Helps map resources to identify gaps in programming, duplication of services, and programs that may not be producing desired outcomes. Tips for thinking about potential partners and resource use are provided along with a checklist to identify areas that may need improvement (This content is used with permission from EDC, Inc. All rights reserved).
Describes the five levels of partnership and provides a checklist to gauge and guide your partnership’s progress towards best practices in collaborative leadership during each developmental stage of a program’s implementation (This content is used with permission from EDC, Inc. All rights reserved).
Presents e-learning activities that involve case examples from real-life information sharing scenarios. (This content is used with permission from EDC, Inc. All rights reserved).
Involves a collaborative effort from researchers and organizations to assist high-risk communities in implementing and evaluating a multifaceted, science-based approach for reducing youth violence.
Articulates the Interconnected Systems Framework (ISF), a proposed and developing interconnection of Positive Behavioral Interventions and Supports (PBIS) and School Mental Health (SMH) systems to improve educational outcomes for all children and youth, especially those with or at risk of developing mental health challenges. Represents a collective effort to further develop the ISF concept and guide the interconnection of PBIS and SMH toward effective multi-tiered mental health promotion for all students, with guidance for this work at school building, district, and state levels.
Describes “family-driven-care” from four cultural perspectives, Asian, Black, First Nations, and Latino families living in the United States. Highlights the role and importance of incorporating “family culture” as defined by the family in the process of outreaching, engaging, and involving families in care.
Provides a one page summary of key highlights of the impact of school mental health and a more detailed nine page summary of the literature, including empirical findings and a reference list.
Discusses the impact of culture on school-based crisis situations and the role that school psychologists can play in creating a culturally competent crisis plan.
Examines how principals can put in place policies and practices that honor the diverse cultures alive in a school.
Includes a facilitator’s guide and discussion module so that teams can confidently engage in a strategic financing process to ensure sufficient resources for the program and practice improvements to which they are committed.
