Mental health problem focus

The focus of our text is the collaboration between therapist and physician and the use of medication to treat psychiatric symptoms. Although we use medications to treat mental illness, it is critical for the therapist to know that the use of certain medications for general medical conditions can cause psychiatric symptoms. The therapist must take a careful history, including knowledge of all of the medications that a person takes for any reason if it is possible that a medication is causing the mental health problem, the patient must be promptly referred to his or her physician for medication adjustment. 

A recovery-oriented approach recognises that people with mental health problems are each on an individual journey, with personal goals. Recovery is about what they feel will help them move towards a more satisfying, meaningful life, rather than focusing exclusively on a cure or even symptom reduction. Important components of recovery include preserving or developing ... 

Description of the Program. The Mental Health in Schools Program was developed in 1995 in response to the awareness that the school-aged population needed enhanced access to mental health services. It is perhaps the first recent federal program with an exclusive focus on children s mental health in a school-based context. MCHB was concerned that 20% of students have a significant mental health problem that compromises their ability to learn and ultimately to succeed at school. The intent of the initiative was to assist schools, educators, community-based organizations, and health/mental health providers to build the infrastructure necessary for enhancing primary mental health resomces and services for children... 

Reforms in health care and education have highlighted the value of schools as a setting for the delivery of intervention and prevention services for children with or at risk for mental health problems (Kolbe, Collins, Cortese, 1997). These reforms have focused attention on the resources of the school for coordinating mental health services to reduce the fragmentation that exists among systems in the community. Further, the key role that schools can serve in preventing mental health disorders and promoting health for all children has been emphasized in the literature (Dryfoos, 1994). 

Phencyclidine (PCP) abuse remains a serious public health problem in large urban areas of the United States, with recent trends suggesting increased use after a period of decline (Crider, this volume). Most clinical and research attention has focused on the psychiatric and medical manifestations of acute or subacute PCP intoxication, especially the organic mental disorders (toxic delirium, psychosis, or depression) that PCP can induce (McCarron et al. 1981 McCarron, this volume Sioris and Krenzelok 1978). 

A second group of special interest consisted of subjects exposed to Sernyl, a purified form of phencyclidine. The primary focus for this group was whether any general health problems or mental disorders had developed as a result of exposure to this chemical. The follow-up responses of 48 men were received this sample represented 60% of the 80 exposed men who were known to be alive at tlje time of the survey. 

Methylphenidate is a mild stimulant prescribed to individuals (usually for children, and sometimes controversially) who have behavioral problems characterized by hyperactivity and short attention span. The National Institute of Mental Health estimates that approximately 3-5 percent of the general population has attention-deficit disorder (ADD) or attention-deficit hyperactivity disorder (ADHD). The administration of methylphenidate to children diagnosed with hyperactivity and/or attention-deficit disorder can have a calming effect on the children and can enable them to focus on schoolwork. Methylphenidate is also used to treat narcolepsy, a sleep disorder characterized by a permanent and overwhelming feeling of sleepiness and fatigue. 

There is a widespread policy trend to use the term mental health and to focus only on mental illness, disorders, or problems. When this occurs, mental health is de facto defined as the absence of problems, and there is a lack of emphasis in practice on promoting positive social and emotional development. This has resulted in an mh field that is primarily focused on problems. This focus has carried over into policy for mh in schools. 

IV. Classroom-based curriculum and special pull-out interventions— Most schools include in some facet of their curriculum a focus on enhancing social and emotional functioning. Specific instructional activities may be designed to promote healthy social and emotional development and/or prevent psychosocial problems such as behavior and emotional problems, school violence, and drug abuse. And, of course, special education clas ooms always are supposed to have a constant focus on mental health concerns. Three formats have emerged ... 

The problem with the previous arguments arises from one simple fact schools are not in the health business. Education is the mission of schools, and policjnnak-ers are quick to point that out whenever schools are asked to do more about physical and mental health. Moreover, the accountability pressures on schools increasingly have focused attention on improving instruction at the expense of all matters not seen as directly related to raising achievement test scores. Related to this is the mandate schools have to make certain that all students (not just some students) experience an equal opportunity to benefit from the instruction provided. 

It is clear that the importance of understanding and solving issues relative to implementation is becoming increasingly important as schools attempt to provide their students with evidence-based interventions to prevent emotional and behavioral problems and promote sound mental health. To maintain a focus on implementation, the following suggestions are offered. 

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