| Title |
File |
Author |
Description |
Article Date |
|
Return on Investment
in Systems of Care
for Children With Behavioral
Health Challenges
|
|
Beth A. Stroul, M.Ed., Sheila A. Pires, M.P.A., Simone Boyce, Ph.D.,
Anya Krivelyova, M.A., and Christine Walrath, Ph.D. |
This report documents what is known to date about the return on investment, specifically
cost savings, from systems of care, summarizing data from national studies and from states
and communities that have produced this type of information |
|
April 2014 |
|
Return on Investment in Systems of Carefor Children With Behavioral Health Challenges:A Look at Wraparound
|
|
Beth Stroul |
Examines the return on investment in regards to poilicy and resource decisions. |
|
January 2015 |
|
Review of State Medication Policies/Guidelines Regarding
Psychotropic Medications in Public Schools
|
|
Joseph B. Ryan • Antonis Katsiyannis •
Mickey Losinski • Robert Reid • Cynthia Ellis |
This paper reviewed existing state medication policies
and guidelines to assess the level of guidance currently
provided to school staff. |
|
August 2013 |
|
Risk Assessment in Juvenile Justice: A Guidebook for Implementation
|
|
Gina M. Vincent, Ph.D., Laura S. Guy, Ph.D., Thomas Grisso, Ph.D. |
The purpose of this guide is to provide a strucuture for jurisdictions, juvenile probabtion or centralized statewide agencies striving to implement risk assessment or to improve their current risk assessment practices. |
|
November 2012 |
|
Risk and Protective Factors Associated With Gang Affiliation Among High-Risk Youth: A Public Health Approach
|
|
Dawn Delfin McDaniel |
Examines gang participation among America’s youth in order to identify risk and protective factors and provide more direction to communities to prevent gang participation and violence. |
|
January 2012 |
|
Risk and Protective Factors Associated With Gang Affiliation Among High-Risk Youth: A Public Health Approach
|
|
Dawn Delfin McDaniel |
Examines gang participation among America’s youth in order to identify risk and protective factors and provide more direction to communities to prevent gang participation and violence. |
|
January 2012 |
|
Role of the PLT/Executive Committee
|
|
Bridgeport PARK Project (Connecticut) |
Describes the Project Leadership Team and executive committee. |
|
|
|
SAHMSA's LGBT-Focused Efforts
|
|
UNABLE TO OPEN |
SAMHSA's LGBT-focused efforts include encouraging States to consider LGBT needs in administering their SAMHSA Block Grants resources, promoting a sexual and gender minority focus in funding announcements where it is appropriate, supporting creation of sexual orientation questions for HHS national surveys, and providing ongoing leadership to help stop bullying of LGBT youth. |
|
|
|
SAMHSA's Concpet of Trauma and Guidance for a Trauma-Informed Approach
|
|
SAMHSA's Trauma and Justice Strategic Intitiatiev |
The purpose of this paper is to develop a working
concept of trauma and a trauma-informed approach
and to develop a shared understanding of these
concepts that would be acceptable and appropriate
across an array of service systems and stakeholder
groups. |
|
July 2014 |
|
SOGIE Data Collection in Public Systems of Care a Practice Guide For Santa Clara County
|
|
SHANNAN WILBER, ESQ AISHA CANFIELD, MPP |
This guide will provide an overview of SOGIE data collection in pubic youth-serving systems in California and nationally, discuss the lessons learned from these efforts, and conclude with recommendations for public agencies in Santa Clara County that are contemplating or implementing SOGIE data collection. |
|
June 2019 |
|
Safe Havens: Closing the Gap Between Recommended Practice and Reality for Transgender and Gender-Expansive Youth in Out-of-Home Care
|
|
|
This new report offers the first comprehensive analysis of the troubling lack of explicit laws and policies in most states to protect transgender, gender-expansive and gender non-conforming (TGNC) youth in the child welfare, juvenile justice, and runaway and homeless youth systems (“out-of-home care systems”). The report is co-authored by Lambda Legal, Children’s Rights and the Center for the Study of Social Policy. |
|
|
|
Safe Schools For All
|
|
GLBTQ Legal Advocates & Defenders, GLSEN, the National Center for Lesbian Rights, and PFLAG National |
As schools and school districts across the country face hostile protests of LGBTQ+ inclusive education, students who are experiencing discrimination, bullying and harassment based on their sexual orientation, gender identity or gender expression now have a new resource to help defend their rights. “Safe Schools for All” is a unique resource to help make schools safe and inclusive of all students and is rooted in guidance from the Civil Rights Division of the U.S. Department of Justice and the Office of Civil Rights of the U.S. Department of Education. GLBTQ Legal Advocates & Defenders (GLAD), GLSEN, the National Center for Lesbian Rights (NCLR), and PFLAG National, four of the nation’s leading LGBTQ+ organizations, collaborated to create SafeSchoolsForAll.org for students, parents, and supporters to take action against bullying, harassment and discrimination. |
|
November 2021 |
|
Safe Schools Program for LGBTQ Students: Guidance for Massachusetts Public Schools Creating a Safe and Supportive School Environment
|
|
|
All students need a safe and supportive school environment to progress academically and developmentally. Administrators, faculty, staff, and students each play an important part in creating and sustaining that environment. This guidance is intended to help school and district administrators take steps to create a culture in which transgender and gender nonconforming students feel safe, supported, and fully included, and to meet each school’s obligation to provide equal educational opportunities for all students, in compliance with G.L. c. 76, §5 and the state regulations. The guidance sets out general principles based on the law, and addresses common issues regarding transgender and gender nonconforming students. It offers case studies based on experiences of schools and students in Massachusetts, and reflects the need to consider issues on a case-by-case basis. The list of issues is not exhaustive, and the examples are intended to be illustrative, not prescriptive. |
|
2012 |
|
Safety, Fairness, Stability: Repositioning Juvenile Justice and Child Welfare to Engage Families and Communities
|
|
Dr. Joan Pennell, Carol Shapiro, Dr. Carol Spigner |
Explains why family engagement in juvenile justice and child welfare is timely and necessary. Argues against approaches that have estranged youth from their families, and argues for aligning with recent research findings and supporting partnership approaches. |
|
May 2011 |
|
Sample Coordinating Council Meeting Agenda
|
|
|
Provides a sample of what a Coordinating Council meeting agenda could look like. Although a Coordinating Council is made up of agency leaders, community leaders, families, youth, policy makers, and SOC leadership to participate in coordinating the SOC, their role is to make as few decisions as possible. Their role is to be “barrier busters” and to assist with managing change for the system and within their own organizations. |
|
2011 |
|
Sample Cultural and Linguistic Competence Budget
|
|
TA parnership for child and family mental health |
This is a recommended budget for system of care communities to use in planning and implementing cultural and linguistic competence. |
|
|
|
Sample Cultural and Linguistic Competence Committee Description
|
|
TA parnership for child and family mental health |
This document provides a prototype for developing a Cultural and Linguistic Competence Committee. |
|
|
|
Sample Cultural and Linguistic Competence Plan
|
|
TA parnership for child and family mental health |
Provides an example of the elements of a cultural and linguistic competence plan for systems of care communities. |
|
|
|
Sample Full Partnership Meeting Agenda
|
|
|
Provides a sample of what a Partnership meeting agenda could look like. The Full Partnership meeting insures a place for the broad community of partners to participate in SOC strategic development and to be able to see the big picture of the SOC’s strategic plan. This meeting provides the broadest opportunity for SOC ownership, and should be held monthly or bimonthly. |
|
2011 |
|
Sample Job Description for Cultural and Linguistic Competence Coordinators
|
|
TA parnership for child and family mental health |
Example of a job description for a CLC Coordinator. |
|
|
|
Sample Workgroup Meeting Agenda
|
|
|
Provides a sample of what a workgroup meeting agenda could look like. Workgroups develop detailed proposals and assist SOC staff in implementing SOC components. Workgroups report their progress to the Full Partnership and to the Coordinating Council for input and to gain support for implementation. |
|
2011 |
|
School Attendance: Focusing on Engagement and Re-engagement
|
|
|
Considers the factors leading to school absences and strategies for effective engagement and re-engagement of students through effective supports rather than punitive approaches. |
|
2011 |
|
School Mental Health Sustainability Funding Strategies to Build
Sustainable School Mental Health Programs. Series 1: Why School Mental Health? What Is the Connection to Systems of Care?
|
|
Elizabeth V. Freeman |
Argues for the promotion of whole-school mental health programs and describes how system of care principles and initiatives can support these programs. |
|
2011 |
|
School Mental Health Sustainability Funding Strategies to Build Sustainable School Mental Health Programs. Series 2: What Are the Challenges to School and Mental Health Agency Partnerships?
|
|
Elizabeth V. Freeman |
Addresses the challenges that schools and mental health agencies may face as they build partnerships, and encourages an examination of the differences in terminology, confidentiality rules, professional culture, diagnostic process and eligibility, and many more. |
|
2011 |
|
School Mental Health Sustainability Funding Strategies to Build Sustainable School Mental Health Programs. Series 3: How do System of Care Leaders Work with Community Agencies/Organizations to Overcome Challenges to Develop a Sustainable School Mental Health Program?
|
|
Elizabeth V. Freeman |
Provides insight into how system of care leaders can learn to navigate local and state systems to gain financial support to build, maintain and sustain successful school mental health programs. |
|
2011 |
