Name of initiative, coalition or partnership

Funding

For more information, contact:

(name, phone, email and/or website)

Baltimore School Mental Health Technical Assistance and Training Initiative is a partnership project between the Center for School Mental Health Analysis and Action (CSMHA) at the University of Maryland, the Baltimore City Health Department, and Johns Hopkins University's East Baltimore Mental Health Partnership. A central feature of the Initiative is the School Mental Health Connection (SchoolMentalHealth.org), designed for anyone who is interested in school mental health.  The School Mental Health Connection emphasizes practical information and skills based on current research, including prominent evidence based practices, as well as lessons learned from local, state, and national initiatives. 

Baltimore City Health Department

Nancy Lever, Ph.D.

Director of Training, Outreach, and Dissemination

CSMHA

Baltimore, MD

(410) 706-4974

nlever@psych.umaryland.edu

www.schoolmentalhealth.org

Jacquelyn Duval-Harvey

Director

East Baltimore Mental Health Partnership

Johns Hopkins University

Baltimore, MD

(410) 614-4063

jduvalha@jhmi.edu

www.schoolmentalhealth.org

Center for Prevention and Early Intervention is a collaborative effort between the Johns Hopkins Bloomberg School of Public Health and community partners in prevention and early intervention, including: the Baltimore City Public Schools System, Family League of Baltimore City, Baltimore Mental Health Systems and the Maryland Department of Education; and prevention and early intervention researchers at: Morgan State University, Pennsylvania State University, the University of California at Los Angeles, the University of Alabama, Columbia University, and Stanford University. The Center is supported by National Institutes of Mental Health and Drug Abuse.

The mission of the Center is (1) to improve school-based preventive and early treatment interventions for children and adolescents by bridging epidemiologic, intervention, services, and dissemination and training research through the development of a research strategies capable of evaluating the effectiveness and sustainability of promising and evidence based interventions; (2) to identify factors that inhibit or facilitate improved prevention and treatment practices and outcomes; (3) to disseminate the knowledge gained in order to improve prevention and treatment research and dissemination and training practices; and (4) to develop within collaborating community partners the capacity to carry out and disseminate state of the art prevention and early intervention research and evaluations.

Dr. Nicholas Ialongo
Director

Center for Prevention and Early Intervention

Associate Director, Department of Mental Health
Johns Hopkins Bloomberg School of Public Health

(410) 955-0414

nialongo@jhsph.edu

http://www.jhsph.edu/prevention/index.html

Center for School Mental Health Analysis and Action (CSMHA) is one of two federally funded school mental health program and policy analysis centers. The mission of the CSMHA is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth.  Through participation in and development of a broad and growing Community of Practice, the CSMHA analyzes diverse sources of information, develops and disseminates policy briefs, and promotes the utilization of knowledge and actions to advance successful and innovative mental health policies and programs in schools.  The CSMHA hosts national and regional conferences to advance research, policy, and practice related to mental health in schools. The CSMHA works with a wide range of stakeholders invested in integrated approaches to reduce barriers to student learning and participates in a number of national and statewide strategic partnerships and projects.

federal

Mark Weist, Ph.D.

Director

CSMHA

Baltimore, MD

(410) 706-0980

mweist@psych.umaryland.edu

http://csmha.umaryland.edu/

Expanded School Mental Health (ESMH) Advisory Committee was formed primarily to design and oversee a strategy to strengthen and improve the system of ESMH services in Baltimore City.

local

Janis Parks, Executive Director Family League of Baltimore City, Inc.

Baltimore, MD jparks@flbcinc.org

(410) 662-5500, ext 203

Louise Fink, Director Interagency Support Services, Baltimore City Public Schools

Baltimore, MD

410-396-8904 lfink@bcps.k12.md.us

Marcia Glass-Siegel

Baltimore Mental Health Systems

mglass@bmhsi.org

Kids First Alliance is the Safe Schools/Healthy Students Initiative of Montgomery County developed to create an environment that supports healthy child development within a safe and caring community and provides the maximum opportunity for all children to learn.  The Alliance has developed a collaborative relationship with Montgomery County Department of Health and Human Services, Montgomery County Policy Department, George B. Thomas, Sr. Learning Academy, Identity, Mental Health Association, Federation of Families for Children’s Mental Health, and GUIDE Youth Services.  The Alliance is a vehicle to bringing a full continuum of services to students and families in order to promote strong, healthy, and successful development; supports prevention and early intervention using a multi-agency, multidisciplinary, and multicultural approach; and brings schools and families together in one community for all children. Kids First Alliance has an ongoing evaluation conducted by an independent evaluator.  Specific data is available on mental health, Collaborative Action Process, after-school programming, and Stop and Think.

federal

Dr. Mindy Schuman
Project Manager and Psychologist
Montgomery County Public Schools
(301) 230-5406

Mindy_Schuman@mcpsmd.org

http://www.mcps.k12.md.us/departments/kidsfirstalliance/

Maryland Assembly on School Based Health Care is a membership organization and collegial home for the growing number of interdisciplinary professionals dedicated to the concept of comprehensive school-based health care in Maryland. The Maryland Assembly supports the institutionalization of school-based health centers (currently 61) as an essential strategy for improving the lives of children and youth and optimizing their opportunities for success in school and society. The Maryland Assembly is dedicated to promoting accessible, quality school-based health and mental health care for children and youth in Maryland through interdisciplinary and collaborative efforts.

The Maryland Assembly on School-Based Health Care Mental Health Committee is comprised of individuals invested in advancing and better integrating mental health services in school-based health centers in Maryland.  This committee is committed to evidence-based practice, effective collaboration, high quality training, and increasing membership of mental health providers within the larger Maryland Assembly on School-Based Health Care.

state

Donna Behrens

Executive Director

Maryland Assembly on School-Based Health Care

Baltimore, MD

(410) 235-5807

dbehrens@masbhc.org

Mona Carey

Social Work Supervisor

Dorchester County Health Dept.

Cambridge, MD

(410) 228-0973

mlwc@fastol.com

Kelric Goodman, LCPC

Clinical Supervisor SB Services

Universal Counseling Services

Catonsville, MD

(410) 396-3504

kelricg@yahoo.com

Maryland Coalition of Families for Children’s Mental Health is a grassroots coalition of family and advocacy organizations dedicated to improving services for children with mental health needs and their families and building a network of information and support for families across Maryland. Funding for the Coalition is provided by The Maryland Department of Health and Mental Hygiene in cooperation with Baltimore Mental Health Systems. The Coalition is a member of the National Alliance for the Mentally Ill and a State Chapter of the Federation of Families for Children’s Mental Health

federal

state

local

Jane Walker

Executive Director

Maryland Coalition of Families for Children’s Mental Health
Columbia, MD
(410) 730-8267
info@mdcoalition.org,  jwalker@mdcoalition.org
www.mdcoalition.org

Maryland Mental Health Transformation Grant

Maryland is one of only seven states to be awarded a SAMHSA Mental Health Transformation State Incentive Grant. The other grantees include Texas, Oklahoma, New Mexico, Washington, Ohio, and Connecticut. This five year $13.5 million grant will focus on transforming Maryland’s Public Mental Health System building on the six goals outlined in the New Freedom Commission for Mental Health Report Achieving the Promise: Transforming Mental Health Care in America. Goal four of this report stresses the need for improving and expanding school mental health programs.

federal

Daryl Plevy

Director

MD Mental Health Transformation Project

DHMH- Mental Hygiene Administration

Catonsville, MD

(410) 402-8348

DPlevy@dhmh.state.md.us

Maryland Mental Health Workforce Steering Committee

The mission of the Maryland Mental Health Workforce Steering Committee is to support the Maryland State Department of Education and the Department of Health and Mental Hygiene in their commitment to provide qualified professionals and paraprofessionals to work with children with mental health needs and their families. 

N/A

Dr. Vera J. Froehlinger

Consultant in Children's Mental Health

MSDE

Baltimore, MD

(410) 767-0722

Vfroehli@msde.state.md.us

Maryland School Based Health Center Policy Advisory Council

The purpose of this Governor-appointed Council is to coordinate the interagency effort to develop, sustain, and promote quality school-based health centers in Maryland.

N/A

Anne Walker

Specialist

MSDE

(410) 767-0297

awalker@msde.state.md.us

Maryland School Mental Health Alliance has assisted in the implementation of a USDE grant awarded to MD State Department of Education. The School Mental Health Integration grant has focused on a full continuum of mental health promotion, prevention, early intervention, treatment and crisis intervention in schools. It was designed to enhance the knowledge and skills related to making appropriate referrals, and improve the links among school teams, families, youths, health care providers and the larger public mental health system in Maryland. The Alliance has pilot efforts in four Maryland counties (Anne Arundel, Harford, St. Mary’s, Washington) to better integrate school mental health with Positive Behavioral Interventions and Supports.

Alliance partners include: Maryland State Department of Education (MSDE)-both the Division of Student and School Services and the Division of Special Education/Early Intervention Services, University of Maryland’s Center for School Mental Health Analysis and Action (CSMHA), Johns Hopkins University’s Center for Prevention and Early Intervention, Mental Health Association of Maryland, the Mental Hygiene Administration/Department of Health and Mental Hygiene, Maryland’s Department of Juvenile Services, Maryland Coalition of Families for Children’s Mental Health, and the Maryland Assembly on School-Based Health Care.

federal

Nancy Lever, Ph.D.

Center for School Mental Health Analysis and Action (CSMHA)

Baltimore, MD

(410) 706-4974

nlever@psych.umaryland.edu

Andrea Alexander

Student Behavioral Specialist

MSDE

Baltimnore, MD 

(410) 767-0318

aalexander@msde.state.md.us

www.msmha.org

Mental Health Blueprint Committee for Children’s Mental Health

In 2003, Maryland’s Mental Hygiene Administration (MHA) with assistance from diverse state and community stakeholder created a document titled, Maryland’s Blueprint for Children’s Mental Health (Maryland Committee on Children’s Mental Health, 2003), which provided a bold vision and policy framework for improving mental health services for children and adolescents.  The report emphasized an interconnected system of care and three broad strategies that should guide Maryland’s mental health system for children: Mental Health Promotion (including expanded school mental health), Service Delivery and Support (including improving quality and effectiveness), and Quality and System Improvement.  The MHA’s Office of Child and Adolescent Services in partnership with the Maryland Blueprint Committee, an interagency state advisory committee of public and private child-serving stakeholders has been charged with implementing the recommendations of the Maryland Blueprint for Children’s Mental Health.  Ongoing workgroups have been developed to develop action steps to move the recommendations forward. 

Within the Blueprint Committee there is a subcommittee on School Mental Health that is seeking to advance policy, training, and practice of school mental health within the state. 

N/A

Al Zachik, MD

Director

Office of C & A Services

Mental Hygeine Admin, DHMH

Catonville, MD 

(410) 402-8487

azachik@dhmh.state.md.us

IDEA Partnership Seed Grant.  Funded by the IDEA Partnership, this seed grant has as its focus to increase collaboration between families, schools, state mental health, and education agencies to develop a mental health shared agenda.  The following organizations are collaborating on this grant: Mental Health Association of Maryland, the Maryland Coalition of Families for Children’s Mental Health, the Center for School Mental Health Analysis and Action, and the Maryland Mental Hygiene Administration.

federal

Linda Raines, Executive Director

Mental Health Association of Maryland

Baltimore, MD  21211

(410) 235-1178 ext. 204

lraines@mhamd.org

www.mhamd.org

PBIS Maryland.  Positive Behavioral Interventions and Supports (PBIS) in Maryland is a joint collaboration between Maryland State Department of Education, Sheppard Pratt Health Systems, Johns Hopkins University, and the 24 local school systems.  Currently over 25% of Maryland Schools are implementing PBIS, a process for creating safer and more effective schools (described in programs section below).  The PBIS Leadership Team helps provide oversight and guidance to the PBIS efforts in Maryland and includes leaders from the local jurisdictions, state agencies, and universities.

state

local

Andrea L. Alexander, LCPC

Maryland State Department of Education

Division of Student, Family and School Support

Student Services and Alternative Programs Branch

Baltimore, MD

(410) 767-0318

aalexander@msde.state.md.us

The Practice Network is committed to coordinating and advancing high quality research in Baltimore City Public Schools.  This committee has increasingly collaborating with the Baltimore City Expanded School Mental Health Network and the Baltimore City Public School System to advance data coordination and collection in school mental health.

N/A

Phil Leaf, Ph.D.

Johns Hopkins University

(410)955-3962

pleaf@jhsph.edu

Ben Feldman

Director of Research and Accountability

Baltimore City Public Schools

BiFeldman@bcps.k12.md.us

(410) 396-8969

Linkages to Learning (LTL) is a school-based mental health and social services program.  Through collaboration between the county’s public schools, Health and Human Services organization, and the county’s non-profits, LTL provides mental health services, social services, and other services such as ESOL for parents, after-school tutoring, and clubs. Several of the LTL sites are full service health centers. In 1998, the Linkages Resource Team, with representatives from the public school system, private agencies and Montgomery County Department of Health and Human Services, was established to enhance shared decision making, strategic planning and leadership. Therapists in LTL utilize evidence-based approaches (e.g. cognitive behavioral therapy) to providing mental health services.

federal

state

local

www.montgomerycountymd.gov/content/linkages/contactus.html

Ilene Sparber

ilene.sparber@montgomerycountymd.gov

(240) 777-1792

The Somerset Safe Schools/Healthy Students Initiative (SSSI) is designed to provide services to all of the schools in the county, elementary through high school. The program will enhance existing programs, implement additional research based curricula, consistently identify students at risk, engage parents, assist families, and improve the safety of the environment. The SSHI is comprised of the Somerset County Sheriff's Department, Core Service Agency (mental health), the department of Juvenile Services, and the Somerset County Public Schools. Additional partners include: Department of Social Services, three community mental health agencies, Healthy Families Lower Shore, Local Management Board, St. James United Methodist Church and Project Achieve Mentoring Services.  Memorandums of Understanding (MOU’s) are required by each member in the Initiative, and the steering committee is responsible for evaluating current school mental health programs and making necessary adjustments in order to ensure children access to services. 

federal

Tracey Cottman

Supervisor of Learning Support Specialist

Somerset Co. Public Schools

(410) 621-6232

tcottman@somersset.k12.md.us

Brief description program, curricula and/or tool

Type of intervention

For more information, contact:

(name, phone, email and/or website)

Bridges Out of Poverty is a training curriculum designed for professionals from school services, healthcare, behavioral healthcare, government, criminal justice, and community leaders in which participants create a mental model of poverty, review poverty research, examine a theory of change, and analyze poverty through the prism of the hidden rules of class, resources, family structure, and language.

Training for Educators and other Professionals

To purchase book:

www.amazon.com/Bridges-Out-Poverty-Professionals-Communities/dp/0964743795

Child Health and Development Interactive System (CHADIS) is an interactive computer system for parents, primary care clinicians, and mental health professionals.  CHADIS is a unique, web-based diagnostic, management, and tracking tool designed to assist professionals in addressing parents' concerns about their child's behavior and development while streamlining other routines of the visit. Parents collaborate in their child's care by completing online CHADIS questionnaires from home or waiting room. The various validated questionnaires cover a wide range including child mental health, social support, parent mental health, development, and health risks.  There are also questionnaires for teens and teacher ratings for online completion.  CHADIS analyzes the responses and provides the clinician with instant access to provisional diagnoses, clinical decision support, handouts, and community resources specific to the family's needs based on that analysis. The use of CHADIS questionnaires can be billed to the insurance provider. The Center for Promotion of Child Development through Primary Care is the home for Chadis which has been used by several initiatives around the state, including an Autism Project supported by the Maryland State Department of Education and the Maryland Department of Health and Mental Hygiene.

Diagnostic screening, tracking and management tool for child health, mental health, and early childhood professionals

Raymond Sturner, MD

(410) 353-3016

Barbara Howard, MD

(443) 618-9104

rsturner@childhealthcare.org

www.childhealthcare.org

Cognitive Behavioral Intervention for Trauma in Schools (CBITS) is a group intervention for children in grades six through nine. The program is aimed at relieving symptoms of post-traumatic stress disorder (PTSD), depression, and general anxiety among children exposed to trauma. Children in CBITS work on processing traumatic memories, expressing their grief, learning relaxation skills, challenging upsetting thoughts, and improving their social problem-solving. These techniques and skills are learned through the use of drawings and through talking in both individual and group settings. CBITS been implemented by providers in the University of Maryland School Mental Health Program.

Early Intervention/

Treatment for youth with history of trauma (Group)

Lisa H. Jaycox
RAND Corporation
Arlington, VA
(703) 413-1100 x5118
jaycox@rand.org

Implemented by:

Sharon Stephan, Ph.D.

CSMHA
Baltimore, MD
(410) 706-0980

sstephan@psych.umaryland.edu

Early Intervention

Implemented by:

Stephanie E. Livesay

Montgomery County Public Schools

Psychological Services

(301) 279-3805

Stephanie_E_Livesay@mcpsmd.org

www.mcps.k12.md.us/departments/collaborativeactionprocess

Collaborative Problem Solving (CPS) model -- first articulated in Ross Green’s book, The Explosive Child -- proposes that challenging behavior should be understood and handled in the same manner as other recognized learning disabilities. The CPS model helps adults teach these skills to teaches, caregivers, and children in order to develop mutually satisfactory solutions for the problems causing conflict. Collaborative problem solving is an approach used by School Improvement in Maryland. 

Early Intervention

Center for Collaborative Problem Solving

Ross Greene, PhD

J. Stuart Ablon, Ph.D.

Newton Corner, MA

cpstraining@gmail.com

Implemented by:

Mindy_Schuman@mcpsmd.org

Linkages to Learning

http://mdk12.org

Coping Cat/The C.A.T. Project is a cognitive-behavioral therapy intervention that helps children recognize and analyze anxious feelings and develop strategies to cope with anxiety-provoking situations. By incorporating adaptive skills to prevent or reduce feelings of anxiety, the Coping Cat therapist uses a workbook to guide the child through consideration of previous behavior in situations in which the child felt anxious, as well as the development of expectations for future behavior in anxious situations. The Coping Cat workbook is used for children aged 8 to 13 years and the C.A.T. Project workbook is used for children aged 14 to 17 years. The C.A.T. Project differs from Coping Cat only in the use of developmentally appropriate pictures and examples for older ages. The C.A.T. Project has been implemented by providers in the University of Maryland School Mental Health Program.

Early Intervention/

Treatment for anxiety (Individual and Group)

Developed by:

Philip C. Kendall, Ph.D., ABPP
Child and Adolescent Anxiety Disorders Clinic Department of Psychology

Temple University
(215) 204-1558
(215) 204-7165
pkendall@temple.edu

Implemented by:

Sharon Stephan, Ph.D.

CSMHA
Baltimore, MD
(410) 706-0980

sstephan@psych.umaryland.edu

Coping Power is delivered to moderate to high-risk children in the late elementary school and early middle school years. The program lasts from 15 to 18 months and includes an integrated set of child and parent components. Coping Power is based on an empirical model of risk factors for substance use, and addresses high-risk children's deficits in social competence, self-regulation, school bonding, and positive parental involvement. The Coping Power child component consists of 33 group sessions and periodic individual sessions, and is delivered in school-based settings. The Coping Power parent component consists of 16 group sessions and periodic home visits and individual contacts. Post-intervention results indicate that the program has had effects on reducing children's aggressive behavior and preventing their substance use. Has been implemented by providers in the Johns Hopkins Center for Prevention and Early Intervention (CPEI).

Early Intervention/

Treatment for aggressive behavior (Group

and Family Education)

www.copingpower.com

John Lochman, Ph.D.

University of Alabama

Department of Psychology
(205) 348-7678

jlochman@gp.as.ua.edu

Implemented by:

Nicholas Ialongo
Center for Prevention and Early Intervention (CPEI)
Johns Hopkins School of Hygiene and Public Health

(410) 955-0414

nialongo@jhsph.edu

www.jhsph.edu/prevention

Family advocates provide support and advocacy for families caring for children with mental health needs in systems of care.  The family advocate provides monthly support groups for families caring for a child with mental health needs, responds to requests for information from families and professionals, disseminate information to families through presentations or displays at community events, conducts trainings for families on children’s mental health issues or services, participate on county committees working to improve services for children’s mental health and their families.

Family Advocacy

Barbara Granger

Maryland Coalition of Families for Children's Mental Health

Lexington Park, MD 

(443) 285-2498

bgranger@mdcoalition.org

Family Navigators are the parent or primary caregiver of a child or youth who is currently or has in the past been involved in multiple child-serving agencies. A Family Navigator empowers other families caring for children with special needs by providing individual family-to-family support, education, advocacy, coaching, information and referral and follow-up. The Family Navigator serves as a liaison between administration, individual schools and families to increase resource gaps and resources.

Family Advocacy

Barbara Granger

Maryland Coalition of Families for Children's Mental Health

Lexington Park, MD 

(443) 285-2498

bgranger@mdcoalition.org

FRIENDS is a cognitive behavioral intervention for anxiety and trauma in children (ages 7-11) and adolescents (ages 12-16). FRIENDS for Life helps children and teenagers cope with feelings of fear, worry, and depression by building resilience and self-esteem and teaching cognitive and emotional skills in a simple, well-structured format. Used in schools and clinics throughout the world, FRIENDS is the only childhood anxiety prevention program acknowledged by the World Health Organization for its 8 years of comprehensive evaluation and practice. It has proved effective for up to 6 years after initial exposure. FRIENDS has been implemented by providers in the University of Maryland School Mental Health Program.

Early Intervention/

Treatment for Anxiety and Depression (Group)

http://www.friendsinfo.net

Implemented by:

Sharon Stephan, Ph.D.
CSMHA

Baltimore, MD 
(410) 706-0980

sstephan@psych.umaryland.edu

Incredible Years are research-based, proven effective programs for reducing children's aggression and behavior problems and increasing social competence at home and at school. The Incredible Years: Parents, Teachers, and Children Training Series is a comprehensive set of curricula designed to promote social competence and prevent, reduce, and treat aggression and related conduct problems in young children (ages 4 to 8 years). The interventions that make up this series—parent training, teacher training, and child training programs are guided by developmental theory concerning the role of multiple interacting risk and protective factors (child, family, and school) in the development of conduct problem. Incredible Years had been implemented by providers in the Johns Hopkins Center for Prevention and Early Intervention (CPEI).

Early Intervention/

Treatment for aggression and related conduct problems (Group)

Teacher and Family Education

Carolyn Webster-Stratton, Ph.D.

www.incredibleyears.com

Implemented by:

Nicholas Ialongo
CPEI
Johns Hopkins School of Hygiene and Public Health

(410) 955-0414

nialongo@jhsph.edu

www.jhsph.edu/prevention

infoMontgomery is a web-based, continually updated resource map developed through a partnership with Montgomery County and non-profit organizations. infoMONTGOMERY is Montgomery County's collaboratively maintained inventory of human services. By connecting individuals to services and by providing a platform to evaluate gaps in services, InfoMontgomery hopes to more effectively meet the needs of Montgomery County's children, families and adults.

Resource Mapping

Susan Guevara Augusty
Montgomery County Collaboration Council
for Children, Youth & Families
Rockville, MD
(301) 610-0147

susan.augusty@collaborationcouncil.org

www.infomontgomery.org

Learning Support Teams (LST) engage in a process through which students are identified as needing mental health services.  Learning Support Specialists assist in referring students for mental health services and tracking follow up.  Staff is trained to identify students that exhibit at risk behaviors.  Students are referred to LST, a plan is developed and each student is assigned a case manager. 

Early Intervention

Tracey Cottman

Somerset Co. Public Schools

(410) 621-6232

tcottman@somerset.k12.md.us

Nonviolent Crisis Intervention^® Program, developed by the Crisis Prevention Institute (CPI), teaches staff to respond effectively to the warning signs that someone is beginning to lose control as well as addresses how staff can deal with their own stress, anxieties, and emotions when confronted with these challenging situations.

Staff Training

Crisis Prevention Institute, Inc.

www.crisisprevention.com/about/history.html

Implemented by:

Kristi Elliott

Somerset County Public Schools

KElliott@somerset.k12.md.us

Family Education

Dana Crudo
Child & Adolescent Action Center 
(703) 600-1117

danac@nami.org 

 

Glen Burnie, MD
(410) 863-0470
namimd@nami.org

PATHS to PAX

With funds from the National Institutes of Mental Health and Drug Abuse, the Johns Hopkins Center for Prevention and Early Intervention (CPEI) is collaborating with the Baltimore City Public School System to integrate two programs the Good Behavior Game (GBG) and Promoting Alternative Thinking Strategies (PATHS) in order to create a comprehensive universal prevention strategy aimed at reducing student behavior problems and drug use, and enhancing academic competence. The integration of these two interventions is named PATHS to PAX.  Whereas the GBG uses a small group contingency management strategy to improve classroom behavior management, PATHS provides a comprehensive curriculum to improve children’s social emotional skills. 

Universal Prevention (classroom based)

Implemented by:

Nicholas Ialongo
CPEI
Johns Hopkins School of Hygiene and Public Health

(410) 955-0414

nialongo@jhsph.edu

www.jhsph.edu/prevention

Prevention: Positive Behavior Interventions And Supports (PBIS) is a process for creating safer and more effective schools.  PBIS is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school wide, and classroom discipline systems.  The process focuses on improving a school’s ability to teach and support positive behavior for all students.  Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student specific discipline plans. PBIS uses data-based decision-making around discipline and achievement at the school, school system, and state levels. Some Local School Systems (LSS) in Maryland are implementing Tertiary Interventions as part of their PBIS effort, which include school-based wrap-around models. Five LSS’s increased their integration of mental health services into pilot schools through the USDE Mental Health Integration Grant received by MSDE in 2005. 

Universal and Early Intervention

www.pbis.org

www.pbismarlyand.org

Andrea Alexander, LCPC

Maryland State Department of Education

Division of Student, Family and School Support

Student Services and Alternative Programs Branch

Baltimore, MD

(410) 767-0318

aalexander@msde.state.md.us

Implemented by:

Susan Fowler

Jenifer Elementary

Charles County Public Schools

Waldorf, MD 

(301) 753-1768

sfowler@ccboe.com

After July 1:

sefowler@smcps.org.

Tracey Cottman

Somerset Co. Public Schools

(410) 621-6232

tcottman@somerset.k12.md.us

Red Flags is a school-based prevention program developed by the Mental Health Association of Summit County in Ohio to help students, parents and school staff members recognize and respond to signs of depression and related mental illness. The three-pronged program includes an in-service training for school personnel, a video-based curriculum for students called Claire's Story: A Child's Perspective of Childhood Depression, and a seminar for parents, students and the community.

Universal Prevention and

Early Intervention (classroom-based)

Training for Family Members and Educators

Distributed by:

Mental Health Association of Summit County, Ohio

www.redflags.org

Victoria Doepker
MHA of Summit County
Cuyahoga Falls, OH

(330) 923-0688
(800) 991-1311
vDoepker@RedFlags.org

Elnora L. Jenkins
Ohio Department of Mental Health
Office of Children's Services and Prevention
Columbus, OH

(614) 466-1984

jenkinse@mh.state.oh.us

School Mental Health Quality Assessment Questionnaire (Weist et al., 2006) (SMH-QAQ) is a research-based measure designed to help clinicians, administrators, and others invested in school mental health to assess strengths and weaknesses within their school mental health services and programming.  Findings from the measure can assist in identifying priority areas for improving school mental health services. CSMHA is currently using SMH-QAQ as a research instrument. SMH-QAQ is part of a research grant, Enhancing Quality in Expanded School Mental Health. National Institute of Mental Health, U.S. Department of Health and Human Services, #1R01MH71015-01A1; 2003-2006.)

Evaluation and Quality Improvement

Developed by:

Mark Weist, PhD

CSMHA

Baltimore MD

(410) 706-0974

mweist@psych.umaryland.edu

Skillstreaming addresses the social skill needs of students who display aggression, immaturity, withdrawal, or other problem behaviors. The Skill streaming curriculum utilizes modeling, role playing, performance feedback, and transfer (homework). The curriculum contains 50 skill lessons and includes six skill groups: Beginning Social Skills, Advanced Social Skills, Dealing with Feelings, Alternatives to Aggression, Dealing with Stress, and Planning Skills. Skillstreaming has been implemented by providers in the University of Maryland School Mental Health Program.

Early Intervention/treatment (Group and Classroom-based)

www.skillstreaming.com

Implemented by:

Sharon Stephan, Ph.D.

CSMHA
(410) 706-0980

sstephan@psych.umaryland.edu

Robert Canosa, PhD

Villa Maria

Baltimore, MD

(410) 252-7664

rcanosa@cc-md.org

Stop and Think Social Skills Program trains all classroom teachers in a universal language and social skills curriculum to address students’ social skills. The program includes lessons, modeling, and role plays.  A behavioral matrix is used to address problematic behaviors in a consistent manner and a time-out procedure to help students make more appropriate choices. The Stop and Think Social Skills Program has been implemented in the Montgomery County Public Schools, and as a result, behavioral referrals have reduced significantly after implementing this program. The materials for this program are published and made available through Project Achieve.  This program has been awarded a “programs that work” status by both SAMHSA and Safe and Drug-Free Schools.

Universal prevention-classroom based

www.projectachieve.info/productsandresources/thestopthinksocialskillsprogramschool.html

Implemented by:

Stephanie E. Livesay

Montgomery County Public Schools

Psychological Services

(301) 279-3805

Stephanie_E_Livesay@mcpsmd.org

Student Support Team (SST) aims to strengthen and support students who are having difficulty in the school environment and provides a place to discuss student concerns. The SST is generally chaired by an administrator and, typically, a classroom teacher, counselor and school psychologist are members. The SST receives referrals when concerns arise about a student’s success and addresses a variety of issues (e.g. health, attendance, academics, and behavior).  The SST intervenes as early as possible, identifies concerns, assesses the situations, determines an intervention and monitors the effectiveness of the intervention. If interventions for academics are not effective over time, the SST might refer to the IEP team. SST’s are in all schools throughout Maryland.

Early Intervention

Implemented by:

Susan Fowler

Jenifer Elementary

Charles County Public Schools

Waldorf, MD 

(301) 753-1768

sfowler@ccboe.com

After July 1:

sefowler@smcps.org.

Universal suicide prevention

mentalhealth.samhsa.gov/suicideprevention/default.asp

Core Service Agency of Harford County

(410) 803-8726

Robert Schmidt, LPCC, NCC

Talbot County Schools

(410) 822-0330 x 152

rschmidt@tcps.k12.md.us 

Mary McCausland 

Yellow Ribbon Chapter of Kensington

(301) 530-4761, yellowribbonmary@aol.com  

Karen Allredge

Yellow Ribbon Chapter of Blue Ridge

dockja@aol.com
www.geocities.com/blueridgeyrp