The primary goal of this proposed DCISIR is to address the mental health needs of children living in urban poverty by advancing research and practice to support the inherent capacity of schools to promote children's mental health. The proposed Center for the Study of Schools as a Context for Urban Children's Mental Health is a virtual center based at the University of Illinois Chicago, linking research programs of leading investigators in education and mental health services research at the University of Virginia, the University of Tennessee, and the Medical University of South Carolina along with leading programs in biostatistics (University of Illinois Chicago) and mental health practice (Community Mental Health Council). We propose that this integration of perspectives will yield a new understanding of the coordination of mental health and educational resources and shift the foci and nature of research on effective interventions for urban youth. This DCISIR is guided by an understanding of schools as organizations and of classrooms as the setting in which critical interactions occur that promote learning and adjustment. This contextual focus aims to identify and leverage indigenous resources within schools and communities to change the social context of schooling for youth in urban poverty and increase the chances for positive mental health and academic outcomes for children. Our program of multidisciplinary research will draw from organizational theory, developmental-ecological theory, and education research to: (a) assess select social contextual factors within urban schools that disrupt or enhance children's education and mental health, (b) identify and mobilize indigenous school and community resources as catalysts for change, and (c) promote and study the feasibility and impact of innovative intervention strategies and methods. Through planned collaborative activities and research projects, the DCISIR will (1) create and adopt novel methodological approaches, (2) apply integrated theoretical perspectives to examine the core dimensions of social context associated with mental health promotion, (3) create and support sustainable community partnerships, and (4) provide training and mentoring for early career researchers working within sustainable interdisciplinary research teams.
to Public Health: The primary goal of this proposed DCISIR is to address the mental health needs of children living in urban poverty by advancing research and practice to support the inherent capacity of schools to promote children's mental health. Through a program of multidisciplinary research, this DCISIR will: (a) assess select social contextual factors within urban schools that disrupt or enhance children's education and mental health, (b) identify and mobilize indigenous school and community resources as catalysts for change, and (c) promote and study the feasibility and impact of innovative intervention strategies and methods.
|Kim, Ha Yeon; Cappella, Elise (2016) Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement. Am J Community Psychol 57:20-35|
|Atkins, Marc S; Rusch, Dana; Mehta, Tara G et al. (2016) Future Directions for Dissemination and Implementation Science: Aligning Ecological Theory and Public Health to Close the Research to Practice Gap. J Clin Child Adolesc Psychol 45:215-26|
|Cappella, Elise; Jackson, Daisy R; Kim, Ha Yeon et al. (2016) Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study. School Ment Health 8:222-237|
|Atkins, Marc S; Shernoff, Elisa S; Frazier, Stacy L et al. (2015) Redesigning community mental health services for urban children: Supporting schooling to promote mental health. J Consult Clin Psychol 83:839-52|
|Frazier, Stacy L; Dinizulu, Sonya Mathies; Rusch, Dana et al. (2015) Building Resilience After School for Early Adolescents in Urban Poverty: Open Trial of Leaders @ Play. Adm Policy Ment Health 42:723-36|
|Bagner, Daniel M; Frazier, Stacy L; Berkovits, Michelle (2014) Getting ready for preschool: linking early intervention and family mental health for infants and toddlers with developmental delay. Adm Policy Ment Health 41:707-11|
|Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W et al. (2013) Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity. Am J Community Psychol 52:367-79|
|Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L (2013) The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning. School Ment Health 5:144-154|
|Atkins, Marc S; Lakind, Davielle (2013) Usual care for clinicians, unusual care for their clients: rearranging priorities for children's mental health services. Adm Policy Ment Health 40:48-51|
|Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon et al. (2012) Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools. J Consult Clin Psychol 80:597-610|
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