About the Author:
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.
Review:
"The text chronicles 50 years of national policy in school-based mental health history to reveal the evolution of current models of service. It affords readers a rare glimpse at the intricately woven positions of government and advocacy agencies that result in policy shifts. The authors further challenge readers to critically review current school screening, referral, and intervention practices. In conclusion, there is a call for new directions in policy and systemic change that both restructures and enhances the role of support service personnel." -- Diana Joyce, Psychologist
"With this resource, the reader will have everything needed to design and implement a successful mental health program in a way that will benefit a diverse student population. In addition, the authors present a strong case for comprehensive integrated services that are planned and well implemented. This text is a superb resource and will make a much-needed contribution to the field. The authors are to be commended for their willingness to tackle the tough issues surrounding mental health services for all students." -- Marian White-Hood, Director of Academics, Accountability, and Principal Support
"This resources gives the reader everything needed to design and implement a successful mental health program to benefit a diverse student population. The authors present a strong case for planning and delivering comprehensive integrated services. I commend the authors for their willingness to tackle the tough issues surrounding mental health services for all students." -- Marian White-Hood, Director of Academics, Accountability, and Principal Support
"Howard Adelman and Linda Taylor take on an issue of great import, and succeed in tackling it thoroughly. It provides any reader with a solid foundation for both knowledge in the subject matter, and also sufficiently guides the reader in his or her action plans of change. The authors should be commended for their efforts, and educational administrators should be advised to read this book, taking from it strategies and plans to suit their own students and district."--Education Review: Brief Reviews, August 2010 (12/03/2010)
"This book is a must-read for those seeking support in creating meaningful school improvement plans and valuable, comprehensive healthy school initiatives. --Lyman Goding, Lecturer, Bridgewater State College (04/07/2009)"
The text chronicles 50 years of national policy in school-based mental health history to reveal the evolution of current models of service. It affords readers a rare glimpse at the intricately woven positions of government and advocacy agencies that result in policy shifts. The authors further challenge readers to critically review current school screening, referral, and intervention practices. In conclusion, there is a call for new directions in policy and systemic change that both restructures and enhances the role of support service personnel. --Diana Joyce, Psychologist (04/07/2009)"
This resources gives the reader everything needed to design and implement a successful mental health program to benefit a diverse student population. The authors present a strong case for planning and delivering comprehensive integrated services. I commend the authors for their willingness to tackle the tough issues surrounding mental health services for all students. --Marian White-Hood, Director of Academics, Accountability, and Principal Support (04/08/2009)"
"Howard Adelman and Linda Taylor take on an issue of great import, and succeed in tackling it thoroughly. It provides any reader with a solid foundation for both knowledge in the subject matter, and also sufficiently guides the reader in his or her action plans of change. The authors should be commended for their efforts, and educational administrators should be advised to read this book, taking from it strategies and plans to suit their own students and district."--Education Review: Brief Reviews, August 2010 (12/03/2010)
The text chronicles 50 years of national policy in school-based mental health history to reveal the evolution of current models of service. It affords readers a rare glimpse at the intricately woven positions of government and advocacy agencies that result in policy shifts. The authors further challenge readers to critically review current school screening, referral, and intervention practices. In conclusion, there is a call for new directions in policy and systemic change that both restructures and enhances the role of support service personnel. --Diana Joyce, Psychologist (04/07/2009)"
This resources gives the reader everything needed to design and implement a successful mental health program to benefit a diverse student population. The authors present a strong case for planning and delivering comprehensive integrated services. I commend the authors for their willingness to tackle the tough issues surrounding mental health services for all students. --Marian White-Hood, Director of Academics, Accountability, and Principal Support (04/08/2009)"
"This book is a must-read for those seeking support in creating meaningful school improvement plans and valuable, comprehensive healthy school initiatives."--Lyman Goding, Lecturer, Bridgewater State College (04/07/2009)
"The text chronicles 50 years of national policy in school-based mental health history to reveal the evolution of current models of service. It affords readers a rare glimpse at the intricately woven positions of government and advocacy agencies that result in policy shifts. The authors further challenge readers to critically review current school screening, referral, and intervention practices. In conclusion, there is a call for new directions in policy and systemic change that both restructures and enhances the role of support service personnel."--Diana Joyce, Psychologist (04/07/2009)
"This resources gives the reader everything needed to design and implement a successful mental health program to benefit a diverse student population. The authors present a strong case for planning and delivering comprehensive integrated services. I commend the authors for their willingness to tackle the tough issues surrounding mental health services for all students."--Marian White-Hood, Director of Academics, Accountability, and Principal Support (04/08/2009)
-This book is a must-read for those seeking support in creating meaningful school improvement plans and valuable, comprehensive healthy school initiatives.---Lyman Goding, Lecturer, Bridgewater State College (04/07/2009)
-Howard Adelman and Linda Taylor take on an issue of great import, and succeed in tackling it thoroughly. It provides any reader with a solid foundation for both knowledge in the subject matter, and also sufficiently guides the reader in his or her action plans of change. The authors should be commended for their efforts, and educational administrators should be advised to read this book, taking from it strategies and plans to suit their own students and district.---Education Review: Brief Reviews, August 2010 (12/03/2010)
-The text chronicles 50 years of national policy in school-based mental health history to reveal the evolution of current models of service. It affords readers a rare glimpse at the intricately woven positions of government and advocacy agencies that result in policy shifts. The authors further challenge readers to critically review current school screening, referral, and intervention practices. In conclusion, there is a call for new directions in policy and systemic change that both restructures and enhances the role of support service personnel.---Diana Joyce, Psychologist (04/07/2009)
-This resources gives the reader everything needed to design and implement a successful mental health program to benefit a diverse student population. The authors present a strong case for planning and delivering comprehensive integrated services. I commend the authors for their willingness to tackle the tough issues surrounding mental health services for all students.---Marian White-Hood, Director of Academics, Accountability, and Principal Support (04/08/2009)
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