Nancy Lever

Handbook of school mental health : advancing practice and research

1. Introduction: Advancing Mental Health Practice and Research in Schools M. Weist, S. Evans, N. Lever. Part I: Background, Policy, and Advocacy. 2. History of School-Based Mental Health Services in the United States L. Flaherty, D. Osher. 3. Toward a Comprehensive Policy Vision for Mental Health in Schools H. Adelman, L. Taylor. 4. Effective Advocacy for School-Based Mental Health Programs K. Hogan Bruen, C. Clauss-Ehlers, D. Nelson, M. Faenza. 5. Mobilizing Research To Inform a School Mental Health Initiative: Baltimores School Mental Health Outcomes Group E. Bruns, C. Walrath, M. Glass-Siegel, M. Weist. 6. Overcoming the Challenges of Funding School Mental Health Programs S. Evans, M. Glass-Siegel, A. Frank, R. Van Treuren, N. Lever, M. Weist. Part II: Enhancing Collaborative Approaches. 7. Mental Health in Schools: Programs of the Federal Government T. Menden Anglin. 8. Enhancing Collaboration within and across Disciplines To Advance Mental Health Programs in Schools N. Rappaport, D. Osher, E.Greenberg Garrison, C. Anderson-Ketchmark, K. Dwyer. 9. The Community Schools Approach: Improving Student Learning, Strengthening Families and Communities M. Blank, J. Quinn, H. Kim. 10. Partnering with Families in Expanded School Mental Health Programs J. Axelrod Lowie, N. Lever, M. Grady Ambrose, S. Tager, S. Hill. 11. System, Agency, and Stakeholder Collaboration To Advance Mental Health Programs in Schools N. Lever, S. Adelsheim, C. Prodente, K. Christodulu, M. Ambrose, J. Schlitt, M. Weist. Part III: School Mental Health in Context. 12. School-Based Mental Health Services in Urban Communities M. Atkins, S. Frazier, J. Abdul Adil, E. Talbott. 13. The Mental Health for Immigrants Program: Program Design and Participatory Research in the Real World B. Stein, S. Katoaka, L. Jaycox, E. Steiger, M. Wong, A. Fink, P. Escudero, C. Zaragoza. 14. School-Based Mental Health on a United States Army Installation M. Faran, M. Weist, A. Saito, L. Yoshikami, J. Weiser, B. Kaer. 15. Serving the Most Severe of Serious Emotionally Disturbed Students in School Settings J. Nyre, E. Vernberg, M. Roberts. 16. Children with Special Health Care Needs in School: Responding to the Challenge through Comprehensive School-Based Health Care C.M. Schaeffer, M. Weist, J. McGrath. Part IV: Moving toward Best Practice. 17. School Mental Health in Systems of Care P. Leaf, D. Schultz, L. Kiser, D. Pruitt. 18. Training for Effective Practice in the Schools T. Power, P. Manz, S. Left. 19. Continuous Quality Improvement and Evaluation of Expanded School Mental Health Programs L. Nabors, H. Lehmkuhl, M. Weist. 20. Strength-Based Approaches to Assessment in Schools M. Epstein, M. Harniss, V. Robbins, L. Wheeler, S. Cyrulik, M. Kriz, J. Nelson. 21. Facilitating the Implementation of Evidence-Based Prevention and Mental Health Promotion Efforts in Schools P. Graczyk, C. Domitrovich, J. Zins. Part V: Cross-Cutting Issues. 22. Preventing and Addressing Crises and Violence-Related Problems in Schools M. Kerr. 23. Achieving Generalization in School-Based Mental Health S. Evans, J. Langberg, J. Williams. 24. Cultural Sensitivity, Relevance, and Competence in School Mental Health M. Mock. 25. Addressing Unique Ethical and Legal Challenges in Expanded School Mental Health C. Prodente, M. Sander, C. Grabill, M. Rubin, N. Schwab.

A Drop-Out Prevention Program for High-Risk Inner-City Youth

Inner-city youth are at high risk for dropping out of high school. Within this article, risk factors associated with dropout and strategies for effective prevention and intervention are reviewed. An example of a school-based drop-out prevention program is highlighted. The FUTURES Program is a school-based drop-out prevention program designed to address the needs of high-risk youth through smaller classes, character development, career preparation, case management/mentoring, positive incentives, and access to mental health services. Components of the program are described in detail and data evaluating the effectiveness of the program are presented. Directions for the future development of programs and conducting research to prevent dropout by inner-city youth are discussed.

Challenges to Collaboration in School Mental Health and Strategies for Overcoming Them.

BACKGROUND This article reviews challenges to collaboration in school mental health (SMH) and presents practical strategies for overcoming them. METHODS The importance of collaboration to the success of SMH programs is reviewed, with a particular focus on collaboration between school- and community-employed professionals. Challenges to effective collaboration between school- and community-employed professionals in SMH are considered. Strategies for overcoming challenges to effective collaboration are presented. RESULTS Marginalization of the SMH agenda, limited interdisciplinary teamwork, restricted coordination mechanisms, confidentiality concerns, and resource and funding issues are key challenges to collaboration. Strategies targeted toward each of these challenges may help improve the effectiveness of SMH programs and ultimately student outcomes. CONCLUSIONS Collaboration between school- and community-employed professionals is critical to the success of SMH programs. Despite its promise, the success of SMH programs can be jeopardized by ineffective collaboration between school- and community-employed professionals. Strategies to overcome marginalization, promote authentic interdisciplinary teamwork, build effective coordination mechanisms, protect student and family confidentiality, and promote policy change and resource enhancements should be addressed in SMH improvement planning.

Handbook of School Mental Health

Handbook of school mental health : , Handbook of school mental health : , کتابخانه دیجیتال جندی شاپور اهواز

Challenges and Ideas from a Research Program on High-Quality, Evidence-Based Practice in School Mental Health

This article reviews the progression of a research program designed to develop, implement, and study the implementation of “achievable” evidence-based practices (EBPs) in schools. We review challenges encountered and ideas to overcome them to enhance this avenue of research. The article presents two federally funded randomized controlled trials involving comparison of a four-component targeted intervention (Quality Assessment and Improvement, Family Engagement and Empowerment, Modular Evidence-Based Practice, Implementation Support) versus a comparison intervention focused on personal wellness. In both studies, primary aims focused on changes in clinician attitudes and behavior, including the delivery of high-quality EBPs and secondary aims focused on student-level impacts. A number of challenges, many not reported in the literature, are reviewed, and ideas for overcoming them are presented. Given the reality that the majority of youth mental health services are delivered in schools and the potential of school mental health services to provide a continuum of mental health care from promotion to intervention, it is critical that the field consider and address the logistical and methodological challenges associated with implementing and studying EBP implementation by clinicians.

Strategies for Integrating Mental Health into Schools via a Multitiered System of Support

To fully realize the potential of mental health supports in academic settings, it is essential to consider how to effectively integrate the mental health and education systems and their respective resources, staffing, and structures. Historically, school mental health services have not effectively spanned a full continuum of care from mental health promotion to treatment, and several implementation and service challenges have evolved. After an overview of these challenges, best practices and strategies for school and community partners are reviewed to systematically integrate mental health interventions within a schools multitiered system of student support.

Telepsychiatry and School Mental Health

The provision of mental health services in schools has been one effective strategy for reaching out to a greater number of youth to identify and provide treatment for mental health issues. With the increasing challenges related to shortages in child and adolescent psychiatrists, it is critical to develop models of care that can maximize a full range of mental health services for all children and adolescents who need them. Telehealth offers an innovative distance technology strategy to effectively and efficiently provide access to psychiatric services in schools. Telepsychiatry has the potential to better link and enhance the provision of health services, and can be particularly beneficial in addressing geographic distance and/or capacity issues. This article describes the clinical, educational, and administrative uses of telemental health in the school environment with mental health professionals and staff.

Further Advancing the Field of School Mental Health

We are pleased to bring to you this second edition of the Handbook of School Mental Health, with each of us involved in careers that emphasize bringing effective programs and services to promote students’ positive behavior, health, mental health, and academic success in the most universal setting, “where they are,” in schools. We have all been deeply involved in training, practice, research, and policy in the emerging and increasingly prominent school mental health (SMH) field, as well as in efforts to interconnect work occurring in each of these four realms of action.

National Survey on Expanded School Mental Health Services

In the 20072008 academic year, the Center for School Mental Health broadly disseminated an electronic survey to Expanded School Mental Health (ESMH) stakeholders in order to better understand ESMH programs in the United States. The survey asked respondents to share data about their ESMH programs across several domains including staffing, funding, service modalities, evidence-based practises and programs, and partnerships. Respondents reported on 156 ESMH programs. This paper highlights the results of the ESMH survey. Findings from the ESMH survey add to the limited literature on what may be typical and not typical in ESMH services and programming in the United States. Implications related to research, practise and workforce development are discussed.

Building an International Network for Mental Health in Schools

World-wide, there is increasing recognition of gaps and limitations in mental health systems for children and adolescents. With this increased recognition has come increased momentum to develop a comprehensive range of mental health promotion and intervention programs in schools, a setting offering unmatched opportunities to reach students, families and others. A national technical assistance center focusing on advancing school mental health programs in the United States, with national and international collaborators, has been developing a network of people from diverse countries who share an interest in school mental health. In this article, we review factors behind the increasing world-wide interest in school mental health, and describe the development of the International Network for Mental Health in Schools. Opportunities to become involved in this network at upcoming international meetings are discussed.