Mental Health in Schools

Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986. In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support. Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA. In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district. Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

Preface Acknowledgments About the Authors Introduction Part I. The Field of Mental Health in Schools 1. Mental Health in Schools: Past and Present 2. About Moving Toward a Comprehensive Approach Part II. Three Major Issues Confronting the Field 3. Labeling, Screening, and Over-Pathologizing 4. Evidence-Based Practices in Schools: Concerns About Fit and Implementation 5. Social Control Versus Engagement in Learning: A Mental Health Perspective Part III. Moving Forward: School-Based Strategies for Addressing Behavior, Learning, and Emotional Problems 6. A Period of Transition and Possible Transformation 7. Strategies for Embedding Mental Health in School Improvement 8. Social and Emotional Learning and Promotion of Mental Health: Implications for Addressing Behavior Problems 9. Challenges and Opportunities for Promoting Mental Health in the Classroom 10. Mental Health Assistance for Students at School 11. Focusing on the Well-Being of School Staff Part IV. Policy and Systemic Change for Moving Forward 12. New Directions 13. Collaboration: Working Together to Move Forward and Enhance Impact 14. Show Us the Data: Using and Extending the Research Base 15. Addressing Systemic Change Call to Action: Moving Forward Appendix: Leadership at a School Site for an Enabling or Learning Supports Component References Index

"This book is a must-read for those seeking support in creating meaningful school improvement plans and valuable, comprehensive healthy school initiatives." -- Lyman Goding, Lecturer, Bridgewater State College "Howard Adelman and Linda Taylor take on an issue of great import, and succeed in tackling it thoroughly. It provides any reader with a solid foundation for both knowledge in the subject matter, and also sufficiently guides the reader in his or her action plans of change. The authors should be commended for their efforts, and educational administrators should be advised to read this book, taking from it strategies and plans to suit their own students and district." -- Education Review: Brief Reviews, August 2010 "The text chronicles 50 years of national policy in school-based mental health history to reveal the evolution of current models of service. It affords readers a rare glimpse at the intricately woven positions of government and advocacy agencies that result in policy shifts. The authors further challenge readers to critically review current school screening, referral, and intervention practices. In conclusion, there is a call for new directions in policy and systemic change that both restructures and enhances the role of support service personnel." -- Diana Joyce, Psychologist "This resources gives the reader everything needed to design and implement a successful mental health program to benefit a diverse student population. The authors present a strong case for planning and delivering comprehensive integrated services. I commend the authors for their willingness to tackle the tough issues surrounding mental health services for all students." -- Marian White-Hood, Director of Academics, Accountability, and Principal Support