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Some Major Reasons in addition to Other Agenda in consideration of MH in Schools
Eastern Oregon University, US has reference to this Academic Journal, Mental Health in Schools: Becoming an Integrated Part of the School Improvement Agenda The national Center in consideration of Mental Health in Schools at UCLA is co-directed by Howard Adelman in addition to Linda Taylor in addition to 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@ucla Website: smhp.psych.ucla / Support comes in part from the Office of Adolescent Health, Maternal in addition to Child Health Bureau (Title V, Social Security Act), Health Resources in addition to Services Administration (Project #U45 MC 00175), U.S. Department of Health in addition to Human Services. Improving Schools, Engaging Students Leadership Institute The material in this power point presentation is drawn from the Center resource entitled: Mental Health in School & School Improvement: Current Status, Concerns, in addition to New Directions smhp.psych.ucla /mhbook/mhbooktoc.htm References so that support the points made are available in that resource Topics Covered I Why Mental Health in Schools? II What?s the Current Status of Mental Health in Schools? III About Mental Health in Schools & School Improvement Policy in addition to Practice IV Becoming an Integrated Part of School Improvement
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Part I Why Mental Health in Schools? >Some Major Reasons in addition to Other Agenda in consideration of MH in Schools >How Many Students in addition to Schools are There? >How Many Children & Adolescents Need Mental Health Interventions? >Mental Health or Mental Illness? >Understanding the Different Causes of Problems: Consider the Implications in consideration of Intervention Some Major Reasons in addition to Other Agenda in consideration of MH in Schools There is confusion in addition to conflict in discussing mental health in schools because of the variety of vested interests represented. Each brings so that the table divergent agenda in consideration of policy, practice, research, in addition to training. Most Cited Reasons (1) Psychosocial & MH problems often are major factors interfering alongside 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 in addition to access so that services in addition to those who need them can be enhanced. (3) Schools increasingly are seen as needing so that play a greater role in facilitating social-emotional development in addition to learning. Point 1 reflects the perspective in addition to agenda of student support professionals in addition to some leaders in consideration of school improvement, in addition to also provides a supportive rationale in consideration of those wanting schools so that play a greater role related so that addressing young people?s health concerns.
Tutorial 2 Tutorial 2: Conclusion
The second point typically reflects the perspective in addition to agenda of agencies in addition to advocates whose mission is so that improve the mental health system. Implied in both reasons is the hope of enhancing the nature in addition to scope of mental health interventions so that fill gaps, enhance effectiveness, address problems early, reduce stigma, in addition to fully imbue clinical in addition to service efforts alongside public health, general education, in addition to equity orientations. The focus on facilitating social-emotional development encompasses concern in consideration of promoting health in addition to well-being in addition to preventing problems.
Examples of Other Agenda There are several agenda in consideration of increasing availability of mental health interventions through expanding (a) school resources (b) co-locating community resources on school campuses (c) combining school in addition to community resources. Relatedly, there are agenda encouraging schools so that adopt/enhance specific programs in addition to approaches in consideration of (a) treating specific individuals (b) addressing specific types of problems in targeted ways (c) addressing problems through school-wide, ?universal interventions (d) promoting healthy social in addition to emotional development. Many agenda are shaped by economic interests (e.g., specific disciplines, guilds, contractors, businesses, organizations) that either are already part of school budgets or are seeking so that be part of school budgets.
How Many Students in addition to Schools are There? Over 52 million students in the U.S.A. >47 million in public schools >5.2 million in non-public schools >>700,000 in charter schools >>850,000 home-schooled 120,000 schools >about 93,000 public schools >about 27,000 non-public ? Over 15,000 school districts How Many Children & Adolescents Need Mental Health Interventions? Data cited on diagnosable mental disorders generally suggest that from 12-22% of all youngsters under age 18 are in need of services in consideration of mental, emotional or behavioral problems.
This tends so that be broken down in consideration of ages 9 so that 17 as follows: >21% (or one in five children in addition to adolescents) seen as experiencing the signs in addition to symptoms of a DSM-IV disorder during the course of a year >11% seen as experiencing significant impairment >about 5 percent experiencing extreme functional impairment (about 4 million young people). In any given year, about 20% of these are reported as receiving MH services. >Combined 2005 in addition to 2006 data from SAMHSA indicate that an annual average of 3.3 million youths aged 12 so that 17 (13.3 percent) received services in consideration of emotional or behavioral problems in a specialty mental health setting in the past year >About 3.0 million youths (12.0 percent) received services in consideration of emotional or behavioral problems in a school-based setting, in addition to around 752,000 (3.0 percent) received such services in a general medical setting >Female youths were more likely than their male counterparts so that receive services in consideration of emotional or behavioral problems in a specialty mental health or educational setting The picture worsens when one expands the focus beyond the limited perspective on diagnosable mental disorders so that encompass the number of young people experiencing psychosocial problems rooted in the restricted opportunities in addition to difficult living conditions associated alongside poverty.
>estimates suggest that 40% of young people are in bad educational shape in addition to therefore will fail so that fulfill their promise >many large urban schools have well-over 50% of their students manifesting significant behavior, learning, in addition to emotional problems The reality is that the problems of most youngsters are not rooted in internal pathology, in addition to many troubling symptoms would not develop if environmental circumstances were appropriately different. Mental Health or Mental illness? When many people hear the term mental health, they think mental illness.
When this occurs: >mental health is defined, de facto, as the absence of problems >there is a lack of emphasis on promoting positive social in addition to emotional development in consideration of all. This is unfortunate given, as we have stressed, that the problems experienced by most youngsters are psychosocial (i.e., stem from socio-cultural in addition to economic factors) not psychopathological in addition to often can be countered through promotion in addition to prevention. Some efforts so that define mental health in ways that are consistent alongside using the term mental health as a positive concept
SAMHSA?s Center in consideration of Mental Health Services: ?Mental health is defined as ?how a person thinks, feels, in addition to acts when faced alongside life?s situations. This includes handling stress, relating so that other people, in addition to making decisions.? This is contrasted alongside mental health problems in addition to disorders. (The term mental illness is reserved in consideration of severe mental health problems in adults). World Health Organization: Mental health is ?a state of well-being in which the individual realizes his or her abilities, can cope alongside the normal stresses of life, can work productively in addition to fruitfully, in addition to is able so that make a contribution so that his or her community.? Bright Futures in Practice: Mental Health (National Center in consideration of Education in Maternal in addition to Child Health): ?Mentally healthy children in addition to adolescents develop the ability so that experience a range of emotions (including joy, connectedness, sadness, in addition to anger) in appropriate in addition to constructive ways: possess positive self-esteem in addition to a respect in consideration of others; in addition to harbor a deep sense of security in addition to trust in themselves in addition to the world. Mentally healthy children in addition to adolescents are able so that function in developmentally appropriate ways in the contexts of self, family, peers, school, in addition to community. Building on a foundation of personal interaction in addition to support, mentally healthy children in addition to adolescents develop the ability so that initiate in addition to maintain meaningful relationships (love) in addition to learn so that function productively in the world (work).?
Study Questions What is you answer so that the question: Why Mental Health in Schools? What are the implications in consideration of prevention in addition to correction of problems when the primary causes are environmental or transactional rather then stemming from internal biological factors? Some Relevant References & Resources >In addition so that the book Mental Health in School & School Improvement: Current Status, Concerns, in addition to New Directions smhp.psych.ucla /mhbook/mhbooktoc.htm browse the following online Center resources: >About Mental Health in Schools ? smhp.psych.ucla /aboutmh/aboutmhover.htm >More About Mental Health in Schools ? smhp.psych.ucla /aboutmh/moreaboutmh.html >Resources in addition to Publications ? smhp.psych.ucla /materials/resources.htm >Quick Find Search Topic Menu ? smhp.psych.ucla /websrch.htm#quick In Part II, we explore the current status of mental health in schools.
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This Particular Journal got reviewed and rated by When this occurs: >mental health is defined, de facto, as the absence of problems >there is a lack of emphasis on promoting positive social in addition to emotional development in consideration of all. This is unfortunate given, as we have stressed, that the problems experienced by most youngsters are psychosocial (i.e., stem from socio-cultural in addition to economic factors) not psychopathological in addition to often can be countered through promotion in addition to prevention. Some efforts so that define mental health in ways that are consistent alongside using the term mental health as a positive concept and short form of this particular Institution is US and gave this Journal an Excellent Rating.