adelman's picture
Howard S. Adelman
Co-director, School Mental Health Project & Center for MH in Schools
Ph. D.,
UCLA, 1966
Primary Area:
Clinical Psychology
1243C FH
(310) 825-1225
Research and Teaching Interests:

Clinical-child, school based mental health programs, learning and motivation problems, intervention theory.

Howard Adelman is professor of psychology and co-director (along with Linda Taylor) of the School Mental Health Project and its  National Center for Mental Health in Schools at UCLA*. He began his professional career as a remedial classroom teacher in 1960 and received his Ph.D. in psychology from UCLA in 1966. He directed the Fernald School and Laboratory at UCLA from1973-1986. His research and teaching focuses on policies and practices for addressing barriers to students' learning (including educational, psychosocial, and mental health, problems). In particular, he is interested in system variables (e.g., environmental determinants and interventions, models and mechanisms for system change) and intrinsic motivational factors (e.g., self- perceptions of control, competence, relatedness) relevant to the causes and correction of emotional, behavioral, and learning problems. In recent years, he has been involved in large-scale systemic reform initiatives to enhance school and community efforts to address barriers to learning and promote healthy development.

*The Center for Mental Health in Schools operates under the auspices of the School Mental Health Project at UCLA. The Center approaches mental health and psychosocial concerns from the broad perspective of addressing barriers to learning and promoting healthy development. In particular, it focuses on comprehensive, multifaceted models and practices to deal with the many external and internal barriers that interfere with development, learning, and teaching. Specific attention is given policies and strategies that can counter marginalization and fragmentation of essential interventions and enhance collaboration between school and community programs. In this respect, a major emphasis is on enhancing the interface between efforts to address barriers to learning and prevailing approaches to school and community reforms. (see