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School mental health services prevention programs

Tashman, N. A., Weist, M. D., Acosta, O. M Bickham, N. L., Grady, M., Nabors, L. A., Waxman, R. (2000). Toward the integration of prevention research and expanded school mental health programs. Children s Services Social Policy, Research, and Practice, 2, 95-115. [Pg.10]

No matter how obvious a need may appear to an advocate, it will undoubtedly take a concerted effort to convince others of the need. The needs assessment can be used for this purpose. Presenting concrete data and findings to key stakeholders in the school and community can help secure support for mental health services. Because a needs assessment catalogs existing services, it can also help prevent the creation of duplicative services. In fact, it may call attention to underutilized services and/or existing programs that can be leveraged. [Pg.50]

Finally, school mental health programs improve access because involvement with them is typically less stigmatizing than involvement with community mental health clinics. Through mental health clinicians activities with preventive interventions and other roles, many children and families interact with the mental health care system for the first time, and these initial interactions are often comfortable ones not related to individualized treatment services. School-based services therefore act as an excellent "portal of entry into the system of behavioral health care (Booney Pumariega, 2001). [Pg.242]

Greenberg, M. T., Domitrovich, C., Bumbarger, B. (1999). Preventing mental disorder in school-aged children A review of the effectiveness of prevention programs. Report submitted to The Center for Mental Health Services (SAMHSA), Prevention Research Center, Pennsylvania State University (obtainable at http //www.psu.edu/dept/prevention/). [Pg.316]

Recent literature has focused on prevention and early intervention efforts in promoting school safety. In fact, programs have been developed, such as the Safe Schools/ Healthy Students Initiative, funded by the Departments of Health and Human Services, Education, and Justice, to provide programs to school districts at the prevention, early intervention, and treatment levels to address social, behavioral, and mental health issues in cooperation with community partners and law enforcement agencies (U.S. Department of Education, 1999 Thornton et al, 2000). [Pg.114]

Some have argued that schoolwide interventions to address mental and social problems, which are the major reasons for school failure, be included as an essential aspect of school reform and school restructuring (Adelman Taylor, 2000). Comer s School Development Program, which includes a mental health team that coordinates schoolwide activities to address the mental health needs of all students, is an example (Comer, 1988), as is the three-level comprehensive approach to school safety that links school safety, school reform, and addressing the mental health needs of all students (Dwyer Osher, 2000). Services range in level of intensity in accordance with need and include preventive services. [Pg.19]


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See also in sourсe #XX -- [ Pg.303 , Pg.304 , Pg.305 , Pg.306 ]




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