters, and exposure to community or family violence that can interfere with academic success. Currently, one-half of students with emotional or behavioral disorders drop out of school prior to graduation, pointing to the need to disseminate proven strategies that strengthen effective secondary school services. School Mental Health Services for Adolescents includes a range of expert guidance on implementation of school mental health services in secondary schools. The significance of this information cannot be overstated, as only 20% of children and adolescents who need such services receive them. Schools are a logical venue for service provision because emotional and behavioral problems interfere with academic achievement, and a lack of access to mental health services is a major barrier to treatment for youth. Authors discuss services that can be implemented by school-based professionals and methods of overcoming implementation barriers. Chapters cover the history and need for services, issues of identification and referral for treatment in schools, descriptions of evidence-based interventions, proposed service delivery models, assessment strategies, and integration of mental health programs in schools. This book will be a valuable resource for researchers, trainers of school mental health professionals, school administrators and supervisors, and school-based mental health providers including psychologists, counselors, and social workers.
Author: Mark D. Weist Publisher: Springer Science & Business Media ISBN: 0387733132 Category : Psychology Languages : en Pages : 389
Book Description
Turn to this book for practical guidance in attending not only to routine mental health needs of students, but also in responding quickly and effectively to traumatic events. The authors discuss how to build and enhance collaborative approaches among the many stakeholders. You’ll learn how to ensure that best evidence-based practices are used in all systems of care. Next, the handbook introduces strength-based approaches to assessment in schools. Finally, the authors discuss the latest strategies to help you prevent and manage crises while addressing the unique ethical, cultural, and legal challenges of school mental health.
Author: Alan W. Leschied Publisher: Springer ISBN: 3319898426 Category : Psychology Languages : en Pages : 487
Book Description
The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health Promotion An Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. · Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention. · Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.
Author: University of California, Los Angeles, Center for Mental Health in Schools
Author: University of California, Los Angeles, Center for Mental Health in Schools
Author: 
Author: Stan Kutcher
Author: Howard S. Adelman
Author: Olga Acosta Price
Author: Debra S. Lean
Author: Beth Doll
Author: Judith R. Harrison
Author: Mark D. Weist
Author: Alan W. Leschied