Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986. In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

"This book is a must-read for those seeking support in creating meaningful school improvement plans and valuable, comprehensive healthy school initiatives.”

• PrefaceAcknowledgmentsAbout the AuthorsIntroductionPart I. The Field of Mental Health in Schools1. Mental Health in Schools: Past and Present2. About Moving Toward a Comprehensive ApproachPart II. Three Major Issues Confronting the Field3. Labeling, Screening, and Over-Pathologizing4. Evidence-Based Practices in Schools: Concerns About Fit and Implementation5. Social Control Versus Engagement in Learning: A Mental Health PerspectivePart III. Moving Forward: School-Based Strategies for Addressing Behavior, Learning, and Emotional Problems6. A Period of Transition and Possible Transformation7. Strategies for Embedding Mental Health in School Improvement8. Social and Emotional Learning and Promotion of Mental Health: Implications for Addressing Behavior Problems9. Challenges and Opportunities for Promoting Mental Health in the Classroom10. Mental Health Assistance for Students at School11. Focusing on the Well-Being of School StaffPart IV. Policy and Systemic Change for Moving Forward12. New Directions13. Collaboration: Working Together to Move Forward and Enhance Impact14. Show Us the Data: Using and Extending the Research Base15. Addressing Systemic ChangeCall to Action: Moving ForwardAppendix: Leadership at a School Site for an Enabling or Learning Supports ComponentReferencesIndex

Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986. In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

"This book is a must-read for those seeking support in creating meaningful school improvement plans and valuable, comprehensive healthy school initiatives.”

• PrefaceAcknowledgmentsAbout the AuthorsIntroductionPart I. The Field of Mental Health in Schools1. Mental Health in Schools: Past and Present2. About Moving Toward a Comprehensive ApproachPart II. Three Major Issues Confronting the Field3. Labeling, Screening, and Over-Pathologizing4. Evidence-Based Practices in Schools: Concerns About Fit and Implementation5. Social Control Versus Engagement in Learning: A Mental Health PerspectivePart III. Moving Forward: School-Based Strategies for Addressing Behavior, Learning, and Emotional Problems6. A Period of Transition and Possible Transformation7. Strategies for Embedding Mental Health in School Improvement8. Social and Emotional Learning and Promotion of Mental Health: Implications for Addressing Behavior Problems9. Challenges and Opportunities for Promoting Mental Health in the Classroom10. Mental Health Assistance for Students at School11. Focusing on the Well-Being of School StaffPart IV. Policy and Systemic Change for Moving Forward12. New Directions13. Collaboration: Working Together to Move Forward and Enhance Impact14. Show Us the Data: Using and Extending the Research Base15. Addressing Systemic ChangeCall to Action: Moving ForwardAppendix: Leadership at a School Site for an Enabling or Learning Supports ComponentReferencesIndex

Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986. In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

"This book is a must-read for those seeking support in creating meaningful school improvement plans and valuable, comprehensive healthy school initiatives.”

• PrefaceAcknowledgmentsAbout the AuthorsIntroductionPart I. The Field of Mental Health in Schools1. Mental Health in Schools: Past and Present2. About Moving Toward a Comprehensive ApproachPart II. Three Major Issues Confronting the Field3. Labeling, Screening, and Over-Pathologizing4. Evidence-Based Practices in Schools: Concerns About Fit and Implementation5. Social Control Versus Engagement in Learning: A Mental Health PerspectivePart III. Moving Forward: School-Based Strategies for Addressing Behavior, Learning, and Emotional Problems6. A Period of Transition and Possible Transformation7. Strategies for Embedding Mental Health in School Improvement8. Social and Emotional Learning and Promotion of Mental Health: Implications for Addressing Behavior Problems9. Challenges and Opportunities for Promoting Mental Health in the Classroom10. Mental Health Assistance for Students at School11. Focusing on the Well-Being of School StaffPart IV. Policy and Systemic Change for Moving Forward12. New Directions13. Collaboration: Working Together to Move Forward and Enhance Impact14. Show Us the Data: Using and Extending the Research Base15. Addressing Systemic ChangeCall to Action: Moving ForwardAppendix: Leadership at a School Site for an Enabling or Learning Supports ComponentReferencesIndex