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DOCUMENT RESUME ED 431 981 CG 029 333 TITLE Mental Health in Schools: New Roles for School Nurses. Addressing Barriers to Student Learning. INSTITUTION California Univ., Los Angeles. Center for Mental Health in Schools. SPONS AGENCY Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. PUB DATE 1997-04-00 NOTE 298p. AVAILABLE FROM School Mental Health Project, Center for Mental Health in Schools, Dept. of Psychology, UCLA, 405 Hilgard Ave., Los Angeles, CA 90095-1563; Tel: 310-825-3634; Fax: 310-206-8716; e-mail: [email protected]; Web site: http://smhp.psych.ucla.edu (minimal fee to cover copying, postage and handling). PUB TYPE Guides Classroom Learner (051) Guides Classroom Teacher (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Confidentiality; Due Process; Elementary Secondary Education; *Mental Health; Prevention; *Professional Development; *School Nurses; *Staff Role; Student Development IDENTIFIERS Consent; Screening Programs ABSTRACT This set of three continuing education units is designed to be used as a professional development tool for school nurses. Each unit consists of several sections designed to stand alone. Thus, the total set can be used and taught in a straightforward sequence, or one or more units and sections can be combined into a personalized course. Each section begins with specific objectives and focusing questions to guide reading and review. Interspersed throughout each section is boxed information designed to help the learner think in greater depth about the material. Test questions are provided at the end of each section as an additional study aid. Unit 1, "Placing Mental Health into the Context of Schools and the 21st Century," provides an overview and discusses enhancing health development; addressing barriers to learning; moving toward a comprehensive approach; and responding to students' problems. Unit 2, "Mental Health Services and Instruction: What a School Nurse Can Do," discusses screening, assessment, problem response, prevention, consent, due process, confidentiality, and care networks. Unit 3, "Working with Others to Enhance Programs and Resources," explores working relationships and how to build comprehensive, integrated approaches in schools. Includes a glossary of terms, acronyms, and references to legislation. An instructor's guide with test questions and answers is provided.(MKA) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** a CentereAddressing Barriers to Student Learning W Tethi0 Continuing Education mEnrm NEALTN IN SCHOOIS: NEW ROLES FOR SCHOOL IURSES U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quahty. Points of view or opinions stated in this docu- ment do not necessarily represent official TO THE EDUCATIONAL RESOURCES OEM position or policy. INFORMATION CENTER (ERIC)... Prepared by the School Mental Health Project/Center for Mental Health in Schools, Dept. of Psychology, UCLA, Los Angeles, CA90095-1563 -- (310)825-3634.Co-directors: Howard Adelman & Linda Taylor. US. D000mmo of Hoth U bun Senices Support comes in part from the Department of Health and Human Services, Pak Health Sento Public Health Service, Health Resources and Services Administration, nRSA Maternal and Child Health Bureau, Office of Adolescent Health. lioold booms & Services Aildoistrutisa Meal It WW1 &ow OfIce of Adolescent Roan (.9 2 BEST COPYAVAILABLE MEITAL HEALTH IN SCHOOLSt MEW ROLES MR SCHOOL NURSES This set of three continuing education units is CONTENTS part of a series developed by the UCLA Center for Mental Health in Schools focused I. Placing Mental Health into the Context of on addressing barriers to student learning. Schools and the 21st Century Each unit consists of several sections designed A. Introductory Overview to stand alone. Thus, the total set can be used B. The Need to Enhance Health), Development and taught in a straight forward sequence, or and Address Barriers to Learning one or more units and sections can be C. Addressing the Need: Moving Toward a combined into a personalized course. This Comprehensive Approach design also allows learners to approach the Coda: A Wide Range of Responses for a material as they would use an internet website Wide Range of Problems (i.e., exploring specific topics of immediate interest and then going over the rest in any II. Mental Health Services & Instruction: order that feels comfortable). The units are What a School Nurse Can Do packaged in a sequence that reflects the A. Screening and Assessment developers' preference for starting with a big B. Problem Response and Prevention picture framework for understanding the C. Consent, Due Process, and Confidentiality context and emerging directions for mental Coda: Networks of Care health in schools. III. Working with Others to Enhance Beginning each section are specific objectives Programs and Resources and focusing questions to guide reading and A. Working Relationships review. Interspersed throughout each section B. Working to Enhance Existing Programs are boxed material designed to help the learner C. Building a Comprehensive, Integrated think in greater depth about the material. Test Approach at Your School questions are provided at the end of each Coda: Roles for the School Nurse: section as an additional study aid. A Multifaceted Focus Accompanying Materials--designed to provide enrichment opportunities on key topics as well as specific resource and technical aids for applying what is learned Follow-Up Reading ABCs of Assessment Managing and Preventing School Misbehavior and School Avoidance Resource and Technical Aids Parent and Home Involvement in Schools Screening/Assessment: Indicators and Tools Substance Abuse: Indicators and Screening School-Based Client Consultation, Referral, and Management of Care Responding to Crisis in Schools Resource Materials and Assistance Students and Psychotropic Medication: The School's Role 3 *takho Addressing Barriers to Student Learning Center Continuing Education isired.o MENTAL HEALTH IN SCHOO, 6444 NEW ROI ES fOR SCHOOI HMV'S Units I. Placing Mental Health into the Context of Schools and the 21st Century II.Mental Health Services and Instruction: What a School Nurse Can Do III. Working with Others to Enhance Programs and Resources Prepared by the School Mental Health Project/Center for Mental Health in Schools, Dept. of Psychology, UCLA, Los Angeles, CA 90095-1563 -- (310) 825-3634. Co-directors: Howard Adelman & Linda Taylor 111Np:own d !faith & Haw Sentes Support comes in part from the Dept. of Health and Human Services, Public Pubk !lath Soho Health Service, Health Resources and Services Administration, Maternal and VvILRSA Child Health Bureau, Office of Adolescent Health. Noah Ressmon & Simko Almilstiaties Memo' Ikubb Bum Office of Adolescent Health 4 E F.Ac E There is a simple truth that every professional working in schools knows: social, emotional, and physical health deficits and other persistent barriers to learning must be addressed if students are to learn effectively and schools are to accomplish their educational mission. It would be wonderful if the process of addressing such barriers could be handled solely by families or public and private community agencies. Unfortunately, these agencies are unable to do the job alone. Thus, if school reform is to be effective, schools must play a major role in easing problems, increasing opportunities, and enhancing the well-being of students and families. Recognizing the crisis related to young people's well-being, the U.S. Department of Health and Human Services has launched a variety of initiatives aimed at enhancing the ability of schools to meet the needs of students and their families. One such effort focuses on mental health in schools. As part of this endeavor, two national training and technical assistance centers for mental health in schools were established in 1995 by the Health Resources and Services Administration, Bureau of Maternal and Child Health, Office of Adolescent Health: one center is at UCLA and the other at the University of Maryland at Baltimore.* It is clear that the success of any initiative focused on mental health in schools is dependent on the full involvement of school nurses. In the spring of 1996, Beverly Bradley and Keeta DeStefano Lewis representing the National Association of School Nurses (NASN) proposed that the UCLA Center prepare materials for continuing education of school nurses. The Center agreed to do so. At the 1996 NASN convention, the Professional Development Committee gave the go ahead. A description of the work along with a request for input were published in The Journal of School Nursing. Drafts of the curriculum's content were prepared and reviewed. Thus, the material contained in this document represents a timely and progressive approach to the topic. At the same time, the content, like the field itself, is seen as in a state of continuous evolution. Thus, we are extremely interested in receiving your feedback. Please send your comments to: Howard S. Adelman and Linda Taylor, Co-Directors, Center for Mental Health
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