Subject: NCSMH Newsletter - May 2019




NCSMH Newsletter
-May 2019-


The National Center for School Mental Health team wishes you a great spring and productive end of the school year!
In this edition, you can find...
  • Collaborative Improvement and Innovation Network in School Mental Health Request for Proposals
  • Information on the 2019 Annual Conference on Advancing School Mental Health
  • School Mental Health Quality Improvement Spotlight
  • Children's Mental Health Awareness Week information
  • Job posting for a postdoctoral fellowship in school mental health
  • Resources, Reports, and Journal Articles
  • Funding Opportunities
  • Policy Announcements
Just released! Request for Applications for states to improve school health and mental health systems. 

The NCSMH and the School-Based Health Alliance (SBHA) invite states, in collaboration with five local entities (e.g., school-based health centers, school regions, school districts, hospitals, local public health authorities, federally qualified health center, etc.) to apply to participate in a 12-month Collaborative Improvement and Innovation Network (CoIIN). 

This CoIIN will focus on making measurable improvements to students' health and mental health (including social, emotional, behavioral health, and substance use).

Applications are due May 31, 2019.
The 2019 Annual Conference on Advancing School Mental Health will take place November 7-9 in Austin, TX!
Visit our website for more information, or contact Sylvia McCree-Huntley at shuntley@som.umaryland.edu or 410-706-0981. 

Registration is now open-We hope to see you there! #ASMH2019
National School Nurse Day

May 8th is National School Nurse Day! According to the National Association of School Nurses, National School Nurse Day was created in 1972 to recognize school nurses across the country, and raise awareness about the roles of nurses in educational settings. School nurses work to benefit schools in the areas of attendance, academics, health, mental health, staff wellness, and accountability, among others, and are key members of the comprehensive school mental health team. For more awareness resource, visit the National Association of School Nurses website to download a 2019 toolkit for School Nurse Day, a commemorative icon, a poster for your school, and learn more information about the importance of school nurses!
School Mental Health Quality Improvement Spotlight: 
Seneca Family of Agencies 
"Unconditional Education: Supporting Schools to Serve All Students"

Seneca Family of Agencies, a nonprofit mental health agency that partnered with Education for Change Public Schools in the National Center for School Mental Health's Collaborative Improvement and Innovation Network (CoIIN), just published a good that aims to engage education leaders in principles and practices to support and protect students who experience the most complex barriers to success. "Unconditional Education: Supporting Schools to Serve All Students" is based on Seneca's core practices that have been tested and refined over the past 30 years providing special education and mental health services to children and families in schools. Unconditional Education is data-informed, multi-tiered system of support that pairs evidence-based intervention with an intentional focus on overall culture and climate. Read more about the book and do not miss the promotional code that Seneca is sharing with the NCSMH newsletter readers!

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 ncsmh@som.umaryland.edu.
Children's Mental Health Matters!

Children's Mental Health Matters week is May 5-11, 2019. The National Awareness Day 2019 kicks off on Monday, May 6th, with SAMHSA hosting this year's Awareness Day event, "Suicide Prevention: Strategies that Work." The national event highlights the importance of mental health for all children. In Maryland, the campaign is facilitated by the Mental Health Association of Maryland and the Maryland Coalition of Families, who developed several freely available resources for mental health providers, educators, and caregivers. There are several resources for schools, from preschool to high school, to enhance student mental health. 
Postdoctoral Fellowship in School Mental Health

The National Center for School Mental Health in the Division of Child and Adolescent Psychiatry at the University of Maryland School of Medicine (Baltimore, MD) invites applications for a full-time, one or two year, post-doctoral fellowship in child and adolescent mental health starting in Summer 2019.

The fellow will be working with faculty and a multidisciplinary team to advance skills in research, training, policy, and practice related to child and adolescent mental health services, with an emphasis on school-based services. This fellowship is supported by federal and state grants and contracts, including a PCORI grant investigating a randomized controlled trial of a school mental health quality and family engagement and a national project evaluating teacher well-being and trauma-informed schools. In addition to collaborating on school mental health research and training activities, the fellowship may include the opportunity for clinical practice in schools, depending on candidates’ interests and experience. Competitive salary and benefits will be provided.

Candidates should have:
• interest in collaborating on research pertaining to local, state and national school mental health systems for children and adolescents
• evidence of research and academic productivity (peer-reviewed publications) and desire to participate in and to lead manuscript development
• strong research and analytical skills, including experience with SPSS
• excellent communication skills, and the ability and desire to represent the National Center for School Mental Health and the University of Maryland School of Medicine
• desire to be involved in the writing of future grant submissions
• interest in developing an independent but compatible research agenda

Applicants must have completed all requirements for the PhD/PsyD from an APA-accredited clinical, school, or counseling psychology program or provide documentation that they are on track to complete all doctoral requirements for the PhD/PsyD prior to the fellowship start date. Applications can be initiated by sending a CV and a statement of interest to Sharon Hoover, PhD by e-mail shoover@som.umaryland.edu as soon as possible (interviews will occur on a rolling basis). 

RESOURCES

Social and Emotional Learning (SEL) Resources
SEL Practices Playbook: The Collaborative for Academic, Social, and Emotional Learning (CASEL) developed a resource playbook detailing how four districts integrated SEL into their efforts to educate the "whole child." Resources used by each district are provided at the end.

SEL Tips: Based on CASEL's five SEL core competencies, the New York Times compiled brief tips a list of resources to help schools and educators integrate SEL into their daily lessons and overall school culture.

Suicide Resources
The National Association of School Psychologists (NASP) developed resources on suicide prevention and mental health promotion, including a new infographic in English and Spanish, a handout for caregivers, and guides for school psychologists on suicide contagion and clusters.

Action Guide: A Four-Pronged Strategy for Sustaining Child Development and Prevention Approaches in Schools
The Action Guide is an online tool developed by the Center for Health and Health Care in Schools (CHHCS) to help leaders develop and strengthen community and school-connected programs that will prepare children for academic success while supporting their social, emotional, and physical wellbeings. The guide introduces a four-pronged strategy for fostering student wellness, as well as tips for implementing the guide, getting started, and evaluating efforts.

Supporting LGBTQ+ Youth
As part of the Biden Foundation As You Are: Resource Library, the Institute for Innovation and Implementation at the University of Maryland School of Social Work published an educational video about family acceptance for LGBTQ+ youth. The video includes the impact of rejection and strategies to promote mental wellness among LGBTQ+ youth.

Aspen Forum
At the 2019 Aspen Forum on Children and Families, many of the nation's leaders convened to discuss research, practice, and policy to promote the well-being of children and families. The focus of this forum was on investing in systemic changes and policies that will help two generations of family members thrive. This issue of Ascend at the Aspen Institute provides resources, reports, and discussions from the forum.
REPORTS

Authors: Neild, R. C., Wilson, S. J., & McClanahan, W.
Publishing Organization: Research for Action
This report reviews research on afterschool programs from 2000 to 2017. The 2015 Every Student Succeeds Act (ESSA) is the major source of federal funding for afterschool programs in the United States, which encourages applicants to establish the effectiveness of their programs. This report found 124 afterschool programs met the research requirements of ESSA's top three tiers, and of these, 62 showed positive impacts on students. The programs, which span grades K-12, are focused on everything from academics to physical fitness, to career development. The report is accompanied by a detailed guide to the afterschool programs with evidence that they meet the research requirements of the top three ESSA tiers. The guide also includes summaries of studies of school-sponsored extracurricular programs and studies that fell short of Tiers I-III but could provide evidence at Tier IV, in addition to programs that combine afterschool and summer learning.

CORE Lessons: Measuring the Social and Emotional Dimensions of Student Success
Authors: Toch, T. & Miller, R.
Publishing Organization: FutureEd
This report offers insights into what California’s CORE districts have learned from their annual surveys and provides recommendations for large scale surveys of school culture and students’ social and emotional perspectives. Increasingly, education researchers and school reformers see school climate and social-emotional learning as valuable new avenues of school improvement and student success. The Every Student Succeeds Act includes a provision for measuring school performance beyond traditional academic metrics like standardized assessments and graduation rates to include metrics such as school climate and student engagement. In California, a consortium of large urban school systems known as the CORE districts have been surveying students, teachers, and parents about the non-academic side of student success for several years.

Cops and No Counselors: How the Lack of School Mental Health Staff is Harming Students
Authors:
Whitaker, A., Torres-Guillen, S., Morton, M., Jordan, H., Coyle, S., Mann, A., & Sun. W.-L.
Publishing Organization: American Civil Liberties Union
The U.S. Department of Education recently required every public school to report the number of social workers, nurses, and psychologists employed for the first time in history. Data about school counselors had been required previously, but this report provides the first state-level student-to-staff ratio comparison for these other school-based mental health personnel, along with school counselors. It reviews state-level student-to-school-based mental health personnel ratios as well as data concerning law enforcement in schools. The report also reviews school arrests and referrals to law enforcement data, with particular attention to disparities by race and disability status. A key finding of the report is that schools are under-resourced and students are overcriminalized.

Respected: Perspectives of Youth on High School & Social and Emotional Learning
Authors: DePaoli, J. L., Atwell, M. N., Bridgeland, J. M., & Shriver, T. P.
Publishing Organization: Collaborative for Academic, Social, and Emotional Learning
This report summarizes findings from a nationally representative survey of current (age 14-19) and recent (age 16-22) high school students capturing youth perspectives on the role and value of social and emotional learning. Survey findings have three major themes: (1) students and young adults from strong social-emotional learning (SEL) schools report a more positive social climate and learning environment; (2) schools that emphasize SEL skill development are broadly appealing to students across background, race, ethnicity, income, geography, and type of school attended and students see the benefits of such schools, but fewer than half believe their high schools are doing a good job of helping them develop SEL skills; and (3) students - particularly some of the most vulnerable - cite social and emotional problems as significant barriers to learning, doing their best, and fulfilling their potential.

Supporting Safe and Healthy Schools for Lesbian, Gay, Bisexual, Transgender, and Queer Students: A National Survey of School Counselors, Social Workers, and Psychologists
Author: Gay, Lesbian, and Straight Education Network (GLSEN)
Given the critical role school mental health professionals play in the academic and emotional well-being of our nation’s students and the relative lack of national research examining the efforts of counselors, psychologists, and social workers to support lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and create safer school environments, the Supporting Safe and Healthy Schools study provides a detailed examination of school mental health providers' perspectives and experiences regarding their support of LGBTQ students. Key findings from this report: 37% of school mental health professionals had never received any formal training on LGBTQ student issues during their career; 87% of school counselor, psychologists, and social workers believe it is their responsibility to provide supportive counseling to LGBTQ students, yet most receive little to no related training; and 77% of school mental health professionals believe that sex education should portray LGBTQ identities as normal and healthy.

An Examination of Frameworks for Social and Emotional Learning (SEL) Reflected in State K-12 Learning Standards
Author: Dusenbury, L., Yoder, N., Dermody, C., & Weissberg, R.
Publishing Organization: Collaborative for Academic, Social, and Emotional Learning (CASEL)
This brief from CASEL’s Collaborating States Initiative looks at the 14 states that have developed social-emotional learning (SEL) standards. It examines how state frameworks define children’s social-emotional development, address equity, and make connections to other strategic priorities. Given the large and growing number of SEL frameworks designed to meet different purposes and to work in different contexts, it is increasingly important to look both at specific frameworks in depth and to compare across frameworks. This is particularly so when choosing a framework to guide the selection of SEL strategies for implementation and/or assessment tools. In addition, once a framework is selected it should be aligned with other frameworks likely to be in use in a classroom, school, district, or broader context. This series of three briefs examines three different efforts to compare frameworks. 
JOURNAL ARTICLES

The County Schools Mental Health Coalition: A Model for Community‑Level Impact
Authors: Reinke, W., Thompson, A., Herman, K., Holmes, S., Owens, S., …, County Schools Mental Health Coalition
Journal: School Mental Health
Year: 2019
Abstract/Summary: This paper describes a school-based mental health model for identifying, intervening, and referring students who are at risk for, or are exhibiting, mental health problems. This paper describes the County Schools Mental Health Coalition as a model for improving mental health outcomes for youth. The County Schools Mental Health Coalition, referred to here as the Coalition, is a multidisciplinary collaborative among six independent school districts and private schools residing in one county, and school psychology and social work faculty researchers from the local university. The Coalition was formed to overcome several barriers to children and youth receiving mental health supports. The barriers include lack of systems to adequately identify students early before mental health issues become severe, and lack of provision or access to evidence-based practices and interventions (EBPs) to ameliorate concerns or promote positive youth development. The manuscript describes how the Coalition has sought to overcome the barriers to support youth in county schools grades K to 12 through the creation of a tiered comprehensive system of early identification, prevention, and implementation of EBPs. The process and procedures utilized within this comprehensive data-based model are detailed, including how universal screening data are used at the county, school district, school, grade level, and individual student levels. In addition, case examples of universal, selective, and indicated interventions within this model are provided. Implications for research, practice, and policy will be discussed.

Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review.
Authors: McCallops, K., Navelene Barnes, T., Jones, I., Nelson, M., Fenniman, J., & Berte, I.
Journal: International Journal of Educational Research
Year: 2019
Abstract/Summary:
The authors conducted a systematic 10-year review of the international use of social-emotional learning (SEL) interventions in urban schools that summarizes and examines the interventions used, the use of culturally responsive practices in each intervention, and student outcomes across 51 studies. Of these studies, five indicated the use of culturally responsive practices while none of the studies addressed the effects of discrimination on socio-emotional development. The authors discuss implications of these findings and make recommendations for future research on culturally responsive SEL interventions in urban schools internationally.

Co-occurrence of academic and behavioral risk within elementary schools: Implications for universal screening practices.
Authors:
Kilgus, S. P., von der Embse, N. P., Van Wie, M. P., Eklund, K., Taylor, C. N., & Iaccarino, S
Journal: School Psychology
Year: 2019
Abstract/Summary: The purposes of this study were twofold. The first was to use latent class analysis to identify groupings of students defined by the presence or absence of academic or behavioral risk. The second was to determine whether these groups differed across various dichotomous academic and behavioral outcomes (e.g., suspensions, office discipline referrals, statewide achievement test failure). Students (N = 1,488) were sampled from Grades 3-5. All students were screened for academic risk using AIMSweb Reading Curriculum-Based Measure and AIMSweb Mathematics Computation, and behavioral risk using the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Latent class analyses supported the fit of a three-class model, with resulting student classes defined as low-risk academic and behavior (Class 1), at-risk academic and high-risk behavior (Class 2), and at-risk math and behavior (Class 3). Logistic regression analyses indicated the classes demonstrated statistically significant differences statewide achievement scores, as well as suspensions. Further analysis indicated that the odds of all considered negative outcomes were higher for both groups characterized by risk (i.e., Classes 2 and 3). Negative outcomes were particularly likely for Class 2, with the odds of negative behavioral and academic outcomes being 6-15 and 112-169 times more likely, respectively. Results were taken to support an integrated approach to universal screening in schools, defined by the evaluation of both academic and behavioral risk.

Coaching Teachers to Detect, Prevent, and Respond to Bullying Using Mixed Reality Simulation: an Efficacy Study in Middle Schools
Authors: Pas, E., Waasdorp, T., Bradshaw, C.
Journal: International Journal of Bullying Prevention
Year: 2018
Abstract/Summary: Teachers play a critical role in bullying prevention but often struggle to identify bullying and intervene effectively, particularly in real time and in the classroom. The coaching literature suggests that ongoing, tailored supports are often needed to promote changes in teacher practices. The purpose of this study was to examine the efficacy of an adapted version of the Classroom Check-Up (CCU) coaching model, which utilized mixed reality simulation to allow teachers to practice addressing the detection of, prevention of, and responding to bullying in the classroom. The sample included 78 teachers within 5 middle schools, randomized to either receive coaching or serve as a comparison teacher. Teachers provided survey data regarding their perceptions about the occurrence of bullying and how they respond to bullying. Classroom observations of teacher preventive and responding practices as well as student aggression were conducted by trained observers. Regression analyses examining differences between intervention and comparison teachers, following coaching provided during one school year, indicated that intervention teachers were more likely to report responding to bullies with referrals to counselors and other staff, to intervene with the victims and perpetrators, and report that they do not perceive adults at their school do enough to address bullying in schools. Survey data regarding detection approached significance; however, observational data regarding preventive practices and responding showed no differences. Together with prior research findings showing that the intervention was acceptable and feasible, these results demonstrate the promise of this preventive intervention for increasing teachers’ responding to and detection of bullying in classrooms.

Authors: King, T., Fazel, M.
Journal: Systematic Review
Year: 2019
Abstract/Summary: Recent estimates suggest that one in ten young people worldwide experiences a diagnosable mental health disorder, with many more suffering subsyndromal levels of psychological distress. As young people spend much of their time in schools, the role of educational settings in the delivery of mental health provision is increasingly recognised. Advances in neurodevelopmental research have highlighted the important and complex role of peer influence on adolescent behaviours, suggesting peer-led support schemes have high potential utility. Schools worldwide have implemented peer-led interventions with mixed results, but the global evidence base on their effectiveness remains limited. This systematic review aims to examine the evidence base of the outcomes of school-based peer-led interventions on the mental health of young people aged 4–18. Eligible studies will be randomised controlled trials and observational studies that report on the mental health outcomes of a peer-led school-based intervention. Eligible participants will be aged 4–18 and will be current students of the intervention school. Individual- and group-based interventions will be included. The following 11 databases will be screened based upon their reach in healthcare and education: PsycINFO, MEDLINE, EMBASE, CINAHL, CENTRAL, BEI, Scopus, Web of Science, ERIC, SSCI and Social Care Online. There will be no restriction placed on publication period, original language or country of publication. Papers will be systematically screened for eligibility by two review authors. Data will be presented as a descriptive report. A meta-analysis will be carried out if a subset of studies allows, given the anticipated high levels of heterogeneity. This systematic review will be the first to synthesise the global evidence on the mental health outcomes of peer-led interventions for children and adolescents in a school setting. It will analyse the available data in order to understand the role of these interventions in schools, inform future developers of peer support programmes and identify gaps in current research. This review will be of value to policy makers, health and education services, researchers and those involved in delivering peer support initiatives.
FUNDING OPPORTUNITIES

Center for Disease Control Grant Funding Profiles
The Center for Disease Control Grant Funding Profiles site provides interactive data and summaries of CDC cooperative agreement and grant funding to recipients in U.S. states and territories, and the District of Columbia, starting with fiscal year (FY) 2010. The data is compiled in a format that allows users to view, sort, and analyze funding data by funding opportunity announcement, funding source (CDC funding category and sub-category), geography, and recipient name and type. Please click here to view.

Department of Justice Office of Juvenile Justice Delinquency Prevention Opioid Affected Youth Initiative
This initiative supports states, local communities, and tribal jurisdictions in their efforts to develop and implement effective programs for children, youth, and at-risk juveniles and their families who have been impacted by the opioid crisis and drug addiction. Approaches may include the role of law enforcement, prosecution, and probation and parole in identifying youth impacted by opioids and partnering with child welfare, medical providers, and treatment providers.
Deadline: May 7, 2019
Anticipated Total Available Funding: $8,000,000
Anticipated number of awards: 10
Award Ceiling: $1,000,000
Award Floor: $0
Please click here for more details.


POLICY ANNOUNCEMENTS

REPORT: Use of Evidence to Drive Decision-Making in Government
Mathematica Policy Research recently released a report entitled “Use of Evidence to Drive Decision-Making in Government.” This document presents the findings from the Policy Analysis and Decision-Making Capacity project funded by the Office of Science and Data Policy within the Office of the Assistant Secretary for Planning and Evaluation at the U.S. Department of Health and Human Services (ASPE). The report details findings from interviews with key stakeholders about how data-based decision making is used in government and ways in which this process could be improved.

GUIDANCE ON: Strategies to Promote Best Practice in Antipsychotic Prescribing for Children and Adolescents
SAMHSA released a document that details systems-level strategies for ensuring the use of best practices when prescribing antipsychotic medication to youth. This document provides recommendations to both state and federal government agencies as well as youth serving agencies, including schools, for how to best prescribe these medications. It urges systems to work together to create feasible and sustainable practices.

POLICY BRIEF: Child Trauma and Opioid Use - Policy Implications
The National Child Traumatic Stress Network released a policy brief describing the scope of the opioid epidemic and its effect on children. The brief details specific policy recommendations for both supporting those affected by opioid use and childhood trauma as well as preventing opioid use.

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