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Advancing School Advancing School Mental Health in Mental Health in Northwest Ohio Northwest Ohio Mark D. Weist Mark D. Weist University of Maryland University of Maryland School of Medicine School of Medicine
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Advancing School Mental Health in Northwest Ohio

Jan 19, 2016

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Advancing School Mental Health in Northwest Ohio. Mark D. Weist University of Maryland School of Medicine. Value, Training, Funding. Value. The Crisis of Youth Mental Health. 3-5% severe impairment 12-22% diagnosable disorders 20-100% at risk or could otherwise benefit - PowerPoint PPT Presentation
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Page 1: Advancing School Mental Health in Northwest Ohio

Advancing School Mental Advancing School Mental Health in Northwest OhioHealth in Northwest Ohio

Mark D. WeistMark D. Weist

University of Maryland University of Maryland

School of MedicineSchool of Medicine

Page 2: Advancing School Mental Health in Northwest Ohio

Value, Training, FundingValue, Training, Funding

Page 3: Advancing School Mental Health in Northwest Ohio

ValueValue

Page 4: Advancing School Mental Health in Northwest Ohio

The Crisis of Youth Mental HealthThe Crisis of Youth Mental Health

3-5% severe impairment3-5% severe impairment

12-22% diagnosable disorders12-22% diagnosable disorders

20-100% at risk or could otherwise benefit20-100% at risk or could otherwise benefit

< 33% with serious problems receive care< 33% with serious problems receive care

% at risk who receive care ???????% at risk who receive care ???????

% who receive effective care ???????% who receive effective care ???????

Page 5: Advancing School Mental Health in Northwest Ohio

Quotes from the U.S. Surgeon General’s Quotes from the U.S. Surgeon General’s Conference on Children’s MH (9/2000)Conference on Children’s MH (9/2000)

““A terrifying gap between what we know and A terrifying gap between what we know and what we do”what we do”

““The system has an emergency room, crisis The system has an emergency room, crisis mentality” (Steven Hyman)mentality” (Steven Hyman)

““The burden of suffering for children’s mental The burden of suffering for children’s mental health problems is unmatched” (Dan Offord)health problems is unmatched” (Dan Offord)

Page 6: Advancing School Mental Health in Northwest Ohio

Surgeon General’s Conference IISurgeon General’s Conference II

““Children are wallowing in systems”Children are wallowing in systems”

““I received curt, callous and substandard care I received curt, callous and substandard care until the provider learned of my educational until the provider learned of my educational status” (Senora Simpson)status” (Senora Simpson)

““Referrals from primary care sites result in Referrals from primary care sites result in wait times of 3 to 4 months, with 60% never wait times of 3 to 4 months, with 60% never receiving care” (Kelly Kelleher)receiving care” (Kelly Kelleher)

Page 7: Advancing School Mental Health in Northwest Ohio

Schools: The Most Schools: The Most Universal Natural SettingUniversal Natural Setting

Over 52 million youth attend 114,000 schoolsOver 52 million youth attend 114,000 schools

Over 6 million adults work in schoolsOver 6 million adults work in schools

Combining students and staff, one-fifth of the Combining students and staff, one-fifth of the U.S. population can be found in schoolsU.S. population can be found in schools

Page 8: Advancing School Mental Health in Northwest Ohio

Expanded School Mental Health (ESMH)Expanded School Mental Health (ESMH)

ESMH programs join staff and resources from ESMH programs join staff and resources from education and other community systems education and other community systems to develop a full array of mental health to develop a full array of mental health promotion and intervention programs and promotion and intervention programs and services services for youth in general and special educationfor youth in general and special education(Weist, 1997)(Weist, 1997)

Page 9: Advancing School Mental Health in Northwest Ohio

Positive Outcomes of ESMH Positive Outcomes of ESMH Programs are Being ShownPrograms are Being Shown

Outreach to under-served youthOutreach to under-served youth

Productivity of staffProductivity of staff

Cost-effectivenessCost-effectiveness

Improved satisfactionImproved satisfaction

Improved student outcomesImproved student outcomes

Improved school- and system- level outcomesImproved school- and system- level outcomes

Page 10: Advancing School Mental Health in Northwest Ohio

But the movement toward ESMH is still in But the movement toward ESMH is still in the early phasesthe early phases

ESMH estimated to be in less than 10% of the ESMH estimated to be in less than 10% of the nation’s 114,000 schoolsnation’s 114,000 schools

A concerning trend toward clinics in schoolsA concerning trend toward clinics in schools

Funding remains limited and illness-focusedFunding remains limited and illness-focused

Page 11: Advancing School Mental Health in Northwest Ohio

Evaluation

Stable

Funding

EmpiricallySupportedTreatments

Building Programson Assets

QualityAssurance

Bridging Scienceand Practice

IntegratingPrevention

Developing andMaintainingCommunitySupport

Training Issues

AdolescentIssues

ProgramDevelopment

UniqueLegal/Ethical

StakeholderInvolvement

CulturalSensitivity

Violence Related

Crisis Intervention

FamilyInvolvement

ESMH

Need Assessment/Resource Mapping

Page 12: Advancing School Mental Health in Northwest Ohio

Major Categories of Work to Advance Major Categories of Work to Advance Mental Health in SchoolsMental Health in Schools

Raising awareness of unmet youth mental Raising awareness of unmet youth mental health needs and building advocacyhealth needs and building advocacy

Involving youth, families and other Involving youth, families and other stakeholdersstakeholders

Influencing policy and growing a diverse array Influencing policy and growing a diverse array of funding mechanismsof funding mechanisms

Applying new resources strategicallyApplying new resources strategically

Page 13: Advancing School Mental Health in Northwest Ohio

Major Categories of Work IIMajor Categories of Work II

Enhancing methods of early identification and Enhancing methods of early identification and screeningscreening

Broadening and improving training at all Broadening and improving training at all levels and for diverse disciplineslevels and for diverse disciplines

Strengthening quality assessment and Strengthening quality assessment and improvement approachesimprovement approaches

Page 14: Advancing School Mental Health in Northwest Ohio

Major Categories of Work IIIMajor Categories of Work III

Coordinating services in schools and making Coordinating services in schools and making progress toward true systems of careprogress toward true systems of care

Addressing areas of special needAddressing areas of special need

Emphasizing prevention and broad efforts to Emphasizing prevention and broad efforts to promote youth mental healthpromote youth mental health

Supporting, using, and building the evidence Supporting, using, and building the evidence base (Weist, Evans & Lever, 2003)base (Weist, Evans & Lever, 2003)

Page 15: Advancing School Mental Health in Northwest Ohio

Media IssuesMedia Issues

Journalistic media pay very little attention to child Journalistic media pay very little attention to child and adolescent mental healthand adolescent mental health

Entertainment media present mental illness in a Entertainment media present mental illness in a “stereotypic and blatantly negative” light. Mentally “stereotypic and blatantly negative” light. Mentally ill are presented as “objects of amusement, derision ill are presented as “objects of amusement, derision or fear” (Granello & Pauley, 2002)or fear” (Granello & Pauley, 2002)

Page 16: Advancing School Mental Health in Northwest Ohio

TrainingTraining

Page 17: Advancing School Mental Health in Northwest Ohio

Many Relevant Training Many Relevant Training DimensionsDimensions

TURF is promotedTURF is promoted– training is usually discipline specifictraining is usually discipline specific– meetings are often discipline specificmeetings are often discipline specific– organizations often focus on advancing the organizations often focus on advancing the

disciplinediscipline

Page 18: Advancing School Mental Health in Northwest Ohio

Training Dimensions 2Training Dimensions 2

Formal training programs do not reflect Formal training programs do not reflect realities occurring in the fieldrealities occurring in the field– disciplines are blending togetherdisciplines are blending together– subjective, passive approaches are less toleratedsubjective, passive approaches are less tolerated

Page 19: Advancing School Mental Health in Northwest Ohio

Training Dimensions 3Training Dimensions 3

True interdisciplinary training for staff from True interdisciplinary training for staff from different disciplines and from different different disciplines and from different educational backgrounds does not often occureducational backgrounds does not often occur

Training of people who can play a huge role in Training of people who can play a huge role in improving systems of mental health promotion improving systems of mental health promotion is neglected (e.g., teachers, nurses, primary is neglected (e.g., teachers, nurses, primary care providers, family advocates)care providers, family advocates)

Page 20: Advancing School Mental Health in Northwest Ohio

MEDICMEDIC

The Mental Health Education Integration The Mental Health Education Integration Consortium is seeking to:Consortium is seeking to:– improve pre-service, in-service and graduate improve pre-service, in-service and graduate

education for school-based professionals education for school-based professionals including: teachers, school administrators, student including: teachers, school administrators, student support staffsupport staff

Page 21: Advancing School Mental Health in Northwest Ohio

Toward a True System of CareToward a True System of Care

Work in schools is well coordinatedWork in schools is well coordinated

School-based programs are connected to School-based programs are connected to outpatient centers, hospitals, residential outpatient centers, hospitals, residential treatment centers…treatment centers…

Systems (education, mental health, juvenile Systems (education, mental health, juvenile justice, child welfare, substance abuse…) are justice, child welfare, substance abuse…) are working well togetherworking well together

Page 22: Advancing School Mental Health in Northwest Ohio

FundingFunding

Page 23: Advancing School Mental Health in Northwest Ohio

Major Approaches to Mental Major Approaches to Mental Health in SchoolsHealth in Schools

1. Enabling Framework 1. Enabling Framework

2. Other Education-Based 2. Other Education-Based

3. School-Based Health Centers3. School-Based Health Centers

4. Community Mental Health Center Outreach4. Community Mental Health Center Outreach

5. Private Practitioner Outreach5. Private Practitioner Outreach

6. Communities in Schools6. Communities in Schools

7. Research supported 7. Research supported (i.e., with all the associated (i.e., with all the associated resources of funded studies) resources of funded studies)

Page 24: Advancing School Mental Health in Northwest Ohio

Effectiveness and SchoolEffectiveness and School Mental Health Mental Health

Status and presenting issues are much different Status and presenting issues are much different for approaches 1-6 (non research supported) for approaches 1-6 (non research supported) than for approach 7 (research supported)than for approach 7 (research supported)

Page 25: Advancing School Mental Health in Northwest Ohio

Research Supported Programs and Research Supported Programs and Interventions in SchoolsInterventions in Schools

Key reviews underscoring effectiveness in Key reviews underscoring effectiveness in multiple domainsmultiple domains– emotional and social development (Durlak & emotional and social development (Durlak &

Wells, 1998; Rones & Hoagwood, 2000)Wells, 1998; Rones & Hoagwood, 2000)– youth development (Catalano et al., 1998)youth development (Catalano et al., 1998)– violence prevention (Elliot, 1998)violence prevention (Elliot, 1998)– drug prevention (Tobler et al., 2000)drug prevention (Tobler et al., 2000)– prevention of mental disorders (Greenberg, prevention of mental disorders (Greenberg,

Domitrovich & Bumbarger, 2001)Domitrovich & Bumbarger, 2001)

Page 26: Advancing School Mental Health in Northwest Ohio

Characteristics of Effective ProgramsCharacteristics of Effective Programs (Greenberg, Domitrovich, & Bumbarger, 2001)(Greenberg, Domitrovich, & Bumbarger, 2001)

Theoretically based and developmentally Theoretically based and developmentally appropriate appropriate

Multiyear in duration and address a range of Multiyear in duration and address a range of risk and protective factors vs. unitary problem risk and protective factors vs. unitary problem behaviorsbehaviors

Target multiple domains (e.g., school, family) Target multiple domains (e.g., school, family) with an emphasis on changing environments as with an emphasis on changing environments as well as individualswell as individuals

Page 27: Advancing School Mental Health in Northwest Ohio

Collaborative for Academic, Social and Collaborative for Academic, Social and

Emotional Learning (CASEL) ReviewEmotional Learning (CASEL) Review Key Competencies Trained in Universal SEL Key Competencies Trained in Universal SEL Programs in Schools:Programs in Schools:– Knowledge of self Knowledge of self – Caring for othersCaring for others– Responsible decision makingResponsible decision making– Social effectiveness (communication, building Social effectiveness (communication, building

relationships, negotiation, refusal, help seeking) relationships, negotiation, refusal, help seeking) (Payton et al., 2000) (Payton et al., 2000)

Page 28: Advancing School Mental Health in Northwest Ohio

Social Skills Training in SchoolsSocial Skills Training in Schools(Quinn et al., 1999)(Quinn et al., 1999)

Meta-analysis of 35 studies with students with Meta-analysis of 35 studies with students with emotional/behavioral problems (EBP)emotional/behavioral problems (EBP)

““Results suggest that social skill interventions, Results suggest that social skill interventions, when used alone in small group settings, are when used alone in small group settings, are not very effective in increasing the social not very effective in increasing the social competence of students with EBP…Social competence of students with EBP…Social skill training may be more effective if skill training may be more effective if integrated across the school curriculum, on the integrated across the school curriculum, on the playground, and at home.”playground, and at home.”

Page 29: Advancing School Mental Health in Northwest Ohio

Three Key Dimensions in Three Key Dimensions in Implementation Implementation (Graczyk et al., 2003)(Graczyk et al., 2003)

Characteristics of the interventionCharacteristics of the intervention– (program content, structure, timing, dosage; (program content, structure, timing, dosage;

quality of service delivery)quality of service delivery)

Training and technical supportTraining and technical support– (training and supervision models, implementer (training and supervision models, implementer

qualities)qualities)

Environmental conditionsEnvironmental conditions– (classroom, school, district, community factors)(classroom, school, district, community factors)

Page 30: Advancing School Mental Health in Northwest Ohio

Moving Toward Evidence-Based Practice Moving Toward Evidence-Based Practice in the School Mental Health Movementin the School Mental Health Movement

Need to address realities:Need to address realities:– Approaches 1-6 are characterized by significant Approaches 1-6 are characterized by significant

variability in all dimensions variability in all dimensions – Effectiveness literature for school mental health Effectiveness literature for school mental health

programs and staffprograms and staff is very limited is very limited– Research and practice in the field remains largely Research and practice in the field remains largely

separatedseparated– In programs and in schools there is very little In programs and in schools there is very little

support for evidence-based practicesupport for evidence-based practice

Page 31: Advancing School Mental Health in Northwest Ohio

Using the Evidence Base in Using the Evidence Base in ContextContext

Building Blocks for the Promotion of Mental Health in Schools

Awareness raising, advocacy, coalition building, policy change, enhanced funding

Adequate capacity

Staff and program qualities, school and community buy-in and involvement

Training, TA, ongoing support for the use of evidence-based programs and interventions

Effective programs and interventions

Positive Outcomesfor students, schools and communities

Page 32: Advancing School Mental Health in Northwest Ohio

A Critical Need to Advance the A Critical Need to Advance the Quality AgendaQuality Agenda

Programs are doing very littlePrograms are doing very little

Research literature is limitedResearch literature is limited

What exists is painful, boring or bothWhat exists is painful, boring or both

Page 33: Advancing School Mental Health in Northwest Ohio

Enhancing Quality in Expanded Enhancing Quality in Expanded School Mental HealthSchool Mental Health

Randomized controlled study to assess impacts Randomized controlled study to assess impacts of systematic quality improvement on clinician of systematic quality improvement on clinician behavior, satisfaction with services, and behavior, satisfaction with services, and student outcomesstudent outcomes

First experimental study of quality First experimental study of quality improvement in school mental healthimprovement in school mental health

Will provide guidelines for best practice and Will provide guidelines for best practice and will help to standardize practicewill help to standardize practice

Page 34: Advancing School Mental Health in Northwest Ohio

Example Quality Principle and Example Quality Principle and IndicatorsIndicators

Principle # 3Principle # 3– Programs are implemented to address needs and Programs are implemented to address needs and

strengthen assets for students, families, schools strengthen assets for students, families, schools and communitiesand communities

Example IndicatorsExample Indicators– Have you conducted assessments on common risk Have you conducted assessments on common risk

and stress factors faced by students?and stress factors faced by students?– Are you developing programs to help students Are you developing programs to help students

contend with common risk/stress factors?contend with common risk/stress factors?

Page 35: Advancing School Mental Health in Northwest Ohio

A Four-Pronged Approach to Evidence-A Four-Pronged Approach to Evidence-Based Practice in School Mental HealthBased Practice in School Mental Health

Decrease stress/risk factorsDecrease stress/risk factors

Increase protective factorsIncrease protective factors

Train in validated skillsTrain in validated skills

Implement manualized interventionsImplement manualized interventions– (see Schaeffer, 2002; Weist, 2003)(see Schaeffer, 2002; Weist, 2003)

Page 36: Advancing School Mental Health in Northwest Ohio

Examples of Modifiable Examples of Modifiable Stress/Risk FactorsStress/Risk Factors

IndividualIndividual– low commitment to school, early school failure, low commitment to school, early school failure,

association with acting out peersassociation with acting out peers

FamilyFamily– marital discord, poor family managementmarital discord, poor family management

CommunityCommunity– poor housing, community disorganization poor housing, community disorganization

(Hawkins et al., 1992; Mrazek & Haggerty, 1994)(Hawkins et al., 1992; Mrazek & Haggerty, 1994)

Page 37: Advancing School Mental Health in Northwest Ohio

Examples of Modifiable Protective FactorsExamples of Modifiable Protective Factors

Individual Individual – social competence, internal locus of control, social competence, internal locus of control,

reading for pleasurereading for pleasure

FamilyFamily– routines and rituals, parenting skills, parental routines and rituals, parenting skills, parental

responsivenessresponsiveness

CommunityCommunity– good schools, positive relationships with other good schools, positive relationships with other

adults adults (Hawkins et al., 1992; Mrazek & Haggerty, 1994)(Hawkins et al., 1992; Mrazek & Haggerty, 1994)

Page 38: Advancing School Mental Health in Northwest Ohio

Validated SkillsValidated Skills

Relaxation trainingRelaxation training

Problem solvingProblem solving

Cognitive restructuringCognitive restructuring

Self-control trainingSelf-control training

Anger management trainingAnger management training

Social competence and resistance trainingSocial competence and resistance training– (see Christophersen & Mortweet, 2001)(see Christophersen & Mortweet, 2001)

Page 39: Advancing School Mental Health in Northwest Ohio

Promoting the Use of Promoting the Use of Manualized InterventionsManualized Interventions

Choose a program that matches the needs of Choose a program that matches the needs of the school and can be implementedthe school and can be implemented

Promote and maintain school and staff buy-inPromote and maintain school and staff buy-in

Ensure environmental receptiveness, adequate Ensure environmental receptiveness, adequate infrastructure, and training and technical infrastructure, and training and technical assistanceassistance

Page 40: Advancing School Mental Health in Northwest Ohio

Examples of Universal InterventionsExamples of Universal Interventions(from Schaeffer, 2002)(from Schaeffer, 2002)

Promotion of Social and Emotional Promotion of Social and Emotional CompetenceCompetence– I Can Problem Solve (Spivak & Shure)I Can Problem Solve (Spivak & Shure)– Promoting Alternative Thinking Strategies Promoting Alternative Thinking Strategies

(Greenberg)(Greenberg)– Skillstreaming (Goldstein)Skillstreaming (Goldstein)

High Risk BehaviorsHigh Risk Behaviors– Life Skills Training (Botvin)Life Skills Training (Botvin)– Project ALERT (Ellickson)Project ALERT (Ellickson)

Page 41: Advancing School Mental Health in Northwest Ohio

Examples of Selected InterventionsExamples of Selected Interventions(from Schaeffer, 2002)(from Schaeffer, 2002)

DepressionDepression– Adolescent Coping with Stress Course (Lewinsohn)Adolescent Coping with Stress Course (Lewinsohn)– Penn Optimism Program (Reivich)Penn Optimism Program (Reivich)

AnxietyAnxiety– Friends (Bartlett)Friends (Bartlett)

Aggressive BehaviorAggressive Behavior– Coping Power (Lochman)Coping Power (Lochman)– Reconnecting Youth (Herting & Eggert)Reconnecting Youth (Herting & Eggert)

Page 42: Advancing School Mental Health in Northwest Ohio

Examples of Indicated InterventionsExamples of Indicated Interventions(from Schaeffer, 2002)(from Schaeffer, 2002)

AnxietyAnxiety– Coping Cat (Kendall)Coping Cat (Kendall)

DepressionDepression– Adolescent Coping with Depression Course Adolescent Coping with Depression Course

(Lewinsohn)(Lewinsohn)

ADHDADHD– CBT for Impulsive Children (Kendall & Braswell)CBT for Impulsive Children (Kendall & Braswell)

Oppositional and Conduct DisordersOppositional and Conduct Disorders– Defiant Children (Barkley)Defiant Children (Barkley)

Page 43: Advancing School Mental Health in Northwest Ohio

The Optimal School Mental Health The Optimal School Mental Health Continuum?Continuum?

10-20% Broad Environmental Improvement 10-20% Broad Environmental Improvement and Mental Health Promotionand Mental Health Promotion

50-60% Prevention and Early Intervention50-60% Prevention and Early Intervention

20-30% Intensive Assessment and Treatment20-30% Intensive Assessment and Treatment

Page 44: Advancing School Mental Health in Northwest Ohio

Youth Mental Health Services Youth Mental Health Services in Most Communitiesin Most Communities

Primary Secondary Tertiary

Education - - - - - - - -

M. Health - - - - - - - -

Pub. Health

Page 45: Advancing School Mental Health in Northwest Ohio

The VisionThe Vision

Primary Secondary Tertiary

Education -------------- -------------- --------------

M. Health --- -------------- --------------

Pub. Health --------------

Page 46: Advancing School Mental Health in Northwest Ohio

Deciding on Roles in a SchoolDeciding on Roles in a School(no stereotyping intended)(no stereotyping intended)

Primary Secondary Tertiary

Sch. Psy. XOXOXO XXXXXX XX

Sch. SW. XOXOXO XXXXXX

Sch. Co. XOX0 OOO

Com. St. XO OOOOOO OOOOOOREG.ED=O SPEC.ED=X

Page 47: Advancing School Mental Health in Northwest Ohio

To Move Toward This Continuum To Move Toward This Continuum We Need To Address The We Need To Address The

Over-Reliance On Fee-For-ServiceOver-Reliance On Fee-For-Service

Need to diagnoseNeed to diagnose

Significant bureaucracySignificant bureaucracy

Limits on productivityLimits on productivity

Contingencies to hold on to youth and families Contingencies to hold on to youth and families who show up and can paywho show up and can pay

Page 48: Advancing School Mental Health in Northwest Ohio

Toward Funding for a Full Continuum of Toward Funding for a Full Continuum of Programs and ServicesPrograms and Services

Maximizing all potential sources of revenue:Maximizing all potential sources of revenue:– allocations from schools and departments of allocations from schools and departments of

educationeducation– state and local grants and contractsstate and local grants and contracts– federal and foundation grants and contractsfederal and foundation grants and contracts– innovative prevention fundinginnovative prevention funding– fee-for-servicefee-for-service

Page 49: Advancing School Mental Health in Northwest Ohio

Under-Explored Funding Under-Explored Funding ApproachesApproaches

Early Periodic Screening Diagnosis and Early Periodic Screening Diagnosis and Treatment (EPSDT)Treatment (EPSDT)

Transitional Assistance for Needy Families Transitional Assistance for Needy Families (TANF)(TANF)

Safe and Drug Free Schools fundsSafe and Drug Free Schools funds

Page 50: Advancing School Mental Health in Northwest Ohio

ESMH Funding in BaltimoreESMH Funding in Baltimore

Significant expansion of the Medicaid in Significant expansion of the Medicaid in Schools billing office of the City School Schools billing office of the City School SystemSystem

Protecting $1.6 million in revenue for Protecting $1.6 million in revenue for contracting with community providerscontracting with community providers

Other contracting mechanismsOther contracting mechanisms

Billing by community providersBilling by community providers

““Community Support and Prevention”Community Support and Prevention”

Page 51: Advancing School Mental Health in Northwest Ohio

The Baltimore Experience:The Baltimore Experience:Key IngredientsKey Ingredients

Strong leadershipStrong leadership

A commitment to children A commitment to children

Vigorous nonacceptance of Vigorous nonacceptance of Same Old Same OldSame Old Same Old

History in school healthHistory in school health

Funding experience and perseveranceFunding experience and perseverance

Interdisciplinary networksInterdisciplinary networks

Political will and activismPolitical will and activism

Page 52: Advancing School Mental Health in Northwest Ohio

Centers for Mental Health in Centers for Mental Health in SchoolsSchools

Supported by the Office of Adolescent Health, Supported by the Office of Adolescent Health, Maternal and Child Health Bureau, Health Resources Maternal and Child Health Bureau, Health Resources and Services Administration; and Services Administration;

With co-funding from the Center for Mental Health With co-funding from the Center for Mental Health Services, Substance Abuse and Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health Services Administration, U.S. Department of Health and Human Services. and Human Services.

Page 53: Advancing School Mental Health in Northwest Ohio

UCLA Center for Mental UCLA Center for Mental Health in SchoolsHealth in Schools

Directed by Howard Adelman and Linda Directed by Howard Adelman and Linda TaylorTaylor

Phone: 310-825-3634Phone: 310-825-3634

Enews: [email protected]: [email protected]

web: http://smhp.psych.ucla.eduweb: http://smhp.psych.ucla.edu

Page 54: Advancing School Mental Health in Northwest Ohio

University of MarylandUniversity of MarylandCenter for School Mental Health AssistanceCenter for School Mental Health Assistance

Provide technical assistance and consultationProvide technical assistance and consultation

Provide national training and educationProvide national training and education

Disseminate and develop knowledgeDisseminate and develop knowledge

Promote communication and networkingPromote communication and networking– phone: 410-706-0980 (888-706-0980 toll free)phone: 410-706-0980 (888-706-0980 toll free)

– email: [email protected]: [email protected]

– web: http://csmha.umaryland.eduweb: http://csmha.umaryland.edu

Page 55: Advancing School Mental Health in Northwest Ohio

ReferencesReferences

Catalano, R.F., Berglund, M.L., Ryan, J., Lonczak, H.C., & Hawkins, J.D. Catalano, R.F., Berglund, M.L., Ryan, J., Lonczak, H.C., & Hawkins, J.D. (1998). Positive youth development in the United States: Research findings (1998). Positive youth development in the United States: Research findings on evaluations of positive youth development programs (NICHD on evaluations of positive youth development programs (NICHD publication). Washington, DC: U.S. Department of Health and Human publication). Washington, DC: U.S. Department of Health and Human Services.Services.

Christophersen, E.R., & Mortweet, S. (2001). Treatments that work with Christophersen, E.R., & Mortweet, S. (2001). Treatments that work with children. Washington, DC: American Psychological Association. children. Washington, DC: American Psychological Association.

Durlak, J.A., & Wells, A.M. (1998). Evaluation of indicated prevention Durlak, J.A., & Wells, A.M. (1998). Evaluation of indicated prevention (secondary prevention) mental health programs for children and (secondary prevention) mental health programs for children and adolescents. American Journal of Community Psychology, 26, 775-802.adolescents. American Journal of Community Psychology, 26, 775-802.

Elliot, D. (1998). Blueprints for violence prevention. Golden, CO: Venture Elliot, D. (1998). Blueprints for violence prevention. Golden, CO: Venture Publishing.Publishing.

Page 56: Advancing School Mental Health in Northwest Ohio

References 2References 2

Greenberg, M.T., Domitrovich, C., & Bumbarger, B. (2001). Preventing Greenberg, M.T., Domitrovich, C., & Bumbarger, B. (2001). Preventing mental disorder in school-aged children: Current state of the field. mental disorder in school-aged children: Current state of the field. Prevention & Treatment, 4, 1-64. Prevention & Treatment, 4, 1-64.

Graczyk, P.A., Domitrovich, C.E., & Zins, J. (2003). Facilitating the Graczyk, P.A., Domitrovich, C.E., & Zins, J. (2003). Facilitating the implementation of evidence-based prevention and mental health promotion implementation of evidence-based prevention and mental health promotion in schools (pp. 301-318). In M. Weist, S. Evans, & N. Lever (Eds.), in schools (pp. 301-318). In M. Weist, S. Evans, & N. Lever (Eds.), Handbook of school mental health: Advancing practice and research. New Handbook of school mental health: Advancing practice and research. New York: Kluwer Academic/Plenum Publishers. York: Kluwer Academic/Plenum Publishers.

Hawkins, J.D., Catalano, R.F., & Miller, J.Y. (1992). Risk and protective Hawkins, J.D., Catalano, R.F., & Miller, J.Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112, 64-105.Bulletin, 112, 64-105.

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References 3References 3

Mrazek, P.J., & Haggerty, R.J. (Eds.) (1994). Reducing risks for mental Mrazek, P.J., & Haggerty, R.J. (Eds.) (1994). Reducing risks for mental disorders: Frontiers for preventive intervention research. Washington, DC: disorders: Frontiers for preventive intervention research. Washington, DC: National Academy Press. National Academy Press.

Payton, J., Wardlaw, D., Graczyk, P.A., Tompsett, C., Ragozzino, K., Payton, J., Wardlaw, D., Graczyk, P.A., Tompsett, C., Ragozzino, K., Bloodworth, M., Fleming, J., Garza, P., Bailey, J., & Weissberg., R.P. Bloodworth, M., Fleming, J., Garza, P., Bailey, J., & Weissberg., R.P. (2000). A review of school-based social and emotional learning (SEL) (2000). A review of school-based social and emotional learning (SEL) programs: Project coding manual. Unpublished manuscript. University of programs: Project coding manual. Unpublished manuscript. University of Illinois at Chicago. Illinois at Chicago.

Quinn, M.M., Kavale, K.A., Mathur, S.R., Rutherford, R.B., & Forness, Quinn, M.M., Kavale, K.A., Mathur, S.R., Rutherford, R.B., & Forness, S.R. (1999). A meta-analysis of social skill interventions for students with S.R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional & Behavioral emotional or behavioral disorders. Journal of Emotional & Behavioral Disorders, 7, 54-64.Disorders, 7, 54-64.

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References 4References 4

Rones, M., & Hoagwood, K. (2000). School-based mental health services: Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3, 223-A research review. Clinical Child and Family Psychology Review, 3, 223-241.241.

Schaeffer, C. (2002). Empirically supported interventions in school mental Schaeffer, C. (2002). Empirically supported interventions in school mental health. Baltimore, MD: Center for School Mental Health Assistance.health. Baltimore, MD: Center for School Mental Health Assistance.

Tobler, N.S., Roona, M.R., Ochshorn, P., Marshall, D.G., Streke, A.V., & Tobler, N.S., Roona, M.R., Ochshorn, P., Marshall, D.G., Streke, A.V., & Stackpole, K.M. (2000). School-based adolescent drug prevention Stackpole, K.M. (2000). School-based adolescent drug prevention programs: 1998 meta analysis. Journal of Primary Prevention, 20, 275-336.programs: 1998 meta analysis. Journal of Primary Prevention, 20, 275-336.

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Weist, M.D., Evans, S.W., & Lever, N. (2003). Advancing mental health Weist, M.D., Evans, S.W., & Lever, N. (2003). Advancing mental health practice and research in schools. In M. Weist, S. Evans, N. Lever (Eds.), practice and research in schools. In M. Weist, S. Evans, N. Lever (Eds.), Handbook of school mental health: Advancing practice and research (pp. Handbook of school mental health: Advancing practice and research (pp. 1-8). New York: Kluwer Academic/Plenum Publishers. 1-8). New York: Kluwer Academic/Plenum Publishers.