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J
Health Soc Policy. 2002 ;16(1-2):109-23
"Addressing Students' Social and Emotional
Needs: The Role of Mental Health Teams in Schools"
Norris M.
Haynes, PhD Co-published simultaneously in Journal of Health
& Social Policy (The Hayworth Press, Inc.) Vol. 16, No. 1/2,
2002, pp. 109-123; and Disability and the Black Community
(ed: Sheila D. Miller) The Haworth Press, Inc., 2002, pp. 109-123
© 2002 by The Haworth Press, Inc. All rights reserved.
http://www.haworthpress.com
Center
for Community and School Action Research, Southern Connecticut State
University, USA.
Children in today's society face many stresses from a variety of sources
that have a major impact on their psychosocial adjustment and academic
performance in school. These stressful events and their consequences on
the quality of life and academic success are particularly significant
among low-income and ethnic minority students in American society. Many
schools have adopted strategies to help students who are impacted by
stressful life events to deal affectively with their problems in an
attempt to reduce school failure and school dropout rates among these
students. Most notable among these strategies are school-based mental
health programs including the establishment of school-based mental
health teams which seek to proactively address individual student
concerns while improving the general climate of schools. The evidence
seems to support the claim that these school-based
services have a positive impact on students' social and emotional
well-being as well as on their academic achievements. However, with more
careful monitoring and much more consistent support from administrators
and policy makers, these school-based approaches can more fully realize
their potential to enhance the quality of life and to positively impact
the future of many poor and ethnic minority students.
PMID : 12809382 [PubMed - Indexed for MEDLINE]
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