This document summarizes the development and implementation of Project Fleur-de-lis, a comprehensive mental health program for students in New Orleans following Hurricane Katrina. It describes the multi-tiered intervention model including school-based services, classroom interventions, and community referrals. Data is presented on over 1,000 students who received services between 2006-2009, showing high rates of trauma exposure and symptoms like difficulty concentrating. The program has expanded to serve more schools and students while providing free trauma-focused therapy.
This document summarizes a gender-informed program called "What Were We Thinking" that aims to prevent postnatal mental health problems in women. It discusses the partnership between Monash University and Jean Hailes for Women's Health that generates and translates knowledge on this topic. It also provides information on prevalence of postnatal mental disorders, risk factors, existing prevention approaches, and describes the psychoeducational program components and evaluation through a randomized controlled trial. Translations for health professionals and consumers are discussed, along with strategies for sustainability.
Analyzing the Cost-Effectiveness of Interventions to Benefit Orphans and Vuln...MEASURE Evaluation
The document analyzes the cost-effectiveness of interventions that benefit orphans and vulnerable children in Kenya and Tanzania. It evaluates several programs that provide home visiting, educational support, kids' clubs, counseling, and school-based HIV education. The results show that school-based HIV education programs can substantially increase children's knowledge of HIV at a low cost. Kids' clubs were effective at improving family self-esteem but not other outcomes. Counseling had a low cost per improvement in pro-social behaviors. Collecting cost data concurrently with measuring program outcomes provides useful information for policymakers.
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
The document discusses challenges for school-aged children with genetic disorders and introduces the Genetics Education Materials for School Success (GEMSS) website as a resource. GEMSS provides condition-specific information and support for families, schools, and healthcare providers to help children with genetic disorders succeed in school. The document reviews laws protecting students with disabilities, differences between IEPs and 504 plans, and examples of how GEMSS can be used, such as developing lesson plans and IEPs. Four case studies are presented where individuals could utilize information on the GEMSS website.
Nicole Porter conducted a usability study of a virtual coaching intervention incorporating pet-assisted activities to treat social anxiety in adolescents. The study involved a 4-week trial with pre- and post-measures of social anxiety, social participation, and satisfaction. Quantitative data from standardized scales and qualitative data from coach notes and open-ended responses were analyzed. The purpose was to evaluate the feasibility and usability of the intervention which was based on evidence for the effectiveness of coaching, social skills training, and animal-assisted interventions for social anxiety and participation.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
This document summarizes a gender-informed program called "What Were We Thinking" that aims to prevent postnatal mental health problems in women. It discusses the partnership between Monash University and Jean Hailes for Women's Health that generates and translates knowledge on this topic. It also provides information on prevalence of postnatal mental disorders, risk factors, existing prevention approaches, and describes the psychoeducational program components and evaluation through a randomized controlled trial. Translations for health professionals and consumers are discussed, along with strategies for sustainability.
Analyzing the Cost-Effectiveness of Interventions to Benefit Orphans and Vuln...MEASURE Evaluation
The document analyzes the cost-effectiveness of interventions that benefit orphans and vulnerable children in Kenya and Tanzania. It evaluates several programs that provide home visiting, educational support, kids' clubs, counseling, and school-based HIV education. The results show that school-based HIV education programs can substantially increase children's knowledge of HIV at a low cost. Kids' clubs were effective at improving family self-esteem but not other outcomes. Counseling had a low cost per improvement in pro-social behaviors. Collecting cost data concurrently with measuring program outcomes provides useful information for policymakers.
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
The document discusses challenges for school-aged children with genetic disorders and introduces the Genetics Education Materials for School Success (GEMSS) website as a resource. GEMSS provides condition-specific information and support for families, schools, and healthcare providers to help children with genetic disorders succeed in school. The document reviews laws protecting students with disabilities, differences between IEPs and 504 plans, and examples of how GEMSS can be used, such as developing lesson plans and IEPs. Four case studies are presented where individuals could utilize information on the GEMSS website.
Nicole Porter conducted a usability study of a virtual coaching intervention incorporating pet-assisted activities to treat social anxiety in adolescents. The study involved a 4-week trial with pre- and post-measures of social anxiety, social participation, and satisfaction. Quantitative data from standardized scales and qualitative data from coach notes and open-ended responses were analyzed. The purpose was to evaluate the feasibility and usability of the intervention which was based on evidence for the effectiveness of coaching, social skills training, and animal-assisted interventions for social anxiety and participation.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
The document summarizes the goals and structure of the Collaborative for the Analyses of Pathways from Childhood to Adulthood (CAPCA). CAPCA aims to examine human development across the lifespan using multiple longitudinal datasets. It utilizes advanced statistical techniques and data sharing between member projects to better understand development. CAPCA is structured around biannual meetings, data analysis support, and an annual workshop on longitudinal statistics.
A webinar from the Annie E. Casey and William T. Grant foundations explores how partnerships between researchers and child welfare professionals can be a valuable resource for agencies serving kids and families.
A review of the evidence: School-based Interventions to Address Obesity Preve...Health Evidence™
Health Evidence hosted a 90 minute webinar, funded by the Canadian Institutes of Health Research (KTB-112487), on School-based Interventions to Address Obesity Prevention in Children 6-12 Years of Age presenting key messages, and implications for practice on Thursday, November 22nd, 2012 at 1:00 pm EST.
Kara DeCorby, Managing Director and Knowledge Broker for Health Evidence, lead the webinar, which included interactive discussion with Julie Charlebois and Paula Waddell, the authors of this review.
This webinar focused on interpreting the evidence in the following review:
Charlebois, J., Gowrinathan, Y., & Waddell, P. (2012). A Review of the Evidence: School-based Interventions to Address Obesity Prevention in Children 6-12 Years of Age. Toronto Public Health. Toronto, Ontario. (http://health-evidence.ca/documents/Final Report Sept 24-12.pdf)
Holding back the avalanche: Managing demand in police reports of DV to child ...BASPCAN
1. The document discusses the challenge of managing high volumes of police referrals to child protection agencies regarding domestic violence cases.
2. It proposes implementing a "differential response" to filter cases according to severity and divert less severe cases away from the child protection system to improve efficiency while still ensuring child and mother safety.
3. Jurisdictions like Western Australia and New South Wales have had some success implementing differential response systems that direct only about 5% of domestic violence police reports to child protection.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Lisa Marriott - Working with Local Schools on Nutrition EducationSeriousGamesAssoc
Lisa Marriott, Assistant Professor, OHSU/PSU School of Public Health
This presentation was given at the 2017 Serious Play Conference, hosted by the George Mason University - Virginia Serious Play Institute.
Games for improving health and education: approaches for integrating data collection and persuasive system design on an academic budget
Dr. Hill Walker, Co-Director at the University of Oregon Institute on Violence and Destructive Behavior, at the 2011 Local Public Safety Coordinating Council of Multnomah County's "What Works" conference, "Juvenile Justice Grounded in Youth Development" December 9, 2011, Portland, OR. Audio concludes at slide #24.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
PPT for Incentivizing PA @ Moosheart Child City & SchoolHannahLaCroix
The document proposes an intervention to incentivize physical activity among children and adolescents at Mooseheart Child City & School. The intervention would use preference assessments to identify individualized reinforcers for 24 participants. It would provide reinforcers to those who meet daily step goals tracked by activity monitors for 3 of 5 days per week over 12 weeks. Focus groups and interviews would evaluate perceptions of the incentives and their impact on physical activity and health outcomes. The goals are to increase physical activity levels and reduce BMI scores to promote student health.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
The development, implementation, and evaluation of a mental health strategyhealthycampuses
The document outlines the development, implementation, and evaluation of the University of Calgary's Campus Mental Health Strategy. It describes how the strategy was developed through a task force and working group process that identified gaps and formulated 28 recommendations across 6 strategic areas. Implementation involved expanding programming, enhancing supports, and developing new initiatives. Evaluation of the strategy occurs at multiple levels through a subcommittee and research partnerships to assess impact over time. The overall goal is to promote mental health, well-being and a supportive campus environment.
Usingdatatospursystemschange heading home hennepin minnesotatobrien56
Hennepin County has partnered with the University of Minnesota to evaluate its plan to end homelessness. Students have conducted evaluations of the county's Housing First program, single adult shelter use, and programs for frequent jail users and refugees. These evaluations found that Housing First reduced shelter use and criminal justice involvement, most single adult shelter stays are short, and targeting high needs groups like frequent jail users can significantly reduce their system usage. The partnership has expanded understanding of homelessness programs and improved policymaking.
Sebba o higgins-educational outcomes of children in care_4_nov2014Young Lives Oxford
Understanding the Educational Outcomes of Young People in Care - presentation by Professor Judy Sebba and Aoife O'Higgins from the Rees Centre for Research in Fostering and Education. Gives an overview of research to date and some of the sources of data about education for children in care. Outlines a new study to assess and promote 'what works' to improve education outcomes for young people in care in the UK.
This workshop will describe how school health professionals can promote healthy relationships on school campuses through comprehensive strategies that address teen dating and sexual violence awareness and prevention. The California Department of Public Health (CDPH) will highlight best practices, preliminary outcomes, and lessons learned from three state-sponsored projects: a Comprehensive School-Based Teen Dating Violence Prevention Program (TV Program), a Multi-Level Strategy for Sexual Harassment Prevention (SH Prevention), and Youth-Led Community Mobilization. These programs move beyond teaching classroom curricula to change school climate through youth leadership, school administration training, school policy, campaigns, and community partnerships to promote healthy relationships.
This document provides an overview of issues facing children with special health care needs (CSHCN) in California. It discusses key focus areas like care coordination and family engagement. It notes that California ranks poorly nationally in areas like preventative care, care coordination, and family-centered care for CSHCN. The document also discusses the medical and social complexity of CSHCN, the importance of care coordination systems, and the need to better support families providing care.
Jerry Phelps has over 19 years of experience as a licensed psychologist in a variety of clinical settings. He has successfully led and managed multiple teams, delivering high quality outcomes through problem solving, collaboration, and relationship building. Phelps has experience integrating mental health technology into clinical services and developing screening programs, apps, and surveys. He provides clinical supervision and has expertise in areas like motivational interviewing, substance abuse, and student development. Phelps aims to meet students' needs through innovative service models and a focus on access, outreach, and reducing barriers to care.
This document outlines a 3-tiered approach to building a trauma-informed system of care across 4 counties in Southern Illinois. Tier 1 focuses on community education to reduce stigma and increase awareness. Tier 2 increases family support services and access through family advocates and universal screening. Tier 3 coordinates services across agencies using models like wraparound and shared assessments. A community planning team represents various organizations to implement this comprehensive initiative aimed at strengthening family resiliency.
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
The document summarizes the goals and structure of the Collaborative for the Analyses of Pathways from Childhood to Adulthood (CAPCA). CAPCA aims to examine human development across the lifespan using multiple longitudinal datasets. It utilizes advanced statistical techniques and data sharing between member projects to better understand development. CAPCA is structured around biannual meetings, data analysis support, and an annual workshop on longitudinal statistics.
A webinar from the Annie E. Casey and William T. Grant foundations explores how partnerships between researchers and child welfare professionals can be a valuable resource for agencies serving kids and families.
A review of the evidence: School-based Interventions to Address Obesity Preve...Health Evidence™
Health Evidence hosted a 90 minute webinar, funded by the Canadian Institutes of Health Research (KTB-112487), on School-based Interventions to Address Obesity Prevention in Children 6-12 Years of Age presenting key messages, and implications for practice on Thursday, November 22nd, 2012 at 1:00 pm EST.
Kara DeCorby, Managing Director and Knowledge Broker for Health Evidence, lead the webinar, which included interactive discussion with Julie Charlebois and Paula Waddell, the authors of this review.
This webinar focused on interpreting the evidence in the following review:
Charlebois, J., Gowrinathan, Y., & Waddell, P. (2012). A Review of the Evidence: School-based Interventions to Address Obesity Prevention in Children 6-12 Years of Age. Toronto Public Health. Toronto, Ontario. (http://health-evidence.ca/documents/Final Report Sept 24-12.pdf)
Holding back the avalanche: Managing demand in police reports of DV to child ...BASPCAN
1. The document discusses the challenge of managing high volumes of police referrals to child protection agencies regarding domestic violence cases.
2. It proposes implementing a "differential response" to filter cases according to severity and divert less severe cases away from the child protection system to improve efficiency while still ensuring child and mother safety.
3. Jurisdictions like Western Australia and New South Wales have had some success implementing differential response systems that direct only about 5% of domestic violence police reports to child protection.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Lisa Marriott - Working with Local Schools on Nutrition EducationSeriousGamesAssoc
Lisa Marriott, Assistant Professor, OHSU/PSU School of Public Health
This presentation was given at the 2017 Serious Play Conference, hosted by the George Mason University - Virginia Serious Play Institute.
Games for improving health and education: approaches for integrating data collection and persuasive system design on an academic budget
Dr. Hill Walker, Co-Director at the University of Oregon Institute on Violence and Destructive Behavior, at the 2011 Local Public Safety Coordinating Council of Multnomah County's "What Works" conference, "Juvenile Justice Grounded in Youth Development" December 9, 2011, Portland, OR. Audio concludes at slide #24.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
PPT for Incentivizing PA @ Moosheart Child City & SchoolHannahLaCroix
The document proposes an intervention to incentivize physical activity among children and adolescents at Mooseheart Child City & School. The intervention would use preference assessments to identify individualized reinforcers for 24 participants. It would provide reinforcers to those who meet daily step goals tracked by activity monitors for 3 of 5 days per week over 12 weeks. Focus groups and interviews would evaluate perceptions of the incentives and their impact on physical activity and health outcomes. The goals are to increase physical activity levels and reduce BMI scores to promote student health.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
The development, implementation, and evaluation of a mental health strategyhealthycampuses
The document outlines the development, implementation, and evaluation of the University of Calgary's Campus Mental Health Strategy. It describes how the strategy was developed through a task force and working group process that identified gaps and formulated 28 recommendations across 6 strategic areas. Implementation involved expanding programming, enhancing supports, and developing new initiatives. Evaluation of the strategy occurs at multiple levels through a subcommittee and research partnerships to assess impact over time. The overall goal is to promote mental health, well-being and a supportive campus environment.
Usingdatatospursystemschange heading home hennepin minnesotatobrien56
Hennepin County has partnered with the University of Minnesota to evaluate its plan to end homelessness. Students have conducted evaluations of the county's Housing First program, single adult shelter use, and programs for frequent jail users and refugees. These evaluations found that Housing First reduced shelter use and criminal justice involvement, most single adult shelter stays are short, and targeting high needs groups like frequent jail users can significantly reduce their system usage. The partnership has expanded understanding of homelessness programs and improved policymaking.
Sebba o higgins-educational outcomes of children in care_4_nov2014Young Lives Oxford
Understanding the Educational Outcomes of Young People in Care - presentation by Professor Judy Sebba and Aoife O'Higgins from the Rees Centre for Research in Fostering and Education. Gives an overview of research to date and some of the sources of data about education for children in care. Outlines a new study to assess and promote 'what works' to improve education outcomes for young people in care in the UK.
This workshop will describe how school health professionals can promote healthy relationships on school campuses through comprehensive strategies that address teen dating and sexual violence awareness and prevention. The California Department of Public Health (CDPH) will highlight best practices, preliminary outcomes, and lessons learned from three state-sponsored projects: a Comprehensive School-Based Teen Dating Violence Prevention Program (TV Program), a Multi-Level Strategy for Sexual Harassment Prevention (SH Prevention), and Youth-Led Community Mobilization. These programs move beyond teaching classroom curricula to change school climate through youth leadership, school administration training, school policy, campaigns, and community partnerships to promote healthy relationships.
This document provides an overview of issues facing children with special health care needs (CSHCN) in California. It discusses key focus areas like care coordination and family engagement. It notes that California ranks poorly nationally in areas like preventative care, care coordination, and family-centered care for CSHCN. The document also discusses the medical and social complexity of CSHCN, the importance of care coordination systems, and the need to better support families providing care.
Jerry Phelps has over 19 years of experience as a licensed psychologist in a variety of clinical settings. He has successfully led and managed multiple teams, delivering high quality outcomes through problem solving, collaboration, and relationship building. Phelps has experience integrating mental health technology into clinical services and developing screening programs, apps, and surveys. He provides clinical supervision and has expertise in areas like motivational interviewing, substance abuse, and student development. Phelps aims to meet students' needs through innovative service models and a focus on access, outreach, and reducing barriers to care.
This document outlines a 3-tiered approach to building a trauma-informed system of care across 4 counties in Southern Illinois. Tier 1 focuses on community education to reduce stigma and increase awareness. Tier 2 increases family support services and access through family advocates and universal screening. Tier 3 coordinates services across agencies using models like wraparound and shared assessments. A community planning team represents various organizations to implement this comprehensive initiative aimed at strengthening family resiliency.
When Health Care Institutions and Post Secondary Collaborate to change the Landscape for Student Mental Health: The Case of the Mobile Mental Health Team
BY: Su-Ting Teo, Ryerson Unviersity
Karen Cornies, Redeemer University College,
Louisa Drost, Mohawk College
Recognizing the critical mental health needs of students, PSEs are looking for fast effective referrals. Partnerships with local health care agencies can be of tremendous benefit in providing such services. Join us to hear about Hamilton PSEs working with St. Joseph’s Hamilton Healthcare staff and community services to launch a collaborative initiative called the Youth Wellness Centre and the Mobile Mental Health Team. Hear about Ryerson’s efforts and be inspired to launch your own initiative!
Public Health Program Development to Complement Occupational Therapy PracticeSamantha Thompson
This document describes a public health program developed through collaboration between occupational therapy and public health practitioners to support parents of teenagers with autism. A needs assessment identified key parental needs around stress, support, and caregiving burden. In response, a nine-session parent health program was developed covering topics like financial wellness, independence promotion, and social skills. Program evaluation found it increased parents' knowledge, decreased stress, and improved confidence in handling their teenager's transition out of high school. The collaboration between occupational therapy and public health allowed for addressing needs at both the individual client and community levels.
Trauma can have a profound impact on students, staff, and schools, interfering with cognitive and social-emotional processes needed to thrive in school and in life. Yet transforming the way we support student success and wellness takes innovation, focus, and deep partnership between the education and health sectors. CSHA and Alameda County will share their work with school systems in the Bay Area and across the state to create trauma- and healing-informed schools. We will share the basics of trauma awareness, lessons learned from school- and district-based efforts, and planning tools to apply to your own districts and school communities.
This document discusses creating trauma-informed schools to support students affected by traumatic experiences. It finds that exposure to trauma is widespread among youth and negatively impacts academic performance. Schools are well-positioned to intervene as most youth access mental health services there. The document recommends training educators about trauma, identifying affected students, supporting recovery through safety and skills-building, increasing mental health services, and using evidence-based interventions like CBITS and TARGET that are group-based and flexible. The goal is for trauma-informed practices to foster resiliency, hope, and optimal learning.
This document summarizes a presentation on social determinants of health and upstream medicine given at a global health conference. It discusses how health is determined by multiple social and environmental factors beyond just medical care. The presentation advocates for medical education that exposes students early to these broader determinants of health through real-world experiences with patients. It describes a curriculum implemented at Texas A&M involving students visiting patients at home and in clinics to learn how social issues impact health and develop plans to address one identified social determinant. Performance is assessed based on documentation and understanding of links between social factors and medical issues.
The document discusses building effective student mental health identification and response systems in schools, including improving early identification through universal screening, developing multi-source referral systems using multidisciplinary teams, and establishing information sharing agreements to monitor intervention access and effectiveness. Effective referral pathways clearly define roles and responsibilities, share information efficiently, and make intervention decisions collaboratively with the priority being student wellbeing. The presentation also provides an overview of the School Mental Health Referral Pathways toolkit for establishing comprehensive systems.
Going Where the Kids Are: Starting, Growing, and Expanding School Based Healt...CHC Connecticut
Webinar broadcast on: June 28 | 3 P.M. EST
This webinar will address the benefits, challenges, and strategic advantages of a school based health center program from a clinical, data, quality, operational viewpoint, communications, and community engagement perspective. Experts will share the strategy for integrating oral health and behavioral health to ensure the best outcomes for patients.
Presentation of Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
Beginning in 2014 and continuing through 2017, Native American Health Center’s SBHCs incorporated social determinants of health questions into screening tools used with students. This presentation will provide an update on implementing these screening questions, specifically the challenges and strategies to responding effectively when students identify a need. The importance of leveraging internal resources, partnering with community agencies and building connections with school staff will be addressed in relation to specific identified needs. Models of clinic staff role expansion and internal capacity building, along with other challenges and adaptations will be shared as tools for helping participants plan for and engage in incorporating screening and evaluations of these important health indicators into their practices.
This document discusses using prevention science to guide community violence prevention efforts. It outlines that longitudinal studies have identified risk and protective factors that predict problems like delinquency and violence. Effective prevention programs target these factors. Some examples of effective programs described are Nurse-Family Partnership, Promoting Alternative Thinking Strategies (PATHS), the Bullying Prevention Program, and the Seattle Social Development Project. Research has shown these programs reduce risks like child abuse and improve outcomes such as school bonding and graduation rates. The document advocates using science-based approaches proven to work rather than unproven strategies that are more commonly used.
Care Coordination in a Medical Home in Post-KatrinaNew OrleaTawnaDelatorrejs
Care Coordination in a Medical Home in Post-Katrina
New Orleans: Lessons Learned
Susan Berry • Eleanor Soltau • Nicole E. Richmond •
R. Lyn Kieltyka • Tri Tran • Arleen Williams
Published online: 14 July 2010
� Springer Science+Business Media, LLC 2010
Abstract This is a prospective study to evaluate ability of a
nurse care coordinator to: (1) improve ability of a pediatric
clinic to meet medical home (MH) objectives and (2)
improve receipt of services for families of children with
special health care needs (CSHCN). A nurse was hired to
provide care coordination for CSHCN in an urban, largely
Medicaid pediatric academic practice. CSHCN were iden-
tified using a CSHCN Screener. Ability to meet MH criteria
was determined using the MH Index (MHI). Receipt of MH
services was measured using the MH Family Index (MHFI).
After baseline surveys were completed, Hurricane Katrina
destroyed the clinic. Care coordination was implemented for
the post-disaster population. Surveys were repeated in the
rebuilt clinic after at least 3 months of care coordination. The
distribution of demographics, diagnoses and percent
CSHCN did not significantly change pre and post Katrina.
Psychosocial needs such as food, housing, mental health and
education were markedly increased. Essential strategies
included developing a new tool for determining complexity
of needs and involvement of the entire practice in care
coordination activities. MHFI showed improvement in
receipt of services post care coordination and post-Katrina
with P \ 0.05 for 13 of 16 questions. MHI demonstrated
improvement in care coordination and community outreach
domains. Average cost was $36.88 per CSHCN per year.
There was significant improvement in the ability of the clinic
to meet care coordination and community outreach MH cri-
teria and in family receipt of services after care coordination,
despite great increase in psychosocial needs. This study pro-
vides practical strategies for implementing care coordination
for families of high risk CSHCN in underserved populations.
Keywords Care coordination � Medical home �
Children with special healthcare needs (CSHCN) �
Title V CSHCN � Hurricane Katrina
Eleanor Soltau has relocated to Atlanta, Georgia, after her
involvement with this research.
S. Berry (&) � N. E. Richmond � A. Williams
Department of Pediatrics, Louisiana State University
Health Sciences Center, 1010 Common Street Suite #610,
New Orleans, LA 70112, USA
e-mail: [email protected]
N. E. Richmond
e-mail: [email protected]
A. Williams
e-mail: [email protected]
E. Soltau
Children’s Hospital Medical Practice Corporation,
New Orleans, LA, USA
e-mail: [email protected]
S. Berry � N. E. Richmond � A. Williams
Louisiana Office of Public Health, Children’s Special Health
Services, New Orleans, LA, USA
R. L. Kieltyka � T. Tran
Department of Pediatrics, Louisiana State University Health
Sciences Center, 1010 Common Street Suite #2710,
New Orleans, LA 7011 ...
The document discusses pediatric healthcare advocacy and the concept of a "Child-Centered Medical Home." It explains that advocating for children is different than for adults due to their medical, emotional, and long-term needs. The medical home model aims to provide accessible, coordinated, compassionate care centered around the personal physician. Advocates should strive to meet these goals and provide value by supporting children and families through education, resources, and navigating the complex healthcare system. Chronic and acute illnesses present different advocacy challenges in terms of caregiver needs, treatment decisions, and learning about the condition over time or urgently.
ISPCAN Jamaica 2018 - The Impact of Domestic Violence on Children's Functioni...Christine Wekerle
The Impact of Domestic Violence on Children's Functioning: Care Planning Approaches to Foster Trauma-Informed Care
Shannon Stewart, Yasmin Garad, Natalia Lapshini
Exploring Innovations and Latest Advancements in Pediatric Nursing and Health...Gold Group Enterprises
Dr. Mary Cramer spoke at the Pediatric Nursing & Healthcare 3rd International Conference on September 21 about a pilot study using GoMo Health's Personal Concierge.
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1. From Hurricane to Home:
Evolving Trauma Treatment
with Students and Families
Douglas W. Walker, PhD
Clinical Director
Mercy Family Center
Project Fleur-de-lis
2. Objectives
• 1) Participants will be able to identify the rationale
and programmatic challenges in creating this multi-
stepped approach to addressing student’s mental
health needs in the aftermath of a natural disaster.
• 2) Participants will be able to identify the types and
trends of psychological and educational problems of
over 1,000 students who have been identified as
needing intensive “third-tier” mental health services in
the New Orleans community over the past three years
via Project Fleur-de-lis’ weekly clinical triage.
20. Project Fleur-de-lis
Project Fleur-de-lis™ is a comprehensive
mental health care program for New Orleans
area students designed as an intermediate
and long-term school-based mental health
service model for children who have been
exposed to traumatic events as a result of
natural and man-made disasters.
21. Best Practice:
Stepped Care Approach
to Mental Health Intervention
• Multi-tiered levels of care
• Pro-active focus is on addressing symptoms
before they interfere with child’s educational
or social emotional functioning
• Focus is upon working with child with
emotional/behavioral issues in a “non-clinical”
intervention model
• Utilize evidence-based treatment models and
identified “best practice” in the field of child
trauma
22. • Established in 1992 as a Sisters of Mercy
Outreach Ministry
• Managed by Sisters of Mercy Health System
• Provides outpatient psychological and psychiatry
services for children and adolescents
• Offices in Mandeville, Metairie and Algiers
• NCQA Certified
• Non-profit, 501 (c) (3) organization
• Project Fleur-de-lis is owned and managed by
Mercy Family Center
Mercy Family
Center
23.
24. School Participation
• 64 participating schools
• 26,000 children under project’s umbrella of
care
• Serving the Parishes of Orleans, Jefferson,
St. John, St. Charles, St. Tammany,
Washington and Plaquemines
25. Continued
Success
Project Fleur-de-lis is the largest
school based mental health
program in the
Greater New Orleans Area
Princeton University – Woodrow Wilson School of Public and International
Affairs. (January 2007). Coping with Katrina: Mental health services in
New Orleans.
26. Collaborative Partners
• American Red Cross
• RAND Health
• Louisiana Public Health Institute
• Catholic Charities – Archdiocese of New Orleans
• Tulane University – Department of Social Work & Psychology
• LA-YES
• Morehouse School of Medicine's Regional Coordinating Center
for Hurricane Response (RCC)
• Louisiana Rural Trauma Services Center – LSUHSC
• All Participating Schools; counselors, social workers,
administrators, teachers, families
27. Dual Programming
Tier Three:
Community-Based Intervention
(TF-CBT)
Tier Two:
Classroom-Based Intervention
(CBITS)
Tier One:
School-Based Intervention
(CBI)
Trauma Specific
Programming
School-Wide Issues:
Collective Issues of Response and
Recovery
Classroom – Community Consultation (C3):
Triage Child Specific Issues for possible
referral into Community
Community Based Interventions:
Psychology, Psychiatry, Social Work
School-Based Identification
of All Mental Health /
Learning Issues
30. January 2006
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
CCANO and Mercy Family
Center form counselor team
and divide 73 Archdiocesan
schools among them for
initial contact and needs
assessment
Because of the team’s
success they are soon
referred as
“THE AWESOME SIX”
31. Needs Assessment
• 6 counselors divided among 73
schools to collect data
• Obtained information to determine
school’s interest in services and/or
interventions, need for a school
counselor, % of devastation to school,
families, & community
33. Stepped Trauma Pathway
Enables schools to reach all
children exposed to a
traumatic event and triage
them “up” to higher, more
appropriate levels of trauma
intervention if needed
35. Classroom Based
Intervention (CBI®)
Robert Macy, Ph.D.
Boston Center for Trauma
Psychology
Trauma Informed,
Developmentally Specificity,
& Ethnocultural Specificity
Evidence Based Methodological Framework
42. Trauma Focused-
Cognitive Behavioral Therapy
(TF-CBT)
Judith A. Cohen, M.D.
Anthony Mannarino, Ph.D.
Center for Traumatic Stress in Children & Adolescents
Allegheny General Hospital, Pittsburgh, PA
Esther Deblinger, M.D.
CARES Institute
University of Medicine & Dentistry of New Jersey School of Osteopathic
Medicine
Stratford , NJ
Identified as a Model Program by SAMHSA
44. Dual Programming
School-Wide Issues:
Collective Issues of Response and
Recovery
Classroom – Community Consultation (C3):
Triage Child Specific Issues for possible
referral into Community
Community Based Interventions:
Psychology, Psychiatry, Social Work
School-Based Identification
of All Mental Health /
Learning Issues
45. Classroom - Community
Consultation (C3)
Enables schools and communities
to identify children with all types of
mental health and/or learning
issues and triage them to
appropriate care in the community
46. C3
School-Wide Issues
Brought to C3 by school counselors. School-wide issues and
concerns addressed by peer consultation and shared community
resources
Classroom – Community Consultation (C3)
Weekly consultation meetings with school-based counselors to
discuss students that may be in need of community based
services. Goal is to support counselor interventions with
students in schools to avoid decrease in adaptive functioning.
Rely on Electronic Records System maintained by counselors
and PFDL™ staff to promote continuity of care and quality
improvement initiatives
Community Based Interventions
Psychiatry, Psychology, Psycho-educational
Assessments, Wrap-Around Services
48. Hurricane Assessment
Instrument:
Summer of 2007
Survey based upon approximately 2,000
registered students summer 2007.
Currently have over 4,000 registered
students in ERS system.
63. Pediatric Symptom
Checklist
• Utilized as one of multiple screening
devices used during C3 meetings
• Includes all types of signs and symptoms
that occur in school age children
64. Developmental Trauma Disorder
• DSM-V criteria will include:
– Exposure
– Affective and physiological dysregulation
– Attention and Behavioral dysregulation
– Self and Relational dysregulation
PTSD is an adult diagnosis that does not capture
developmental impairments in emotional regulation,
attention, cognition, perception and interpersonal
relationships
van der Kolk, B. (March 19, 2009). Closing Plenary. NCTSN All
Network Conference, Orlando.
65. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50% Distracted easily
School grades dropping
Has trouble concentrating
Fidgety, unable to sit
Feels sad, unhappy
Less interested in school
Is irritable, angry
Has trouble with teacher
Is down on him or herself
Does not listen to rules
Pediatric Symptom Checklist:
Top Ten Symptoms 2006-2007
66. 0%
10%
20%
30%
40%
50%
60%
70% Has trouble concentrating
Distracted easily
School grades dropping
Fidgety, unable to sit
Daydreams too much
Feels sad, unhappy
Less interested in school
Does not listen to rules
Is irritable, angry
Worries a lot
Pediatric Symptom Checklist:
Top Ten Symptoms 2007-2008
68. C3 Community Triage: By Type
2006-2007 School Year
43%
7% 7%
43%
Psycho-Educational
Evaluation
Therapy
Psychiatry
No Referral Necessary
69. C3 Community Triage: By Type
2007-2008 School Year
53%
8%
2%
1%
36%
Psycho-Educational
Evaluation
Therapy
Psychiatry
No Referral Necessary
Case Management
70. C3 Referrals: Followed Through with
Services 2006-2007 School Year
58%
42% Followed Through
with services
Did Not Follow
Through with services
71. C3 Referrals: Followed Through with
Services 2007-2008 School Year
68%
32%
Followed Through
with services
Did Not Follow
Through with services
72. Combined 2006-2007 Triage
by Month (268 total)
0
10
20
30
40
50
S O N D J F M A M J J A
No Referral
Necessary
Psychiatry
Therapy
Psycho-
Educational
Evaluation
73. Combined 2007-2008 Triage
by Month (549 total)
0
10
20
30
40
50
60
70
80
90
S O N D J F M A M J J A
Case
Management
No Referral
Necessary
Psychiatry
Therapy
Psycho-
Educational
Evaluation
75. Significant Increase
September to October 2008
• Only 2 C³ meetings in September (9/19/08
& 9/26/08)
– 9/5 meeting cancelled because we were
evacuated for Hurricane Gustav
– 9/12 meeting cancelled due to extreme
weather from Hurricane Ike
• October numbers above include 5 C³
meetings (10/3, 10/10, 10/17, 10/24, &
10/31)
102. Future Directions
• Adding and dropping schools.
Maintain 65 schools
• Continue to add schools who seek
our program
• Additional care managers
• Expand third-tier preferred provider
list
• Plan implementation of Stepped
Trauma Pathway post future
evacuation
103. Future Directions
• Add trauma informed evidence-based
treatments (i.e., Psychological First
Aid for Schools)
• Add Child Advocacy and Family Law
representation to C3 meetings
• Offer C3 expertise via telehealth to
other programs/regions
104. Future Directions
• Establish CBITS Learning Community in
New Orleans
– June 11-12
– Then offer training spring/fall each year
– Support school counselors in screening
and implementation
– Consistent peer consultation throughout
school year
106. Future Expansion
• Adapt program to meet the needs of other
communities along the Gulf Coast
• Become intermediate and long-term mental
health response of choice to future
disasters through membership in NCTSN
107. Special Thanks to:
Kate Gegenheimer
Mimi Pecot
John Hill
Laura Danna
Jayme Bensel
Sharon Heno
Beth Cooney
108. Douglas W. Walker, PhD
Clinical Director – Mercy Family Center
Project Director – Project Fleur-de-lis
dwalker1@mercyfamilycenter.com