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Center for the Study of Schools as a Context for Urban Children's Mental Health

学校作为城市儿童心理健康背景的研究中心

基本信息

批准号：
8249947
负责人：
Marc Steven Atkins
金额：
$ 76.82万
依托单位：
UNIVERSITY OF ILLINOIS AT CHICAGO
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-06-01 至 2014-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8249947
关键词：
Address Adolescent Adopted Affect Biometry Chicago Child Child Mental Health Communities Development Dimensions Education Effectiveness Emotional Feasibility Studies Goals Grant Health Policy Health Services Research Hylobates Genus Illinois Indigenous Institutes Interdisciplinary Study Intervention Learning Life Link Medical Mental Health Mental Health Services Mental health promotion Mentors Methods Mission Modeling National Institute of Mental Health Nature Outcome Poverty Process Psyche structure Public Health Research Research Infrastructure Research Personnel Research Project Grants Resources Role Schools Social Environment South Carolina Tennessee Testing Training Universities Virginia Work Youth base career catalyst contextual factors design effective intervention health practice innovation mental health education novel programs psychosocial adjustment research to practice social theories virtual

项目摘要

DESCRIPTION (provided by applicant): 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.

描述（由申请人提供）：DCISIR的主要目标是通过推进研究和实践来支持学校促进儿童心理健康的固有能力，从而解决生活在城市贫困中的儿童的心理健康需求。拟议中的学校作为城市儿童心理健康背景研究中心是一个位于伊利诺伊大学芝加哥的虚拟中心，将弗吉尼亚大学、田纳西大学、和南卡罗来纳州医科大学沿着在生物统计学领先的计划（伊利诺伊大学芝加哥分校）和心理健康实践（社区心理健康理事会）。我们建议，这种整合的观点将产生一个新的理解的心理健康和教育资源的协调和转移的重点和性质的有效干预城市青年的研究。本DCISIR是由学校的组织和教室的设置中发生的关键的相互作用，促进学习和调整的理解为指导。这一背景重点旨在确定和利用学校和社区内的土著资源，以改变城市贫困青年上学的社会背景，增加儿童获得积极心理健康和学业成果的机会。我们的多学科研究计划将借鉴组织理论，发展生态理论和教育研究：（a）评估城市学校内扰乱或加强儿童教育和心理健康的某些社会背景因素，（B）查明和调动土著学校和社区资源作为变革的催化剂，及（c）推广及研究创新介入策略及方法的可行性及影响。通过计划的合作活动和研究项目，DCISIR将（1）创建和采用新的方法论方法，（2）应用综合理论观点来研究与心理健康促进相关的社会背景的核心维度，（3）创建和支持可持续的社区伙伴关系，以及（4）为可持续的跨学科研究团队中的早期职业研究人员提供培训和指导。

项目成果

期刊论文数量（8）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study.

DOI：
10.1007/s12310-015-9165-9
发表时间：
2016-06
期刊：
School mental health
影响因子：
2.6
作者：
Cappella E;Jackson DR;Kim HY;Bilal C;Holland S;Atkins MS
通讯作者：
Atkins MS

Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.

绘制课堂社交世界：社交过程和行为参与的多层次、多报告者方法。

DOI：
10.1002/ajcp.12022
发表时间：
2016
期刊：
American journal of community psychology
影响因子：
3.1
作者：
Kim,HaYeon;Cappella,Elise
通讯作者：
Cappella,Elise

Usual care for clinicians, unusual care for their clients: rearranging priorities for children's mental health services.

DOI：
10.1007/s10488-012-0453-5
发表时间：
2013-01
期刊：
ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH
影响因子：
2.6
作者：
Atkins, Marc S.;Lakind, Davielle
通讯作者：
Lakind, Davielle

Supporting mental health providers: The feasibility and promise of a virtual professional learning community.