Article of the Month
July 2004
Data Supporting Mental Health in the Schools
The
“Article of the Month” for July comes from the weekly listserv from the UCLA
Center for Mental Health in Schools. A question often asked by those who
advocate for mental health services and supports in the schools is “What data
support academic gains from providing mental health services in the schools?”
Dr. Linda Taylor and Dr. Howard Adelman provide a response in the 7/06/04
listserv brief.
MENTAL HEALTH IN SCHOOLS PRACTITIONER LISTSERV (7/6/04)
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Request: "How can we integrate data from various
evaluations to advocate for enhancing mental health in schools?"
Center
Response:
We understand that everyone wants
outcome/result/impact data. Decision makers are asking for it with every
proposal. However, what they are asking
for represents quite a morass and is an emerging issue in the field these days.
Unfortunately, particularly with respect to enhancing the
field, the question is being asked too simplistically and in many ways is
scientifically naive and premature. Indeed, as federal agencies increasingly
have argued for using science-based approaches (empirically supported
interventions), it is becoming painfully clear the focus is on very narrow
approaches. Moreover, the demand for positive impact evidence is being used
often to argue against the value of many types of pupil personnel and is
leading to lay offs. This type of use is what is being labeled as "using
science for political purposes" rather than advancing knowledge and
practice.
Our sense is that the way to counter all this is to pursue a
twofold strategy: (1) start emphasizing the data that underscores the necessity
of developing (and then gathering) evaluative data on the need for enhancing
the field (which usually means pursuing new directions) and (2) underscore the
promising analyses of current programs but do so within a comprehensive
framework that suggests the potential of moving in new directions.
With respect to the first point, for example, we stress the
following:
Available Data Underscore the Nature and Necessity of New
Directions
·
National findings related to high school graduation indicate
that nearly one-third of all public high school students fail to graduate.
·
Findings indicate that one-quarter to one-half of all
beginning teachers leave teaching within four years and many do so because of
the lack of an adequate system of learning supports.
·
In most states, a significant proportion of schools are
designated as "High Priority" (previously Low Performing) Schools.
·
Evidence is growing that when test score gains are achieved,
they mainly occur for young students, are related to noncomplex skills, and
tend to plateau after a district shows modest gains over a three year period
Sources:
Http://www.wcboe.k12.md.us/downloads/NewsReleases/050702anews.htm
http://edreform.com/press/naeptrends.htm
In underscoring the promising analyses of current programs
within a comprehensive framework that suggests the potential of moving in new
directions, we have amassed A Sampling of Outcome Findings for Prevention
and Early Intervention Programs Relevant to Addressing Barriers to Learning.
This document is online at http://smhp.psych.ucla.edu/pdfdocs/Sampler/Outcome/outcome.pdf
For an in-depth look at a range of
evaluated programs for prevention and early intervention see the Center
resource entitled "A Sampling of Outcome Findings for Interventions
Relevant to Addressing Barriers to Learning" online at http://smhp.psych.ucla.edu. Each
program included provides a resource for understanding how outcomes were
evaluated.
The programs included are
organized into the six major facets of a comprehensive approach to addressing
barriers to learning. This exemplifies the value of not just focusing on one or
two programs, but organizing and contextualizing evaluation to indicate what a
"critical mass" of activity can accomplish in terms of outcomes. The
Sampler includes information related to:
1. Classroom-focused Enabling, focusing on
·
Small Classes/Small Schools
·
Pre-referral Intervention Efforts
·
Tutoring
·
Alternative Schools
·
Health/Mental Health Education
a. Social emotional development, enhancing
protective factors and assets building
b. Promoting physical health
2. Support for Transitions, focusing on
·
Readiness to Learn/Early Childhood Programs
·
Before and After School Programs
·
Grade Articulation Programs
·
Welcoming and Social Support Programs
·
To and From Special Education
·
School-to-Career Programs
3. Student and Family Assistance Programs and
Services, focusing on
·
School-Owned and/or School-Based Support Programs
·
School-Linked Projects and Services (including health and
human services and therapies; substance abuse programs)
4. Crisis Response and Prevention, focusing on
·
Crisis Team Response and Aftermath Intervention
·
School Environment Changes And Safety Strategies
·
Curriculum Approaches to Preventing Crisis Events ----
social & personal, including violence prevention; suicide prevention;
physical/sexual abuse prevention)
5. Home Involvement in Schooling, focusing on
·
Parenting Education
·
Adult Education and Family Literacy
·
Mobilizing the Home to Address Students' Basic Needs
6. Community Outreach for Involvement and
Support, focusing on
·
Mentor/Volunteer Programs > School-Community Partnerships
·
Economic Development/Community Rebuilding
The work presented in this sampler has been condensed for
decision makers into a brief entitled: "Addressing Barriers to Student
Learning & Promoting Healthy Development: A Usable Research-Base" http://smhp.psych.ucla.edu/pdfdocs/briefs/BarriersBrief.pdf
We also have been trying to
highlight places where efforts are underway. See the document, "Where it's
Happening: New Directions for Student Support." This document describes
major examples of trailblazing and pioneering efforts that are playing a role
in designing new directions for student support. The work is being carried out
at school, district, state, and national levels. We have grouped the endeavors
into three categories: (1) places where broad-based systemic changes are
underway, (2) places where some form of interesting innovation is or has been
implemented, and (3) place developing strategic plans for broad-based systemic
changes. Other examples will be added as soon as they are identified and
relevant descriptive materials are gathered. http://smhp.psych.ucla.edu/pdfdocs/wheresithappening/overview.pdf
For
those wishing to join this listserv, send an email to smhp@ucla.edu
indicating that you want to join the MH Practitioners Listserv.
School
Mental Health Project/
Center for Mental Health in Schools
UCLA Dept. of Psychology
Los Angeles, CA 90095-1563
(310) 825-3634 / Toll Free: (866) 846-4843 / Fax: (310) 206-8716
Email: smhp@ucla.edu
Web: http://smhp.psych.ucla.edu