Mental Health in Schools Becoming an Integrated Part 学校心理健康成为一个完整的部分.pptVIP

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Mental Health in Schools Becoming an Integrated Part 学校心理健康成为一个完整的部分.ppt

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Mental Health in Schools Becoming an Integrated Part 学校心理健康成为一个完整的部分

UCLA Mental Health in Schools:Becoming an Integrated Part of the School Improvement Agenda The national Center for Mental Health in Schools at UCLA is co-directed by Howard Adelman and Linda Taylor and operates under the auspice of the School Mental Health Project in UCLA’s Dept. of Psychology. Box 951563, Los Angeles, CA 90095-1563 (310) 825-3634 Fax: (310) 206-8716; E-mail: smhp@ Website: / Support comes in part from the Office of Adolescent Health, Maternal and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration (Project #U45 MC 00175), U.S. Department of Health and Human Services. Most Cited Reasons (1) Psychosocial MH problems often are major factors interfering with effective school performance of some students so schools must do something about these individuals (especially mental health services are included in a student’s special education plan). (2) Mental health agencies view schools as places where the availability of and access to services and those who need them can be enhanced. (3) Schools increasingly are seen as needing to play a greater role in facilitating social-emotional development and learning. Point 1 reflects the perspective and agenda of student support professionals and some leaders for school improvement, and also provides a supportive rationale for those wanting schools to play a greater role related to addressing young people’s health concerns. The second point typically reflects the perspective and agenda of agencies and advocates whose mission is to improve the mental health system. Implied in both reasons is the hope of enhancing the nature and scope of mental health interventions to fill gaps, enhance effectiveness, address problems early, reduce stigma, and fully imbue clinical and service efforts with public health, general education, and equity orientations. The focus on facilitating social-emotional development encompasses concern for promoting health and well-be