Subject: Center for School Mental Health newsletter - February 2018

CSMH newsletter 
February 2018
As the topic of young people's mental health once again becomes a subject of discussion among local, state, and national leaders, we at the Center for School Mental Health remain committed to partnering with stakeholders at every level in the effort to promote mental health, positive school climate, and safety in our nation's schools.

This edition of our newsletter contains resources and research to advance that ongoing work, including:
  • A CSMH resource guide about responding to traumatic events in schools, including school shootings
  • Our continuing School Mental Health Playbook series, which includes free PDF guides and webinar presentations on key domains in school mental health
  • A new report from Child Trends on integrated student supports
  • Updates from the latest school mental health research, including a study on the effectiveness of two ADHD interventions
  • A funding opportunity from the National Institutes of Health to support research on youth violence prevention interventions that incorporate racism/discrimination prevention strategies
Thank you for your ongoing dedication to improving learning and promoting success for America's youth through comprehensive school mental health.
CENTER FOR SCHOOL MENTAL HEALTH NEWS
Resource Guide for Dealing with Traumatic Events in Schools
CSMH offers our condolences, support, and resources to those impacted by the tragic shooting in Parkland, Florida, and the many other instances of school violence that have occurred across our country. We invite you to download and share our resource guide on dealing with traumatic events in schools, which we hope will help communities cope with, respond to, and heal from crisis events.
Mark Your Calendars for the 2018 Annual Conference on Advancing School Mental Health!
The 2018 Annual Conference on Advancing School Mental Health will be hosted from October 11-13, 2018 at the Red Rocks Casino, Resort, and Spa in Las Vegas, Nevada. Early registration will open on Monday, March 12th.

The conference features 150+ conference sessions, workshops, and symposia, as well as networking opportunities with leaders and peers in the school mental health field.
Free School Mental Health Playbooks
Last month, the Center released the first in a series of School Mental Health Playbooks – short guides that succinctly review best practices and tips from the field in key school mental health domains.

The Screening Playbook released last month is available for download here. You can also watch a recording of the webinar presentation here.

Our Playbook webinar series continues next month with School Mental Health Teaming: Best Practices and Tips from the Field. The webinar will share ideas and resources for building a stronger and more efficient school mental health team, including coordinating with community partners. All webinar attendees will also receive a digital copy of the Center for School Mental Health's Teaming Playbook Guide.

School Mental Health Teaming Webinar

Date: Tuesday, March 6, 2018

Time: 1:00-2:00 pm Eastern


Dial: 1-800-832-0736
Participant code: 7331009#
New States Join the National Coalition for the State Advancement of School Mental Health
Last month, CSMH accepted five new sites as a part of the National Coalition for the State Advancement of School Mental Health (NCSA-SMH). Coalition members support adoption of The SHAPE System in schools and districts in their states. Congratulations to our new members! We are eager to continue our work with the entire NCSA-SMH to advance school mental health quality and sustainability across the country.

NCSA-SMH member teams
Arkansas
Connecticut
Delaware
Indiana
Massachusetts
New Hampshire
New York City
North Carolina
Oklahoma
Rhode Island
Washington
Wisconsin
Wyoming

(New teams indicated in bold.)
Exciting New Features on The SHAPE System!
Have you visited The SHAPE System lately? We've recently added two new tools to support your school mental health system's quality and sustainability goals. The Screening and Assessment Library allows users to search instruments appropriate for use in school mental health by student age, language, cost, and other key features. The Trauma Responsive Schools Implementation Assessment (TRS-IA) 
is an evidence-informed self-assessment that can be completed by schools or districts in under 20 minutes to identify areas of strength and need in their trauma responsive programming and policies. 

Whether you're a regular user or completely new to the system, we encourage you to take advantage of these new features at TheSHAPESystem.com!
School Mental Health Quality Improvement Spotlight

Chapel Hill-Carrboro City Schools (CHCCS) has taken a very intentional and proactive approach to ensure students in their district have access to school mental health services. Their team has outlined a vision to ensure community mental health providers provide co-located services in every school. First, they developed a school district request for proposals then used TregoED Decision Analysis to prioritize their list of requirements for community mental health providers and support decisions to work with three provider organizations to start. This district-led school mental health team worked collaboratively to set the bar high for co-located services in their school buildings by specifying the importance of teacher consultation, prevention and early intervention activities, and strengths-based services that prioritize family involvement, among other qualifiers, in order to partner with the district. CHCCS also has Gold Level SHAPE Recognition and routinely monitors the quality and sustainability of their comprehensive school mental health system on a regular basis throughout the year. To learn more about how your school or district can access the achieve Gold Level SHAPE Recognition like CHCCS, please visit www.theshapesystem.com.

Do you know a school mental health leader or team that we should feature in our School Mental Health Quality Improvement Spotlight? Send us your suggestions at csmh@som.umaryland.edu.
RESOURCES

How to Cope with Sheltering in Place
SAMHSA published this tip sheet that describes reactions often associated with sheltering in place, or when people are asked by local officials to stay where they are for a period of time. You may hear shelter in place also referred to as a "lockdown". Sheltering in place may be required because of an emergency such as a threat of violence, a weather situation such as a tornado or hurricane, or a public health situation like an infectious disease outbreak. The tip sheet also lists ways to care for yourself and your family during the experience and provides additional resources you may find helpful.

Promoting Awareness of Teen Dating Violence
February is Teen Dating Violence Awareness month. This year’s theme is Healthy Me, Healthy We! A Journey of Self-Love, Strength, and Positivity. The following resources can support awareness, advocacy, and intervention efforts as related to teen dating violence.
  • Preventing and Responding to Teen Dating Violence: The National Resource Center on Domestic Violence and VAWnet recently updated an Online Special Collection: Preventing and Responding to Teen Dating Violence, which emphasizes collaborative and multilevel approaches to the prevention of and response to teen dating violence. The 2018 updates to the collection include additional resources for teachers and school-based professionals and a new section to support the efforts of pregnancy prevention advocates and adolescent sexual health practitioners in addressing adolescent relationship abuse.
  • Supporting Parents to Talk with their Children about Unhealthy Relationships: This web resource offers guidance for parents of youth who may be in unhealthy relationships and includes a discussion of warning signs of abusive relationships, tips for talking with youth about their relationships, and strategies for talking with teens about preventing dating violence.
  • Teen Dating Violence: This Centers for Disease Control and Prevention (CDC) resource offers information and resources about the teen dating violence, including a link to a fact sheet that can be disseminated to youth and school staff, information about the consequences and precipitating factors for dating violence, and resources for youth who may be experiencing violence, including links to the National Domestic Violence Hotline and National Sexual Assault Hotline.
Child Welfare Financing 101 Infographic
Child Trends recently developed an infographic that breaks down the sources of funding that support child welfare agencies across the country. Agencies rely most heavily on state and local sources to finance their work, but several federal funding streams are also widely used.
REPORTS

The Prevalence of Safe, Stable, Nurturing Relationships Among Children and Adolescents
This bulletin from the U.S. Department of Justice Office of Juvenile Justice and Delinquency Prevention describes the study of safe, stable, nurturing relationships (SSNR) among children and youth in the United States using a nationally representative sample. The authors provide a comprehensive assessment of SSNR factors; examine interrelationship among different indicators of safe, stable, nurturing relationships; and investigate the consequences of SSNRs for child and adolescent mental health. Results indicate that although most children enjoy safe, stable, and nurturing relationships with their caregivers, not all do, and evidence suggests the likelihood of having positive caregiver relationships varies according to sociodemographic factors. Adolescents appear to have lower levels of safe, stable, nurturing relationships than younger children. Family structure appeared to be importantly related to safe, stable, nurturing relationships, such that homes without a biological parent present had significantly lower levels of safety and stability, but had relatively high levels of nurturing. All forms of maltreatment and parental mental disorder and drug and alcohol problems were highest in households without a biological parent. Girls also appeared to be at slightly higher risk than boys of having low overall levels of safe, stable, nurturing relationships. Implications for policy and practice are discussed.

Making the Grade: A Progress Report and Next Steps for Integrated Student Supports
This Child Trends report describes evidence for the effectiveness of a rapidly expanding approach to educational achievement. Integrated student supports (ISS) promote students’ academic success by connecting them with non-academic resources that support the whole child, including secure housing, medical care, tutoring, food assistance, and other supports. The report discusses implications for the federal Every Student Succeeds Act, which explicitly encourages the use of ISS models. It finds that students’ participation in effective ISS interventions can have long-term benefits and provides an overview of effective models for policymakers, funders, and practitioners to examine as they try to build high-quality programs. Recommendations for investing in research to determine the essential components of successful ISS implementation and measure non-academic outcomes are made.

Disrupting School-Justice Pathways for Youth with Behavioral Health Needs
This Technical Assistance Bulletin from NCMHJJ and the National Council of Juvenile and Family Court judges, with support from the Office of Juvenile Justice and Delinquency Prevention, provides the steps necessary to implement a School Responder Model in order to keep kids with behavioral health needs in school and out of court. The bulletin highlights the prevalence of the use of exclusionary school discipline and arrest with youth who face behavioral health challenges, and it provides a road map for creating a system that instead offers youth connection to community-based services to address their behavioral health needs. That road map was developed by systems leaders in the field who successfully operationalized a "School Responder Model" (SRM), initially developed as part of Models for Change. SRMs have been shown to reduce the use of arrest in schools and increase access to behavioral health services for young people. Creation of this pathway to community-based services in lieu of a pathway to the juvenile justice system holds promise for improved opportunities for youth and additional resources for schools to address behavioral health needs without requiring a law enforcement response to school infractions that pose minimal threat to public safety.

JOURNAL ARTICLES

Overcoming the research to practice gap: A randomized trial with two brief homework and organization interventions for students with ADHD as implemented by school mental health providers
Authors: Langberg, J.M., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Eddy, L. D., Smith, Z. R., Oddo, L. E., & Eadeh, H.M.
Journal: Journal of Consulting and Clinical Psychology
Year: 2018
Abstract/Summary: Objective: To evaluate the effectiveness of two brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)—the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by school mental health providers during the school day. A secondary goal was to use moderator analyses to identify student characteristics that may differentially predict intervention response. Method: Two-hundred and eighty middle school students with ADHD were randomized to the HOPS or CHIEF interventions or to waitlist, and parent and teacher ratings were collected pre, post, and at a 6-month follow-up. Results: Both interventions were implemented with fidelity by school mental health providers. Participants were pulled from elective periods and sessions averaged less than 20 min. Participants in HOPS and CHIEF demonstrated significantly greater improvements in comparison with waitlist on parent ratings of homework problems and organizational skills and effect sizes were large. HOPS participants also demonstrated moderate effect size improvements on materials management and organized action behaviors according to teachers. HOPS participants made significantly greater improvements in parent- and teacher-rated use of organized actions in comparison with CHIEF, but not on measures of homework problems. Moderation analyses revealed that participants with more severe psychopathology and behavioral dysregulation did significantly better with the HOPS intervention as compared to the CHIEF intervention. Conclusions: Brief school-based interventions implemented by school providers can be effective. This type of service delivery model may facilitate overcoming the oft cited research-to-practice gap.

School mental health promotion and intervention: Experiences from four nations
Authors: Weist, M. D., Bruns, E. J., Whitaker, K., Wei, Y., Kutcher, S., Larsen, T., Holsen, I., Cooper, J. L., Geroski, A., & Short, K. H.
Journal: School Psychology International
Year: 2017
Abstract/Summary: All around the world, partnerships among schools and other youth-serving systems are promoting more comprehensive school-based mental health services. This article describes the development of international networks for school mental health (SMH) including the International Alliance for Child and Adolescent Mental Health and Schools (INTERCAMHS) and the more recent School Mental Health International Leadership Exchange (SMHILE). In conjunction with World Conferences on Mental Health Promotion, SMHILE has held pre-conference and planning meetings and has identified five critical themes for the advancement of global SMH: 1) Cross-sector collaboration in building systems of care; 2) meaningful youth and family engagement; 3) workforce development and mental health literacy; 4) implementation of evidence-based practices; and 5) ongoing monitoring and quality assurance. In this article we provide general background on SMH in four nations, two showing strong progress (the United States and Canada), one showing moderate progress (Norway), and one beginning the work (Liberia). Following general background for each country, actions in relation to the SMHILE themes are reviewed. The article concludes with plans and ideas for future global collaboration towards advancement of the SMH field.

Getting “SMART” about implementing multi-tiered systems of support to promote school mental health
Authors: August, G. J., Piehler, T. F., Millar, F. G.
Journal: Journal of School Psychology
Year: 2017
Summary/Abstract: With the growing adoption and implementation of multi-tiered systems of support (MTSS) in school settings, there is increasing need for rigorous evaluations of adaptive-sequential interventions. That is, MTSS specify universal, selected, and indicated interventions to be delivered at each tier of support, yet few investigations have empirically examined the continuum of supports that are provided to students both within and across tiers. This need is compounded by a variety of prevention approaches that have been developed with distinct theoretical foundations (e.g., Positive Behavioral Interventions and Supports, Social-Emotional Learning) that are available within and across tiers. As evidence-based interventions continue to flourish, school-based practitioners greatly need evaluations regarding optimal treatment sequencing. To this end, we describe adaptive treatment strategies as a natural fit within the MTSS framework. Specifically, sequential multiple assignment randomized trials (SMART) offer a promising empirical approach to rigorously develop and compare adaptive treatment regimens within this framework.

Prevalence of parent-reported ADHD diagnosis and associated treatment among U.S. children and adolescents, 2016
Authors: Danielson, M. L., Bitsko, R. H., Ghandour, R. M., Holbrook, J. R., Kogan, M. D., & Blumberg, S. J.
Journal: Journal of Clinical Child & Adolescent Psychology
Year: 2018
Abstract/Summary: The purpose of this study is to estimate the national prevalence of parent-reported attention deficit/hyperactivity disorder (ADHD) diagnosis and treatment among U.S. children 2–17 years of age using the 2016 National Survey of Children’s Health (NSCH). The NSCH is a nationally representative, cross-sectional survey of parents regarding their children’s health that underwent a redesign before the 2016 data collection. It included indicators of lifetime receipt of an ADHD diagnosis by a health care provider, whether the child currently had ADHD, and receipt of medication and behavioral treatment for ADHD. Weighted prevalence estimates were calculated overall and by demographic and clinical subgroups (n = 45,736). In 2016, an estimated 6.1 million U.S. children 2–17 years of age (9.4%) had ever received an ADHD diagnosis. Of these, 5.4 million currently had ADHD, which was 89.4% of children ever diagnosed with ADHD and 8.4% of all U.S. children 2–17 years of age. The study also found that children living in rural areas were more likely to have ever received an ADHD diagnosis compared with children living in urban or suburban areas. Also, children with ADHD living in rural areas are less likely to receive behavioral treatment in the past year for their ADHD compared with children living in urban or sub
urban areas. Additional research could further explain rural and urban disparities related to ADHD. Of children with current ADHD, almost two thirds (62.0%) were taking medication and slightly less than half (46.7%) had received behavioral treatment for ADHD in the past year; nearly one fourth (23.0%) had received neither treatment. Similar to estimates from previous surveys, there is a large population of U.S. children and adolescents who have been diagnosed with ADHD by a healthcare provider. Many, but not all, of these children received treatment that appears to be consistent with professional guidelines, though the survey questions are limited in detail about specific treatment types received. The redesigned NSCH can be used to annually monitor diagnosis and treatment patterns for this highly prevalent and high-impact neurodevelopmental disorder.
FUNDING OPPORTUNITIES

SAMHSA Drug-Free Communities (DFC) Support Program - SP-18-002
The Executive Office of the President, Office of National Drug Control Policy (ONDCP), and the Department of Health and Human Services (HHS), Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Substance Abuse Prevention (CSAP) are accepting applications for Fiscal Year (FY) 2018 Drug-Free Communities (DFC) Support Program grants. By statute, the DFC Support Program has two goals:
  • Establish and strengthen collaboration among communities, public and private non-profit agencies, as well as federal, state, local, and tribal governments to support the efforts of community coalitions working to prevent and reduce substance abuse among youth*.
  • Reduce substance abuse among youth and, over time, reduce substance abuse among adults by addressing the factors in a community that increase the risk of substance abuse and promoting the factors that minimize the risk of substance abuse.
SAMHSA anticipates approximately 120 grant awards, with funding up to $125,000 per year for up to five years, will be available. The deadline for application is March 29, 2018. Additional information about this funding opportunity can be found here: https://www.samhsa.gov/grants/grant-announcements/sp-18-002

National Institutes of Health - Youth Violence Prevention Interventions that Incorporate Racism/Discrimination Prevention
The purpose of this initiative is to support research to develop and test youth violence prevention interventions that incorporate racism/discrimination prevention strategies for one or more health disparity populations. The target age range includes middle school to high school-aged youth, corresponding to an approximate age range of 11 to 18. Funding up to $500,000. The deadline for applications is May 25, 2018. Additional information about this funding opportunity can be found here: https://www.grants.gov/web/grants/view-opportunity.html?oppId=299162 and here: https://grants.nih.gov/grants/guide/rfa-files/RFA-MD-18-005.html

American Legion Child Welfare Foundation Grant Funding
The purpose of this program is to contribute to the physical, mental, emotional and spiritual welfare of children through the dissemination of knowledge about new and innovative organizations and/or their programs designed to benefit youth; and to contribute to the physical, mental, emotional and spiritual welfare of children through the dissemination of knowledge already possessed by well-established organizations, to the end that such information can be more adequately used by society. The deadline for applications is July 15, 2018. Additional information about this funding opportunity can be found here: http://www.cwf-inc.org/grantseekers/overview
POLICY ANNOUNCEMENTS

American Academy of Pediatrics Releases Updated Teen Depression Guidelines
This week, the American Academy of Pediatrics released updated guidelines related to the identification and treatment of depression in adolescents. Among other important updates and recommendations, the guidelines endorse universal depression screening in primary care settings for youth age 12 and over. View the AAP statement on the updated guidelines here.

Policy Statements Regarding School Safety and Gun Violence
Several key school mental health partners have released policy statements in response to the recent school shooting in Parkland, Fla., including the American Psychiatric Association and other frontline physician organizations, the National Alliance on Mental Illness, and the National Association of School Psychologists.

National Advisory Committee on Rural Health and Human Services: Understanding the Impact of Suicide in Rural America
While suicide affects both rural and urban residents, rural populations face persistent and comparative widening increases in suicide. This new policy brief from the National Advisory Committee on Rural Health and Human Services aims to enhance the understanding of the impact of suicide in rural America. The brief provides specific recommendations related to Research and Evaluation as well as Outreach, Promotion, and Awareness.
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