About Infrastructure Mechanisms for a Comprehensive Learning Support Component
This brief reading explores mechanisms that allow a learning support component to function and work effectively, efficiently, and with full integration with other major components of school improvement. Addressing Barriers to Learning: A Comprehensive Approach to Mental Health in Schools
A continuing education module – The five units of this continuing education module are designed for training leaders and staff and as a resource that can be used to train other stakeholders. The five units are: 1) Introductory Concepts related to Mental Health in Schools: 2) Policy Considerations; 3) Reframing how schools address barriers to learning, including mental health concerns; 4) Rethinking Infrastructure (leadership and mechanisms); 5) System Change: Moving Schools Forward. The American Academy of Child & Adolescent Psychiatry (AACAP)
Members actively research, diagnose and treat psychiatric disorders affecting children and adolescents and their families. Anger Management
The New York University’s Child Study Center offers information on anger management, focusing on anger management techniques. Topics include aggression and anger control in kids. Center for Effective Collaboration and Practice
Has resources on improving services to children and youth with emotional and behavioral problems. Supports and promotes a reoriented national preparedness to foster the development, achievement, and adjustment of children with or at risk of developing serious emotional disturbance. Center for Mental Health in Schools
Approaches mental health and psychosocial concerns from the broad perspective of addressing barriers to learning and promoting healthy development. Its mission is to improve outcomes for young people by enhancing policies, programs, and practices relevant to mental health in schools.
The Center for Mental Health Services (CMHS)
In partnership with States to demonstrate, evaluate, and disseminate service delivery models to treat mental illness, promote mental health and prevent the development or worsening of mental illness when possible. The CMHS oversees a variety of service-related programs and conducts several new programs mandated by Congress.
Center for School Mental Health Assistance
Provides leadership and technical assistance to advance effective interdisciplinary school-based mental health programs. The Collaborative for Academic, Social, and Emotional Learning (CASEL)
Promotes coordinated, evidence-based social, emotional, and academic learning as an essential part of education from preschool though high school. Includes links to “CASEL Select” programs that provide outstanding coverage in five essential SEL areas; have at least one well-designed evaluation; and offer high-quality professional development. CASEL offers resources for both schools and families. Examples: Academic and Social Emotional Learning (International Bureau of Education, 2003): 10 guidelines of best-practice schools can follow to promote their students' social emotional development and academic learning. Brief summaries of research findings and practical applications are provided for each of the 10 guidelines.
SEL Packet for Parents (CASEL, 2003). This packet includes things parents can do at home and at school to promote SEL and school success, and SEL tips and recommended books for parents.
Data Trends Research and Training Center on Family Support and Children’s Mental Health
The Research and Training Center at Portland State University collaborates with the Research and Training Center at the University of South Florida to produce Data Trends, a series of one-page briefs addressing current themes, summarizing recent articles, or presenting new developments in the field of children's mental health The Division of Adolescent and School Health (DASH)
Provides the latest data about youth risk behaviors and effective interventions that address adolescent risk behaviors. Model School-Based Mental Health Programs That Make A Difference
The National Association of School Psychologists (NASP) publication Exemplary Mental Health Programs: School Psychologists As Mental Health Providers is in response to the growing demand by policy makers and school administrators for programs that make a sustained contribution to the development and achievement of children. As the federal government makes decisions about funding Safe And Drug Free Schools and Title I, they are demanding that school districts implement programs that are research-based and proven to work. The National Institute of Mental Health (NIMH)
A component of the National Institutes of Health (NIH), is the Federal agency that conducts and supports research nationwide on mental illness and mental health, including studies of the brain, behavior, and mental health services. National Mental Health and Education Center
Part of the National Association of School Psychologists (NASP). Works to provide support for children and families and improve the professional training and practices of school psychologists and pupil service providers.
Systems of Care – Promising Practices in Children’s Mental Health
Monographs for 2001: 1) Wraparound: Stories from the Field, 2) Learning from Families: Identifying Service Strategies for Success, 3) Promising Practices in Early Childhood Mental Health. Each available for download free of charge. Executive Summaries are available to browse online in both English and Spanish. Hard copies $12. Yale Child Study Center's School Development Program (SDP)
SDP is the organization charged with implementing the Comer Process in school communities. The Comer Process, a school and system-wide intervention formulated by Dr. James P. Comer , at the Yale University School of Medicine's Child Study Center, aims to bridge child psychiatry and education. The Comer Process provides a structure as well as a process for mobilizing adults to support students' learning and overall development. It is a different way of conceptualizing and working in schools and replaces traditional school organization and management with an operating system that works for schools and the students they serve. Dr. Comer uses a metaphor of six developmental pathways to characterize the lines along which children mature--physical, cognitive, psychological, language, social, and ethical. The SDP school community uses the six developmental pathways as a framework for making decisions that will benefit children. In schools using the Comer Process, far more is expected from the students than just cognitive development.
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