Subject: NCSMH Newsletter - February 2020

NCSMH Newsletter
February 2020
The National Center for School Mental Health at the University of Maryland School of Medicine is funded in part by the U.S. Department of Health and Human Services, Maternal and Child Health Bureau to advance school mental health programs and policies to promote success for America’s youth.

The National Center for School Mental Health team wishes you a warm and happy winter season!
In this edition, you can find...
  • Request for Proposals-The 2020 Annual Conference on Advancing School Mental Health
  • Resources for Black History Month
  • The updated SHAPE system
  • Reports offering guidance on a range of school mental health issues
  • Recent journal articles, policy announcements, funding opportunities, and more!
The 2020 Annual Conference on Advancing School Mental Health is October 29-31 in Baltimore, MD!

The Request for Proposals to submit is open-3 weeks left!
Submit by midnight, February 24, 2020.

If you or your organization are interested in exhibiting or sponsoring, please contact Sylvia McCree-Huntley at or 410-706-0981.

Visit our website for more information.

We hope to see you there! #ASMH2020 #SchoolMentalHealth
Black History Month
February is Black History Month! Below are some resources to celebrate the intersection of Black History and mental health.

Celebrating the Strengths of Black Youth (CSBY) is an evidence-based intervention program that helps Black children and their families build skills to address the unique challenges of living in a predominantly White society. Proven effective at boosting children’s self-esteem, CSBY encourages children to explore the rich, scholarly heritage of their ancestors while learning important life skills.

Think Cultural Health
The U.S. Department of Health and Human Services Office of Minority Health launched a new, free and accredited e-learning program: Improving Cultural Competency for Behavioral Health Professionals. The program, available via OMH’s Think Cultural Health website, is designed to develop behavioral health providers' knowledge and skills related to culturally and linguistically appropriate services (CLAS).

Black Books Matter: Children's Books Celebrating Black Boys
The Conscious Kid is an education, research and policy organization dedicated to reducing bias and promoting positive identity development in youth. They partner with organizations, children’s museums, schools, and families across the country to promote access to children’s books centering underrepresented and oppressed groups. The Conscious Kid Library curated this list of 25 children’s books celebrating Black boys, in partnership with Moms of Black Boys United. These books center, reflect, and affirm Black boys, and were written and illustrated by Black authors and artists.

Talking About Race in the Classroom (from P.R.I.D.E)
P.R.I.D.E. stands for Positive Racial Identity Development In Early Education. P.R.I.D.E.’s goals are to: help young African American children develop a positive racial identity, support teachers and parents by building their racial knowledge, and raise awareness of the impact of race on young children. P.R.I.D.E. is a program within the Office of Child Development, which is part of the University of Pittsburgh School of Education. The above link leads to the podcast “In My Skin,” a podcast about race and childhood, that hopes to encourage conversations about race and childhood by talking to the scholars, parents, authors, teachers, and artists whose work impacts young children today, and learning about their own childhood experiences with race.
March 30-April 5, 2020
National Drug and Alcohol Facts Week (NDAFW) is a national health observance week linking teens to science-based facts to "shatter the myths" about drugs! Your efforts to support informed decision-making truly matter. National Drugs & Alcohol Chat Day will be held on Wednesday, April 1, 2020. Registration will open in February!

February 18-21, 2020
Registration is still open! NASP is the nation’s largest school psychology professional association. The conference program focuses on advancing effective practices to improve students’ learning, behavior, and mental health. This year’s conference will have several sessions focused on leadership and advocacy. NCSMH Faculty Kris Scardamalia, PhD, and Cindy Schaeffer, PhD, are presenting on a modularized social emotional learning curriculum, ethical considerations for the school psychologist working with school resource officers, and a multi-tiered mental health crisis intervention for promote school safety.

School Mental Health Spotlight
Supporting Student Mental Health: Resources to Prepare Educators

This school mental health resource, Supporting Student Mental Health: Resources to Prepare Educators:
• Describes the role of educators in supporting student mental health
• Explains the core components of mental health literacy
• Provides an annotated list of existing resources and trainings that instruct educators on mental health literacy.

This product is now available on our MHTTC website in the Products and Resources Catalog.

COMING SOON: Per SAMHSA's request to fill gaps identified in the current review, the MHTTC Network, in partnership with the National Center for School Mental Health, will release a free, practical, and engaging online course and website focused on educator mental health literacy in Spring 2020. This course is informed by and co-developed with educators from across the nation. These resources will present concrete, universal approaches to promoting student mental health and creating safe and supportive classroom environments, describe student behaviors that may indicate a mental health concern, and provide specific skills and strategies to engage and support students with mental health concerns. Stay tuned for more updates!
The SHAPE System

We listened to your feedback-The SHAPE system is revised with updated national performance measures, a screening & assessment library, resource center, trauma-responsive tools, and more! Visit the SHAPE systemview our announcement, or read this post from the Center for Educational Improvement to learn more!

Students with Disabilities and the Use of Restraint and Seclusion in K-12 Public Schools
On January 17, 2019, Secretary of Education Betsy DeVos announced an initiative to examine the possible inappropriate use of restraint and seclusion in our nation’s schools. As a part of this initiative, the Office for Civil Rights (OCR) has partnered with the Office of Special Education and Rehabilitative Services (OSERS) to support teachers, school leaders, parents, and stakeholders as they work to address the behavioral needs of children with disabilities. One primary component of the Department’s initiative has focused on providing technical assistance to support schools in understanding how Section 504, Title II, and the Individuals with Disabilities Education Act (IDEA) informs the development and implementation of policies governing the use of restraint and seclusion. To this end, OCR and OSERS are pleased to present the following webinar, Students with Disabilities and the Use of Restraint and Seclusion in K-12 Public Schools, as technical assistance to both support children with disabilities – and support the needs of those within school systems serving students.

Vaping: Know the Facts
As the real risks of “vaping” remain largely misunderstood by adults and teens alike, Vaping: Know the Facts from Addiction Policy Forum boils down the latest science into a free, open-source toolkit that explains the harms associated with adolescent vaping and empowers audiences with the tools to take action. Tools include easy-to-use classroom activities, detention intervention strategies, and interactive online course for educations, parents, and teens


State of School Safety Report 2019
Safe and Sound Schools, a national non-profit school safety resource center founded by parents who lost children at Sandy Hook, conducts annual research to explore perceptions of safety among five main stakeholder groups: parents, students, educators, public safety officials and the public at large. In May of 2018, Safe and Sound Schools issued the results of the inaugural survey in its State of School Safety Report 2018. Findings from the 2019 survey are now available in the State of School Safety Report 2019. Gain a better understanding of school safety perceptions and learn about current views and changes in safety perceptions. Download the 2019 report to learn more, including detailed demographics, expert perspectives, and actionable conclusions. The survey was developed in collaboration with faculty and students at Boston University College of Communication, and a donation from Bark helped fund the Safe and Sound Schools team’s time to review results, coordinate external reviews, and prepare the final report.

Creating Effective Child- and Family-Focused Disaster Behavioral Health Messages on Social Media
The National Child Traumatic Stress Network designed this toolkit for child-serving behavioral health organizations and professionals who serve communities affected by disaster and terrorism events. It provides guidance and shares lessons learned from previous incidents. In this toolkit, you will find information to help you get started using social media, including guidance on developing a social media policy and plan, constructing messages for various disasters and audiences, and managing social media accounts. This toolkit also includes sample messages that you can modify to better fit specific disasters and terrorism events.


Azevedo Da Silva, M., Gonzalez, J. C., Person, G. L., & Martins, S. S. (2019). Bidirectional association between bullying perpetration and internalizing problems among youth. Journal of Adolescent Health. Advance online publication.
Identification of the temporal pattern of associations between bullying perpetration and mental health problems among youth is needed for the optimal targeting of intervention and prevention. We examined the bidirectional association between bullying perpetration and internalizing problems among youth in the U.S. METHODS: We used data from the prospective cohort study of the Population Assessment of Tobacco and Health waves 1 (September 12, 2013, to December 14, 2014) and 2 (October 23, 2014, to October 30, 2015), a nationally representative sample of youth. We analyzed the associations of bullying perpetration with internalizing problems using binary and multinomial logistic regressions. The 13,200 youths aged 12–17 years were included in the analytic sample. RESULTS: There was a cross-sectional association between bullying perpetration and moderate/high lifetime internalizing problems (OR moderate vs. no/low = 3.13, 95% CI 2.67–3.65; and OR high vs. no/low = 8.77, 95% CI 7.53–10.20). In the prospective analyses, bullying perpetration was associated with increased likelihood of moderate/high internalizing problems at follow-up (OR moderate vs. no/low = 1.49, 95% CI 1.15–1.94; and OR high vs. no/low = 1.71, 95% CI 1.23–2.38), and youth with moderate/high internalizing problems had higher odds of bullying perpetration at follow-up (OR moderate = 1.95, 95% CI 1.65–2.31; and OR high = 3.21, 95% CI 2.74–3.76). CONCLUSIONS: The association between bullying perpetration and internalizing problems appears to be bidirectional. Bullying behaviors prevention and intervention strategies among youth should consider how to take into account and handle negative feelings and mental health problems.

Glenn, C. R., Esposito, E. C., Porter, A. C., & Robinson, D. J. (2019). Evidence base update of psychosocial treatments for self-injurious thoughts and behaviors in youth. Journal of Clinical Child and Adolescent Psychology, 48(3), 357–392.
The current review provides an evidence base update of psychosocial treatments for self-injurious thoughts and behaviors (SITBs) in youth. A systematic search was conducted of 2 major scientific databases (PsycInfo and PubMed) and for relevant randomized controlled trials (RCTs) published prior to June 2018. The search identified 26 RCTs examining interventions for SITBs in youth: 17 were included in the 2015 review and 9 trials were new to this update. The biggest change since the prior review was the evaluation of Dialectical Behavior Therapy for adolescents (DBT-A) as the first Level 1: Well-established intervention for reducing deliberate self-harm (composite of nonsuicidal and suicidal self-injury) and suicide ideation in youth and Level 2: Probably efficacious for reducing nonsuicidal self-injury and suicide attempts. Five other interventions were rated as Level 2: Probably efficacious for reducing SITBs in youth, with the new addition of Integrated Family Therapy. This evidence base update indicates that there are a few promising treatments for reducing SITBs in youth. Efficacious interventions typically include a significant family or parent training component as well as skills training (e.g., emotion regulation skills). Aside from DBT-A, few treatments have been examined in more than one RCT. Given that replication by independent research groups is needed to evaluate an intervention as Well-established, future research should focus on replicating the five promising interventions currently evaluated as Probably efficacious. In addition, an important future direction is to develop brief efficacious interventions that may be scalable to reach large numbers of youth.

Morrow, M. T., Hubbard, J. A., & Sharp, M. K. (2019). Preadolescents’ daily peer victimization and perceived social competence: Moderating effects of classroom aggression. Journal of Clinical Child and Adolescent Psychology, 48(5), 716-727.
Few studies have assessed children’s daily peer experiences, and even fewer have considered their daily self-perceptions. This daily diary study examined relations between preadolescents’ daily reports of peer victimization and perceived social competence, along with moderating effects of classroom aggression. A racially diverse sample of 182 children in 5th grade (105 boys; M age = 10.64 years; 35% White, 31% Black, 17% Hispanic, 17% other or not reported) completed daily measures of peer victimization and perceived social competence, with most children completing measures on 8 school days. Teachers completed measures of aggression for each participating pupil. Four types of peer victimization (verbal victimization, social manipulation, social rebuff, and property attacks) predicted decreased daily perceived social competence. Daily social rebuff predicted decreased daily perceived social competence beyond the effects of the other types of victimization. Classroom aggression moderated the relation of verbal victimization with perceived social competence, such that this relation was significant in classrooms with lower aggression and nonsignificant in classrooms with higher aggression. Results indicate that preadolescents’ daily self-perceptions fluctuate with daily victimization by peers, particularly with social rebuff. Findings also suggest that the impact of verbal victimization on children’s self-views could be exacerbated in classrooms that better manage peer-to-peer aggression. Accordingly, targeted interventions appear critical for children who continue to experience peer victimization in schools with highly effective aggression prevention programs.

Powell, B. J., Patel, S. V., Haley, A. D., Haines, E. R., Knocke, K. E., Chandler, S., Katz, C. C., Seifert, H. P., Ake, G., Amaya-Jackson, L., & Aarons, G. A. (2019). Determinants of implementing evidence-based trauma-focused interventions for children and youth: A systematic review. Administration and Policy in Mental Health and Mental Health Services Research. Advance online publication.
A systematic review was conducted to identify determinants (barriers and facilitators) of implementing evidence-based psychosocial interventions for children and youth who experience emotional or behavioral difficulties due to trauma exposure. Determinants were coded, abstracted, and synthesized using the Exploration, Preparation, Implementation, and Sustainment framework. Twenty-three articles were included, all of which examined implementation of Trauma-Focused Cognitive Behavioral Therapy or Cognitive-Behavioral Intervention for Trauma in Schools. This review identified multilevel and multiphase determinants that can be addressed by implementation strategies to improve implementation and clinical outcomes and suggests how future studies might address gaps in the evidence base.


Secretary DeVos Announces Grant Priority to Support Students in Economically Distressed Communities
U.S. Secretary of Education Betsy DeVos announced that the Department will prioritize funding for grant applications that support students, teachers, and parents in economically distressed communities, known as Opportunity Zones. The Opportunity Zones priority will allow the Department to focus on grantees that do their work in an Opportunity Zone, grantees that are located in an Opportunity Zone, and grantees that will increase the impact of each federal dollar by partnering with a Qualified Opportunity Fund. "We want to ensure federal dollars have the maximum positive impact on the students and communities that need it most," said Secretary DeVos.


Emotional Well-Being: High-Priority Research Networks
This Funding Opportunity Announcement from the National Institutes of Health invites applications that focus on developing resources by refining and testing key concepts that will advance and further support the study of emotional well-being. This infrastructure grant mechanism will facilitate research networks through meetings, conferences, small-scale pilot research, multidisciplinary cross training (such as intensive workshops, summer institutes, or visiting scholar programs), and information dissemination to foster the growth and development of research in the following priority areas:
(1) Ontology and measurement of emotional well-being
(2) Mechanistic research on the role of emotional well-being in health
(3) Biomarkers of emotional well-being
(4) Prevention research (mechanism-focused intervention development in target populations)
(5) Technology and outcome measure development for mechanistic studies
(6) Development and validation of well-being measures
Applications must propose new, high-impact activities to advance at least one (minimum) and up to three (maximum) of these high-priority research areas.
Deadlines: Letter of Intent - March 22, 2020; Application – April 22, 2020
Anticipated Award Amount: Up to $400,000 per year for up to four years
Eligibility: U.S. higher education organizations, for-profit and nonprofit organization, government entities, independent school districts, housing authorities, and Native American Tribal organizations are encouraged to apply.

SAMHSA is accepting applications for Disaster Response Grant Programs – School-Based Services. The purpose is to provide mental and substance use disorder treatment, crisis counseling, and other related supports to children in school-based settings impacted by Hurricanes Florence and Michael; Typhoon Mangkhut; Super Typhoon Yutu; wildfires and earthquakes occurring in 2018; and tornadoes and floods occurring in 2019, in those areas for which a major disaster or emergency was declared under section 401 or 501 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act, including activities authorized under section 319(a) of the Public Health Service Act. SAMHSA recognizes the impact natural disasters can have and is providing funding to mitigate this impact.
Deadline: Wednesday, February 12, 2020
Anticipated Award Amount: $1,000,000 for 18 months
Eligibility: Eligible applicants are domestic public and private nonprofit entities in affected areas. Affected Areas include those impacted by: Hurricanes Florence and Michael, Typhoon Mangkhut, Super Typhoon Yutu, and wildfires and earthquakes occurring in calendar year 2018 and tornadoes and floods occurring in calendar year 2019 in those areas for which a major disaster or emergency was declared under section 401 or 501 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5170 and 5191) (referred to under this heading as ‘‘covered disaster or emergency’’), including activities authorized under section 319(a) of the Public Health Service Act.
National Center for School Mental Health, 737 W. Lombard St., Room 406, Baltimore, MD 21201, United States
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