外文翻譯---心理健康

1、Mental healthAcknowledgments are in order for the many faculty and family members who have provided support, guidance, and encouragement throughout this process. I am appreciative of the help that each person has given.

2、I wish to thank those faculty members who each contributed to my increased understanding of this process, the subject matter, and the importance of rigorous research. I am especially thankful for the consistent support a

3、nd guidance from my advisor, Dawn Anderson-Butcher. She spent many hours steering my efforts and providing me quality feedback that always allowed me to think critically and push myself further than I ever imagined. I wo

4、uld also like to thank Tamara Davis for her encouragement, enthusiasm, and ongoing support for not only this thesis but for my professional development as well. Additionally, thanks are in order to Jerry Bean for his alw

5、ays refreshing perspectives and solid technical support. I would also like to thank Tony Amorose for stepping in to provide even further assistance and contributing greatly to my understanding of data analysis. Finally,

6、many thanks go to my family who has provided endless support from begi- nning to end. My mother, Sholeh Mesbah, and step-father, William Stone, have de- monstrated their love for me by answering the phone at all hours, a

7、llowing me to talk through all frustrations, and encouraging me to keep moving forward. Also, my fat- her, Mark Ball, and step-mother, Nilsa Ramirez , consistently kept me grounded by reminding me that, thesis or not, ev

8、eryday life continues. Last but not least, I would like to thank my sister, Amanda Ball. Her optimism, support, and love were unwavering. According to the most recent Surgeon General’s Report on Mental Health , 9 to 13 p

9、ercent of all U.S. children and adolescents have serious emotional disturbances. Moreover, 21 percent of U.S. children have diagnosable mental or addictive disorders. Unfortunately, most of these “de facto mental health

10、care system for children”. In spite of this de facto system, children’s mental health needs remain unmet. As a result, schools are beginning to see the ramifications of these unmet needs as they pertain to poor academic

11、achievement among students. Essentially, schools have been unable to fully address students’ mental health needs through traditional practices and traditional means. A national survey of school mental health services rec

12、ently reported that, generally, funding for school mental health has decreased in the past 5 years while demand for services has increased in most districts. Additionally, districts also reported that referrals to commun

13、ity-based mental health providers have increased but the availability of these practitioners to provide services has decreased. As student academic success is closely tied to social-emotional well being, school change ef

14、forts must begin to address these needs if they are to meet their accountabilities. Doing so requires schools to consider new models of school improvement that include social-emotional development along with traditio

15、nal standards-based accountabilities. To meet the needs of children today and to improve academic outcomes for all children, it is imperative that schools utilize new models of school improvement that include effective

16、methods to address mental health needs. This process, however, will involve a cultural shift in educational systems that have historically focused on traditional forms of school improvement. Most traditional school impro

17、vement often focuses on “walled in approaches” such as enhanced curriculum alignment, improved instructional methods, and standards-based accountabilities. In addition, most current school improvement models are narrowly

18、 focused on result-oriented improvements in instruction and behavior management rather than on system-wide efforts to address barriers to learning. As a result, these models often marginalize programs, services, and syst