As familiar as Americans are with the problems of youth drug and alcohol abuse, we are not identifying all the potential solutions. While observers criticize overemphasis in U.S. policy on enforcement and scant resources devoted to treatment, the focus on these approaches often ignores a key piece of the puzzle: prevention.
Student mental health programs can improve staff, faculty, and student knowledge of mental health problems, provide skills for identifying and referring students in need, and change attitudes toward mental health problems.
If prevention researchers build programs with developmentally relevant content, and provide this content in an engaging, confidential, and non-judgmental way, it can help middle school-aged children avoid alcohol.
The Cognitive-Behavioral Intervention for Trauma in Schools Program (CBITS) is a targeted intervention for school children who have experienced a traumatic or violent event and have symptoms of posttraumatic stress disorder.
This study examined teacher roles in the implementation of a district-wide suicide prevention program through focus groups and interviews with middle school teachers, administrators, and other school personnel.
Information about costs of implementing a multisite school-based prevention program was captured using microcosting methods. Program costs varied widely based on a number of factors, but median costs were overall lower than general government estimates.
Through a collaborative partnership between school staff and researchers, preliminary evidence suggests that receiving a school trauma intervention soon after screening compared to delaying treatment can result in better school grades.
The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) reduces symptoms of post-traumatic stress and depression in students exposed to violence. Free web-based training to deliver CBITS is available for mental health professionals.
This study of perceptions of drinking water in a California school district found that school staff and public health officials have a range of concerns about water quality and availability; as some schools move to replace sugary drinks in schools and develop policies to promote water consumption, they should explore ways of addressing these concerns.
Schools with greater support from administrative leadership and clinician networks are more successful in implementing evidence-based mental health programs to help students deal with the impact of traumatic events.
To establish the prevalence of recanting of life-time inhalant use, the authors identify correlates of recanting to gain insight to its causes and develop a method for distinguishing recanters who truly are versus are not life-time users of inhalants.