Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-21T03:30:55.863Z Has data issue: false hasContentIssue false

Chapter 23 - Interconnecting school mental health and school-wide positive behavior support

Published online by Cambridge University Press:  05 May 2015

Stan Kutcher
Affiliation:
Dalhousie University and the IWK Health Centre, Nova Scotia
Yifeng Wei
Affiliation:
Dalhousie University and the IWK Health Centre, Nova Scotia
Mark D. Weist
Affiliation:
University of South Carolina
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
School Mental Health
Global Challenges and Opportunities
, pp. 282 - 298
Publisher: Cambridge University Press
Print publication year: 2015

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, C. and Kincaid, D. (2005). Applying behavior analysis to school violence and discipline problems: schoolwide positive behavior support. The Behavior Analyst, 28, 4963.Google Scholar
Atkins, M. S., Adil, J. A., Jackson, M., McKay, M. M., and Bell, C. C. (2001). An ecological model for school-based mental health services. In Newman, C., Liberton, C., Kutash, K., and Friedman, R. (eds.), The 13th annual research conference proceedings, a system of care for children’s mental health: Expanding the research base (pp. 119122). Tampa, FL: University of South Florida.Google Scholar
Ballard-Krishnan, S., McClure, L., Schmatz, B., Travnikar, B., Friedrich, G., and Nolan, M. (2003). The Michigan PBS Initiative: advancing the spirit of collaboration by including parents in the delivery of personnel development opportunities. Journal of Positive Behavior Interventions, 5, 122126.CrossRefGoogle Scholar
Barrett, S., Eber, L., and Weist, M. (2013). Advancing educational effectiveness: Interconnecting school mental health and school wide positive behavior support. OSEP Center on Positive Behavioral Interventions and Supports. Available at: www.pbis.org/common/pbisresources/publications/Final-Monograph.pdf (accessed March 22, 2014).Google Scholar
Barrett, S., Eber, L., and Weist, M. (2009). Development of interconnected systems framework for school mental health. Concept paper. Center for School Mental Health.Google Scholar
Bazelon Center for Mental Health Law. (n.d.). Facts on children’s mental health. Washington, DC: Bazelon Center for Mental Health Law. Available at: www.bazelon.org/LinkClick.aspx?fileticket=Nc7DS9D8EQE%3dandtabid=378 (accessed June 14, 2013).Google Scholar
Burlingame, G. M., Wells, M. G., Hoag, M. J., et al. (1996). Manual for the youth outcome questionnaire. Stevenson, MD: American Professional Credentialing Service.Google Scholar
Burns, B. J., Costello, E. J., Angold, A., et al. (1995). Children’s mental health service use across service sectors. Health Affairs, 14, 147159.Google Scholar
Butts, E. (2010). Advancing school mental health in Montana: A report on changes to administrative rules for comprehensive school and community treatment. Helena: Montana Office of Public Instruction.Google Scholar
Butts, E., Casey, S., and Ewen, C. (2014). Advancing school mental health in Montana: Partnership, research, and policy. In Weist, M., Lever, N., Bradshaw, C., and Owens, J. (eds.), Handbook of school mental health: Research, training, practice, and policy, (2nd edn.; pp. 7586). New York: Springer.CrossRefGoogle Scholar
Calhoun, K. S., Moras, K., Pilkonis, P. A., and Rehm, L. P. (1998). Empirically supported treatments: Implications for training. Journal of Consulting and Clinical Psychology, 66, 151162.Google Scholar
Catron, T., Harris, V. S., and Weiss, B. (1998). Post treatment results after 2 years of services in the Vanderbilt School-Based Counseling project. In Epstein, M. H., Kutash, K., and Duchnowski, A. (eds.), Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices (pp. 653656). Austin, TX: PRO-ED, Inc.Google Scholar
Center for Mental Health in Schools at UCLA. (2005). Screening mental health problems in schools. Los Angeles, CA: UCLA Department of Psychology. Available at: http://smhp.psych.ucla.edu/pdfdocs/policyissues/mhscreeningissues.pdf (accessed March 25, 2014).Google Scholar
DeRosa, R., Habib, M., Pelcovitz, D., et al. (2006). Structured psychotherapy for adolescents responding to chronic stress. Unpublished manual.Google Scholar
Dowdy, E., Ritchey, K., and Kamphaus, R. W. (2010). School-based screening: A population-based approach to inform and monitor children’s mental health needs. School Mental Health, 2, 166176.Google Scholar
Drummond, T. (1994). The student risk screening scale (SRSS). Grants Pass, OR: Josephine County Mental Health Program.Google Scholar
Duda, M. A. and Barrett, S. (2013). Systems coaching: Coaching for competence and impact. Brief #1. National Implementation research Network. Available at: nirn.fpg.unc.edu (accessed March 22, 2013).Google Scholar
Eber, L., Barrett, S., and Weist, M. D. (2013). Advancing education effectiveness: An interconnected systems framework for Positive Behavioral Interventions and Supports (PBIS) and School Mental Health. Eugene: University of Oregon Press.Google Scholar
Elias, M. J., Gager, P., and Leon, S. (1997). Spreading a warm blanket of prevention over all children: Guidelines for selecting substance abuse and related prevention curricula for use in the schools. The Journal of Primary Prevention, 18, 4169.CrossRefGoogle Scholar
Evans, S. W., Langberg, J. M., and Williams, J. (2003). Achieving generalization in school-based mental health. In Weist, M., Evans, S., and Lever, N. (eds.), Handbook of school mental health. New York: Kluwer/Plenum.Google Scholar
Evans, S. W. and Weist, M. D. (2004). Implementing empirically supported treatments in the schools: What are we asking? Clinical Child and Family Psychology Review, 7, 263267.Google Scholar
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., and Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, National Implementation Research Network.Google Scholar
Frey, A., Lingo, A., and Nelson, C. (2008). Positive behavior support: a call for leadership. Children & Schools, 30, 514.CrossRefGoogle Scholar
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581586.Google Scholar
Graczyk, P. A., Domitrovich, C. E., and Zins, J. E. (2003). Facilitating the implementation of evidence-based prevention and mental health promotion efforts in schools. In Weist, M. D., Evans, S. W., and Lever, N. A. (eds.), Handbook of school mental health: Advancing practice and research (pp. 301318). New York: Springer.Google Scholar
IDEA Partnership. (2013). Communities of practice. Available at: www.ideapartnership.org (accessed May 20, 2013).Google Scholar
Jaycox, L. (2003). Cognitive behavioral intervention for trauma in schools. Longmont, CO: Sopris West Educational Services.Google Scholar
Kamphaus, R. W. and Reynolds, C. R. (2007). Behavior assessment system for children – second edition (BASC-2); Behavioral and emotional screening system (BESS). Bloomington, IN: Pearson.Google Scholar
Katoaka, S. H., Zhang, L., and Wells, K. B. (2002). Unmet need for mental health care among U.S. children: Variation by ethnicity and insurance status. American Journal of Psychiatry, 159, 15481555.Google Scholar
Kincaid, D., Knoster, T., Harrower, J., Shannon, P., and Bustamante, S. (2002). Measuring the impact of positive behavior support. Journal of Positive Behavior Interventions, 4, 109117.Google Scholar
Kratochwill, T. R. (2007). A report card on evidence-based practices in the schools: The good, the bad, the ugly. Communique, 36 (4).Google Scholar
Kutash, K., Duchnowski, A. J., and Lynn, N. (2006). School-based mental health: An empirical guide for decision-makers. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.Google Scholar
Markle, R. S., Splett, J. W., Maras, M. A., and Weston, K. J. (2014). Effective school teams: Benefits, barriers, and best practices. In Weist, M., Lever, N., Bradshaw, C., and Owens, J. (eds.), Handbook of school mental health: Research, training, practice, and policy (2nd edn.; pp. 5974). New York: Springer.Google Scholar
May, S., Ard, W., Todd, A., et al. (2003). Schoolwide information system. Eugene, OR: University of Oregon, Educational and Community Supports.Google Scholar
McIntosh, K., Chard, D. J., Boland, J. B., and Horner, R. H. (2006a). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, 146154.Google Scholar
McIntosh, K., Horner, R. H., Chard, D., Boland, J., and Good, R. (2006b). The use of reading and behavior screening measures to predict non-response to school-wide positive behavior support: a longitudinal analysis. School Psychology Review, 35, 275291.CrossRefGoogle Scholar
Merikangas, K. R., He, J., Burstein, M., et al. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A). Journal of American Academy of Child and Adolescent Psychiatry, 49, 980989.CrossRefGoogle Scholar
Nabors, L. A. and Reynolds, M. W. (2000). Program evaluation activities: Outcomes related to treatment for adolescents receiving school-based mental health services. Children’s Services: Social Policy, Research, and Practice, 3, 175189.Google Scholar
Perepletchikova, F. and Kazdin, A. E. (2005). Treatment integrity and therapeutic change: Issues and research recommendations. Clinical Psychology: Science and Practice, 12, 365383.Google Scholar
Pope, J. K., MacKean, G., Casebeer, A., Milward, H. B., and Lindstrom, R. (2013). Inter-organizational networks: A critical review of the literature to inform practice. Alberta: Alberta Centre for Child, Family and Community Outreach.Google Scholar
Putnam, R., Barrett, S., Eber, L., Lewis, T., and Sugai, G. (2012). Selecting mental health interventions within a PBIS Approach. In Eber, L., Barrett, S., and Weist, M. (eds.), Advancing education effectiveness: An interconnected systems framework for Positive Behavioral Interventions and Supports (PBIS) and School Mental Health. Eugene, OR: University of Oregon Press.Google Scholar
Romer, D. and McIntosh, M. (2005). The roles and perspectives of school mental health professionals in promoting adolescent mental health. In Evans, D., Foa, E., Gur, R., Hendin, H., O’Brien, C., Seligman, M., and Walsh, B. (eds.), Treating and preventing adolescent mental health disorders: What we know and what we don’t know (pp. 598615). New York: Oxford University Press.Google Scholar
Rones, M., and Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3, 223240.CrossRefGoogle ScholarPubMed
Rowling, L. (2009). Strengthening “school” in school mental health promotion. Health Education, 109, 357368.Google Scholar
Rowling, L., and Weist, M. D. (2004). Promoting the growth, improvement and sustainability of school mental health programs worldwide. International Journal of Mental Health Promotion, 6, 311.Google Scholar
Stephan, S., Hurwitz, L., Paternite, C., and Weist, M. D. (2010). Critical factors and strategies for advancing statewide school mental health policy and practice. Advances in School Mental Health Promotion, 3, 4858.Google Scholar
Sugai, G., Horner, R. H., Algozzine, R., et al. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Available at www.pbis.org (accessed May 10, 2010).Google Scholar
Sugai, G., Lewis-Palmer, T. M., Horner, R. H., and Todd, A. W. (2001) School-Wide Evaluation Tool version 2.1. Eugene, OR: University of Oregon, Educational and Community Supports.Google Scholar
Taylor-Greene, S., Brown, D., Nelson, L., et al. (1997). School-wide behavioral support: starting the year off right. Journal of Behavioral Education, 7, 99112.Google Scholar
Walker, H. M. and Severson, H. H. (1990). Systematic screening for behavior disorders (SSBD): Users guide and technical manual. Longmont: Sopris West.Google Scholar
Weist, M. D. (1997) Expanded school mental health services: A national movement in progress. Advances in Clinical Child Psychology, 19, 319352.Google Scholar
Weist, M. D. (2003). Promoting paradigmatic change in child and adolescent mental health and schools. School Psychology Review, 32, 336341.CrossRefGoogle Scholar
Weist, M. D., Evans, S. W., and Lever, N. (2003). Handbook of school mental health: Advancing practice and research. New York: Kluwer Academic/Plenum Publishers.Google Scholar
Weist, M. D., Lever, N. A., Bradshaw, C. P., and Owens, J. S. (eds.) (2014). Handbook of School Mental Health: Research, training, practice, and policy (2nd edn.). New York: Springer.Google Scholar
Weist, M. D., Lever, N., Stephan, S., et al. (2009). Formative evaluation of a framework for high quality, evidence-based services in school mental health. School Mental Health, 1, 196211.Google Scholar
Weist, M. D. and Murray, M. (2007). Advancing school mental health promotion globally. Advances in School Mental Health Promotion, 1, 212.Google Scholar
Weist, M. D., Myers, C. P., Hastings, E., Ghuman, H., and Han, Y. (1999). Psychosocial functioning of youth receiving mental health services in the schools vs. community mental health centers. Community Mental Health Journal, 35, 6981.Google Scholar
Wenger, E., McDermott, R., and Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.Google Scholar
Yannacci, J. and Rivard, J. C. (2006). Matrix of children’s evidence-based interventions. Alexandria, VA: NASMHPD Research Institute, Inc.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×