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The school departments of health mental reduce the violence of school

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We live in a complicated world requiring of the complex qualifications. We m

ust lay out our children to face and compete with. They need for reading, so
cial studies, science and maths more than ever, but they need also social qu
alifications, of resolution of the problems, higher reasoning and mental goo
d health. There is a social need to reduce the incidence of violence in our
schools, as well.

When children and the years of adolescence are focused on problems at the
house or in themselves, they often do not make well at the school. Scho…

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school, mental health, violence, youth, youthful, of adolescence, prevention,
aggression, students, behavior

We live in a complicated world requiring of the complex qualifications. We m

ust lay out our children to face and compete with. They need for reading, so
cial studies, science and maths more than ever, but they need also social qu
alifications, of resolution of the problems, higher reasoning and mental goo
d health. There is a social need to reduce the incidence of violence in our
schools, as well.

When children and the years of adolescence are focused on problems at the ho
use or in themselves, they often do not make well at the school. The success
of school and the mental good health are intrinsically attached together. M
oreover, the success of school and the mental good health are related to the
success of the life. The identification these youth which needs assistance
can reduce to suffer and improve the mental health, the success of school, a
nd the success of the life. The mental good health facilitates the interpers
onal development, study, reports/ratios, and the capacity to face the effort
indeed.
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Roughly 1 in 5 children and teenagers (20%) tests the signs and the symptom
s of a disorder of mental health during one year. It is estimated that thes
e children have emotive or behavioral problems serious which interfere thei
r daily operation significantly. However, less than one third of the childr
en under age 18 with a serious disturbance receives all the services of MH.
Often the services which they receive are unsatisfactory or inadequate (fu
nds of the defense of the children). Ten percent of children in any classro
om indicated (3/30) are ready to learn on the level from program from studi
es (project of mental health of school of Dr. Adleman and Dr. Taylor UCLA).
 Only 16% of all the children receive all the departments of healt
h mental. To follow through for children receiving of the departments of he
alth mental to the school is much larger than those of the services at the
community concerned. From the 16% which receive services of MH, 70-80% rece
ive this care in an arrangement of school (healthinschools.org), however le
ss than 10% of all the school sectors in the United States currently have a
n established program of mental health school (center for the assistance of
mental health of school, Dr. Mark Weist 2001, Université of Maryland).

To evaluate the effectiveness of the school departments of health (SBMH) me

ntal in the emotive reduction, the school, the house, and the behavioral pr
oblems of youth, the Robert Schmidt, my and Kathryn Seifert, Ph.D. collabor
ated on the evaluation of the results for a program of SBMH for a school se
ctor the rural semi-Atlantic. The mental coordination of the departments of
health with teachers, the department of the Social services, the departmen
t of the youthful services, and programs it incapacities of development con
tributed to the success of the program.

The project started in 1999 with a federal concession with the school secto
r and the project is continuous. Youth were mentioned the project of the pr
ofessors, the advisers of councils, the parents, the individual-references
of student and other agencies such as the departments of the Social service
s and the services and the police force youthful. Points of the student on
Devereaux, BASC, CARE and several measurements of school such as the absent
eeism, references disciplinary, related suspensions by violence, and other
suspensions were measured at the beginning of the services and the beginnin
g and the end of each school year.

From 1999 to 2004, youth of 36% were referred because of the symptoms of d
epression, of 26% because of the problems of family, and 24% because of th
e problems of behavior. The examples of the reasons of the reference to th
e program included: crying in the class, the newborn cannot remain focused
, student found that outside the mom is terminalement defect, parents of y
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outh passing by the divorce, and recent sexual abuse. There were 84 refere
nces to the program in 1999, compared with 437 students in 2002 and 239 st
udents in 2003. Maximum times of reference were in October and February. Y
outh in years of transition from the sixth and ninth categories were menti
oned the program generally. In 2000,2.132 sessions of mental health were p
rovided, contrary to 15.763 amazing sessions in 2003.

A group of 632 students who took part in the program showed attitudes appr
eciably improved towards the professors and the school, of the symptoms of
mental health, and the self-esteem during and after the services. The stu
dents taking part in SBMH in years one and two had an appreciably better s
chooling (increase in 56 and 57%) once compared to the not-participants (r
eduction of 66 and 59%). In more for the group of participants, the absent
eeism increased 44% before participation and decreased 53% during the part
icipation.

The students had a significant reduction (of 40%) in the disciplinary refer
ences once compared to the not-participants (reduction of 20%). The partici
pants in the years one and two had a significant reduction in the suspensio
ns (32% and 27%) of the school once compared to the not-participants (of th
e increases in 33 and 16%). The parents reported that their children apprec
iably had few problems after reception of the services. Youth individual-ha
ve brought back engagement appreciably improved to the school, the interper
sonal reports/ratios and the self-esteem, as well as few related problems b
y effort. The students reported the maladjustment appreciably reduced of sc
hool and the clinical maladjustment and improved the attitude towards paren
ts and the emotive wellbeing.

The evaluation of the success of the program indicated several key compone
nts. An important component had a coordinator of central school/mental hea
lth with being an organizer, an Ombudsman, a solutionnor of problems, an e
xpert of program, and a coordinator of the two systems. Moreover, the depa
rtment of health mental must be an integral part of the school system, not
simply of an addition or an addition. The need for health workforce menta
l to communicate and attend meetings with the personnel of school. The men
tal health professionals can provide workshops and the consultation to the
professors, to the advisers of councils, and to the personnel of support.

The placement for the project came from the third invoicing of mental health
and placement of concession. The additional funds made it possible to the m
ental health professionals to attend meetings, to consult the personnel of s
chool, and to provide services for the children and the youth who do not ans
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wer medical criteria of need for their insurance companies. It is also impor
tant to include families as an essential share of the program.

In one moment when all the programs fight to face the cuts of placement, the
programs of collaboration, such as this one can render services more effect
ive and profitable. Many families of worried youth are implied in more than
one service, in addition to the school. The coordination of the multiple ser
vices is salutary to the families and the assistances improve of the results
for youth.

This project showed that the school departments of health mental improved t
he wellbeing of student, the behavior and the success of school, while show
ing a significant reduction in violence and other problems of behavior at t
he house and the school. The study is continuous and a second site was adde
d.