Description
‘This resource 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 See Forever Foundation Necessary reading for anyone concerned with student wellness and effective schools! 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, counsellors, and policy makers will find essential guidance, including: – An overview of the history and current state of school mental health programmes, discussing major issues confronting the field – Strategies for effective school-based initiatives, including addressing behaviour 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 programme to better serve both the academic and mental health needs of your students! 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. 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
