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UCLA Center for Mental Health in Schools Hurricane Katrina Resources:
*** NCLB Federal Program Areas Providing Services to Children and Youth Made Homeless by Hurricane Katrina Questions and answers on what federal funds can be used to provide support for homeless children and youth, which youth are eligible, and how to access and use those funds. To access this information, visit: http://www.tea.state.tx.us/hcane/faq_nclb.html *** Managing Traumatic Stress After Hurricane Katrina The American Psychological Association (APA) is offering free materials to the public on managing traumatic stress in the wake of Hurricane Katrina. The downloadable fact sheet, Managing Traumatic Stress: After Hurricane Katrina, includes information for people both directly and indirectly affected by the hurricane and addresses what people may feel immediately following and long after the hurricane. It also provides strategies for people to help themselves, families and children and for those struggling to cope from afar. Additional materials include fact sheets on Managing Traumatic Stress: Tips for Recovering From Natural Disasters and Managing Traumatic Stress: Tips for Recovering From Disasters and Other Traumatic Events as well as information on building resilience. To access these resources, visit: www.APAHelpCenter.org *** Grant Opportunity: Mattel Children's Foundation Domestic Grants Program For the first time in over 5 years, unsolicited grants are being accepted for review for funding for charitable organizations throughout the U.S. that directly serve children in need. Mattel's philanthropic priorities:
Maximum Award: $5,000-$25,000. Deadline: September 30, 2005. For more information, visit: http://www.mattel.com/about_us/philanthropy/ci_mcf_philanthropy_grantmaking.asp *** Archived Teleconference on "Expanding Partnerships in System of Care: Education and Mental Health, and Families Working Together" This teleconference, which took place on Thursday, September 15, is part of a national topical telephone conference call series sponsored by The National Technical Assistance Center for Children's Mental Health. These conference calls cover important and emerging trends in the mental health field. Presentations from expert resource persons are followed by open discussion in order for all participants to ask questions and enrich the conversation. If you have trouble accessing this Web site, you can also contact call or e-mail Tina Ruby at 202/687-5016 or rubycm@georgetown.edu so that the National TA Center may arrange to mail or fax you the information. Should you have any questions about the telephone conference series, please contact Marisa Irvine by e-mail at marisairvine13@hotmail.com or by leaving a message at (202) 687-5000.
Articles “Youngsters' Mental Health and Psychosocial Problems: What are the Data?" In June 2005, The UCLA Center for Mental Health in Schools released a report on the prevalence and incidence of mental and behavioral issues in school-age youth. The stated intent of the report is to “provide a synthesis of the best data and to clarify the limitations of what has been gathered so far.” The report opens with a discussion of the scarcity of adequate data on the incidence of mental and psychosocial problems in children under 17. Using the data that is currently available, the report goes on to provide information on how data is commonly reported, the increasing prevalence of mental health issues, the percentages of children who are served, and the types of services they are offered. Reference: Center for Mental Health in Schools at UCLA. (2005). Youngsters’ Mental Health and Psychosocial Problems: What are the Data? Los Angeles, CA: Author. To view this report, visit: http://smhp.psych.ucla.edu/pdfdocs/prevalence/youthMH.pdf *** “Isolation and the Stress of Being Bullied” The Journal of Adolescence recently published a study conducted by University of Texas at Austin researchers on the effects of high-school bullying on college-age students. The study abstract, as published on the ScienceDirect Web site, reads, “Approximately one-third of children report being victims of bullying, and this victimization has been linked to a number of negative psychological outcomes. In the present study, we examined the effects of perceived isolation on the link between victimization before and during high school and stress symptoms during college. Consistent with our predictions, victimization appears to do the most damage to those who felt isolated during high school. These results suggest that schools should reframe their approach to the bullying problem, and devote more resources to helping students feel less isolated.” Reference: Isolation and the stress of being bullied (2005) M. Newman, et al, Journal of Adolescence, 28(3) 343-357. To view this abstract, and receive information on how to obtain the full-text article, visit: *** Law and Legislation Individuals with Disabilities Education Improvement Act of 2005 Regulations Now Available The U.S. Department of Education has announced proposed regulations for the implementation of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and invites public comment. The official version of this notice of proposed rulemaking (NPRM) is now published in the Federal Register in both PDF and TEXT formats. A series of public meetings have already been held in June and July to discuss the regulations. The Department will be accepting comments and suggestions via email and mail until September 6 th , at which point feedback will no longer be considered. To view this information, visit: http://www.ed.gov/policy/speced/guid/idea/idea2004.html *** State Anti-bullying Statutes In their June issue of “StateNotes,” the Education Commission for the States reports on State statutory provisions against bullying in primary and secondary schools. Currently seventeen states and Guam have passed such statutory provisions; this brief outlines the definition of bullying as it applies to enacted legislation, requirements for state-level support (e.g., the school board), student services, intervention strategies, and current curricula. The brief also includes information on student rights and sanctions under these statues, parental rights, teacher and staff requirements. Finally, the document outlines the components of a comprehensive anti-bullying statute. Reference: State Anti-bullying Statutes (2005) J. Dournay, Education Commission of the States. To view this issue of StateNotes, visit: *** Training Resources "Developing Resource-Oriented Mechanisms to Enhance Learning Supports" In January 2005, The UCLA Center for Mental Health in Schools released a resource document including information on ways to use community resources as learning supports in order to raise comprehension and test scores for all children. The Center describes the document as a “set of training modules designed as an aid for training leaders and staff about the importance of and how to establish effective resource-oriented mechanisms to advance development of a comprehensive, multifaceted, and integrated learning supports (or enabling) component at every school.” These strategies are designed to target students with learning, behavior, and emotional problems but are designed and intended for use with all students in all classrooms. Reference: Center for Mental Health in Schools at UCLA. (2003). Developing Resource-Oriented Mechanisms to Enhance learning Supports. Los Angeles, CA: Author. To access these Training Modules, visit:
Online Event: Leadership Strategies for Supporting Children's Social and Emotional Development and Addressing Challenging Behavior Wednesday, March 30, 2005 To access the training module from this online event, visit: Conference: Addressing Challenging Behavior: National Training Institute on Effective Practices, Supporting Young Children's Social/Emotional Development May 4-7 This conference will provide an interactive environment for exchanging information on challenging behavior and implementing evidence-based practices. Both teachers and administrators may find this conference useful, as material covered will focus both on practical classroom strategies and on creating an effective school-wide environment. The conference will cover such topics as: easy functional behavior assessments for early childhood programs; supervision, leadership, and administrative strategies; evidence-based practices for young children with autism and ADHD; supporting transitions for children with challenging behavior; and cultural perspectives on challenging behavior. To find out more, visit: Articles: Increasing Self-Managed Coping Skills through Social Stories and Apron Storytelling This article, from the TEACHING Exceptional Children e-newsletter, covers an intervention technique for controlling inappropriate behavioral outbursts in the classroom through creating "social stories." Authors Natalkie Haggerty, Rhonda Black and Garnett Smith describe the social stories technique; "Social stories use pictures of the child engaging in desirable target behavior to enable the learner to consider his or her own behavior, as well as reactions from others." Because the stories center around familiar situations and contexts, children are able to relate scenarios to their own experience and behaviors. The article also details results from a case-study of a first-grader "Kirk," who was able to reduce frustrated "outbursts" by over 60% after engaging with researchers in the social stories technique. To read the full article, visit: *** How Many Did I Overlook? The Transformation of a School Psychologist This personal account, published on the Bridges For Kids website, describes a school psychologist's changing perception of mental illness as she weathers her own child's diagnosis and treatment for mental illness. Author Sharon Moxley describes the conflict between her professional training, which classified problem behavior as a product of traumatic experiences and dysfunctional relationships, and information she discovered while researching her child's illness, in which mental illness was characterized as a “brain disease.” “ Looking back,” she writes, “I now know that I missed recognition of students with neurobiological disorders because of my professional training, which taught me so little about mental illness. My training was heavily analytic and I was very much a disciple of Freud. Through this education, my eyes were trained to evaluate the parent's behavior more than the child's symptoms. Too often my job was to designate blame. ” To view this article, visit: *** Attention in School: Some Advice To view this article, visit: Grant Opportunity: Schools as Centers of Community: A National Search for Excellence The Public Education Network, in partnership with KnowledgeWorks Foundation, announces the 2005 Schools as Centers of Community: A National Search for Excellence , an initiative which seeks schools nationwide that successfully model the growing trend to build schools as centers of community. The top selected school, chosen by a panel of national experts, will receive the Richard W. Riley Award for Excellence and a $5,000 grant. The panel will also select several runner-up schools with innovative design elements and initiatives to be members of the Schools as Centers of Community Honor Society and be part of the National Search Web site. The submission deadline for this award is June 24, 2005. To read more about this award, visit: http://www.richardrileyaward.org/en/Index.asp System Reform "Bullying and Addressing Barriers to Learning" This article, from UCLA's Mental Health in Schools Training and Technical Assistance newsletter includes ways to address bullying within a comprehensive student support structure. The article discusses a variety of underlying causes for bullying and illustrates how identifying a bully's motivation can help to determine the most effective intervention strategy. It also discusses how to start thinking about redesigning a school management system that engages students and avoids over-reliance on punitive measures. In addition, the article includes information on a wide range of resources and online links. To view this article, visit: *** Creating School-wide System Supports UCLA's information handout, “What Might a Fully Functioning Enabling or Learning Supports Component Look Like at a School?,” outlines Hawaii 's Comprehensive Student Support System (CSSS) model. The CSSS model promotes integrating systemic supports for learning and developmental problems into the school environment. A designated team works to develop and implement interventions at various stages of problem development. The goals of CSSS include the creation of systems for:
To view this resource, visit *** New Comprehensive School Reform Center The Center for Comprehensive School Reform and Improvement offers its first newsletter on developing and sustaining school reform. The Center's mission “to help schools organize, plan, implement, and sustain improvement” is furthered by offering supports such as research, policy briefs, a searchable database, guides, and discussion forums. The newsletter offers a more in-depth description of services, as well as a link to the Center's website. To view this resource, visit: *** Media Resources Mental Health and Multi-Media UCLA's Quick Find topic page, "Mental Health Related Software & Sites," features interactive programs related to a wide range of social and mental health education resources. This site serves as a portal for links to information on topics such as self-esteem, stress, disorders, and obtaining clinical assistance. It also provides links to multi-media software specifically developed as mental health supports, as well as information on how multi-media can be used as a resource for children with mental health and learning disabilities. To view this resource, visit: *** Legislation Summary and Analysis of New IDEA Legislation To view this resource, visit:
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