The Herb Innovation Center

PK-12 Resources for Teachers and Other School Professionals


Mental Health

 

Programs, Centers, & Services for Mental Health

The Herb Innovation Center is interested in supporting the profession of education and the human condition. Here you will find general resources for improving PreK-12 practice ideas, school mental health policies, research, associations, centers and programs.

Topics:

Academic Interventions to support Students’ Success

Federal resources to support Individuals’ Mental Health

Ohio State resources to support Individuals’ Mental Health

Laws and Policies related to Mental Health

Resources to Support School Safety

School-based resources Related to Anxiety and Depression

Other Professional Resources

  •        Books and Articles
  •        School Mental Health Videos
  •        Trauma Videos
  •        Anxiety and Depression Videos

Academic Interventions to support Students’ Success

Intervention Central

Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards. Jim Wright’s main website packed full of effective interventions and monitoring tools in behavior, reading and math. There were many downloadable resources.

  1. Integrated Writing Instruction
  2. School-Wide Strategies for Managing Writing
  3. Various interventions that target all domains of the writing process across all tiers

National Center for Learning Disabilities (NCLD)

The National Center for Learning Disabilities (NCLD) would result in deep and harmful cuts to programs that serve our most vulnerable students and improve our nation’s public schools. Rather than investing in public education and addressing the inequities in our education system, the President proposes to siphon resources to a tax credit program that would fund private schools and benefit the wealthy. It includes research syntheses prepared by leading researchers in the field of learning disabilities. These syntheses are designed to help educators, administrators, teacher educators, parents and advocates recognize key ingredients of effective instruction.

Florida Center For Reading Research (FCRR)

The Florida Center for Reading Research (FCRR) is a multidisciplinary research center at Florida State University. FCRR explores all aspects of reading research—basic research into literacy-related skills for typically developing readers and those who struggle, studies of effective prevention and intervention, and psychometric work on formative assessment.

THE CENTER’S FOUR PART MISSIONS:

  • To conduct basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to the scientific knowledge of reading and benefit students in Florida and throughout the nation.
  • To disseminate information about research-based practices related to literacy instruction and assessment for children in pre-K through 12th grade.
  • To conduct applied research that will have an immediate impact on policy and practices related to literacy instruction in Florida.
  • To provide technical assistance to Florida’s schools and to the State Department of Education for the improvement of literacy outcomes in students from pre-K through 12th grade.

What Works Clearinghouse (WWC)

The work of the WWC helps teachers, administrators, and policymakers make evidence-based decisions. The WWC reviews evidence of effectiveness of programs, policies, or practices by using a consistent and transparent set of standards. The goal is to provide educators with the information they need to make evidence-based decisions. We focus on the results from high-quality research to answer the question “What works in education?”The WWC doesn't rank, evaluate, or endorse interventions. Hundreds of trained and certified reviewers rate whether studies meet standards and then summarize results that do meet standards.

Federal resources to support Individuals’ Mental Health

 

National Center for School Mental Health (NCSMH)

The National Center for School Mental Health (NCSMH) at the University of Maryland School of Medicine is a technical assistance and training center with a focus on advancing research, training, policy, and practice in school mental health. School mental health has, at its foundation, strong family-school-community partnerships with a shared goal of promoting positive academic and social-emotional-behavioral outcomes for all students. The mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth. From its inception in 1995, the Center's leadership and interdisciplinary staff has promoted the importance of providing mental health services to children, adolescents, and families directly in schools and communities.

The Carolina Network for School Mental Health (CNSMH)

The mission of the Carolina Network is to develop partnerships with North Carolina and South Carolina schools, community-based agencies, families and youth-serving systems and organizations to achieve improved educational and health outcomes for all children, especially those with unmet mental health needs. The general resources are include School Mental Health, Child Mental Health, School Health and Child Healthcare, Children (general), Professional School-Related Services, Advocacy Organizations, National Organizations, Branches of North Carolina State Government, and Other Resources. To accomplish this mission the Carolina Network for School Mental Health (CNSMH) seeks to:
1. Understand and facilitate connections between local and state initiatives to promote supportive policies to expand and improve SMH throughout North Carolina and South Carolina.
2. Build a full continuum of effective strategies focused on mental health promotion, prevention of social, emotional and behavioral problems, early intervention and intervention for students in general and special education.
3. Evaluate and assure the quality of SMH in North Carolina and South Carolina to ensure that students remain in school, positively engaged in their home life, and out of trouble.
4. Build and sustain action to promote a shared agenda for mental health-education-family collaborations with key stakeholder representation through family-driven and youth-guided programs and services.
5. Promote awareness and reduce stigma surrounding mental health needs and the critical links between positive mental health and school success for North Carolina and South Carolina youth; developing effective strategies for best meeting these needs. 

National Association of School Psychologists (NASP)

School psychologists are uniquely qualified members of school teams that support students' abilities to learn and teachers' abilities to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections among home, school, and the community.
The National Association of School Psychologists (NASP) represents and supports the profession of school psychology by advancing effective practices to improve students' learning, behavior and mental health and maintaining essential standards for ethics and practice.

Center for Researching & Teaching the Whole Child

The Center for Researching & Teaching the Whole Child (CRTWC) envisions a world in which educators are supported to continually develop their own social, emotional, and cultural competencies. Educators, in turn, consistently support the development of their students' social, emotional, and cultural competencies so that children are resilient and able to reach their full potential. The mission is to enhance the capacity of schools to meet the needs of children and their educators by integrating social, emotional, and cultural competencies into teacher preparation and on-going professional development.


Ohio State resources to support Individuals’ Mental Health                      

Ohio Department of Mental Health and Addiction Services

Since 2000, the Ohio Department of Mental Health & Addiction Services (OhioMHAS) has provided cross-system leadership in the development of the Early Childhood Mental Health (ECMH) initiative. This program supports evidence-based training to equip parents and caregivers of young children with the skills to help their children develop into mentally healthy individuals. Parents and teachers who effectively nurture, support and connect with young children, especially those experiencing social or emotional difficulty, can ameliorate future disabling problems. Positive school climates, along with expanded models of seem less integrated behavioral health services, will ensure our students have an equal chance to succeed in school. Strategies that bring families, schools and professionals together will improve behavioral and academic outcomes for children and youth.

Center for School-Based Mental Health Programs

The Center for School-Based Mental Health Programs (CSBMHP) at Miami University operates within the Department of Psychology. Center staff, faculty, graduate and undergraduate students, and community partners are involved in research, consultation, and clinical service initiatives. An important goal of the Center for School-Based Mental Health is to build collaborative relationships with schools and community agencies to address the mental health and school success of children and adolescents through the promotion of expanded school mental health programs and services. The intent is to promote the development and implementation of effective programs to enhance healthy psychological development of school-age students and reduce mental health barriers to learning.

Ohio Center for Autism and Low Incidence

The Center for Teaching Diverse Learners at OCALI provides professional development, technical assistance, consultation and resources for educational agencies, programs, practitioners, and families working to improve the quality of life and learning for individuals who have significant cognitive and low incidence disabilities. The center offers guidance to professionals and families with a focus on standards-based planning and instruction.

Suicide Prevention Foundation

Promote suicide prevention as a public health issue and advance evidence-based awareness, intervention and methodology strategies which will support all Ohio-based suicide prevention efforts.

Center for Education in Targeted Violence and Suicide

The University of Toledo Center for Education in Targeted Violence and Suicide is dedicated to providing resources, courses, and trainings to K-12 districts, institutions of higher education, and the workplace.  With a team of internationally recognized experts, the center is dedicated to providing research-based curriculum and solutions in a holistic approach. That is, we are not limited solely to threat assessment or prevention alone. We are also dedicated to making universities compliant with House Bill 28, which mandates a multicomponent approach to addressing suicide on college campuses.


Laws and Policies related to Mental Health:

Suicide Prevention in Schools (K-12) http://afsp.org/wp-content/uploads/2017/07/Suicide-Prevention-in-Schools-Issue-Brief.pdf 

Ohio law allows school security funds to cover student mental health services https://www.educationdive.com/news/ohio-law-allows-school-security-funds-to-cover-student-mental-health-servic/521027/

Safety and Violence Prevention Training Now Required of K-12 Professionals

Amended Substitute House Bill 276 of the 126th Ohio General Assembly (2007) mandated that the Ohio Department of Education work with state agency partners and education organizations to prepare a model policy that would guide every Ohio school district in developing a policy prohibiting harassment, intimidation and bullying. The bill also required ODE to develop a safety and violence prevention curriculum to train elementary school professionals to detect child abuse.

Amended Substitute House Bill 1 of the 128th Ohio General Assembly (2009) extended this requirement to include public middle school and high school personnel. Substitute House Bill 59, passed in June 2013, added Human Trafficking to the required topics to be covered in the Safety and Violence Prevention Curriculum in-service training. An Ohio Department of Education curriculum that may be used to fulfill the requirement is posted below. Specific aspects of the Amended H.B. 1 and the previous legislation (Ohio Revised Code Section 3319.073) also are highlighted here:

WHO MUST TAKE THE TRAINING? 

Nurses, teachers, counselors, school psychologists and administrators at public elementary, middle and high schools must take the training. The deadlines vary (see below).

WHAT IS THE TRAINING TO COVER?

Participants must take at least four hours training in the prevention of child abuse, violence, and substance abuse and the promotion of positive youth development. School districts and educational service centers may adopt or adapt the curriculum developed by the Ohio Department of Education (ODE) for this purpose, or they may develop their own program in consultation with public or private agencies or persons involved in child abuse prevention or intervention. (For middle and high school employees, school district and educational service centers may develop their own curriculum to fulfill the in-service training on the prevention of dating violence.)


Resources to Support School Safety:

National School Safety Center

The National School Safety Center serves as an advocate for safe, secure and peaceful schools worldwide and as a catalyst for the prevention of school crime and violence. NSSC provides school communities and their school safety partners with quality information, resources, consultation, and training services. The National School Safety Center identifies and promotes strategies, promising practices and programs that support safe schools for all students as part of the total academic mission.

National Crime Prevention Council (NCPC)

The National Crime Prevention Council’s mission is to be the nation’s leader in helping people keep themselves, their families, and their communities safe from crime. To achieve this, NCPC produces tools that communities can use to learn crime prevention strategies, engage community members, and coordinate with local agencies. School Safety Centers can be Found in 20 States. Although some are more active than others, they share a common mission: to provide school districts and staff, parents, and students with training, tools, and technical assistance to enhance the safety and security of America’s schools.

National Behavioral Intervention Team Association (NaBITA)

The vision of the National Behavioral Intervention Team Association (NaBITA) is to make our campuses safer environments where development, education, and caring intervention are fostered and encouraged. NaBITA brings together professionals from multiple disciplines who are engaged in the essential function of behavioral intervention in schools, on college campuses, and in corporations and organizations for mutual support and shared learning. Whether it is to combat bullying, prevent violence, support individuals with disabilities, empower the success of those suffering from mental health challenges, or assist those who are in crisis, our members are joined in common purpose and exploration of best practices.

ALICE Training Institute

The National Standard of Care and the leading training solution for active shooter response, ALICE Training provides individuals with the knowledge and skills to ensure their survival and minimize the loss of life in the event of an aggressive intruder. Unlike conventional lockdown, ALICE Training empowers Police/LE, K-12 Schools, Healthcare Facilities, Higher Education, Businesses, Government, and Houses of Worship. to participate in their own survival and lead others to safety.

Practice Updates:

Schools Are Required to Teach Mental-Health Lessons This Fall in Two States. And That's a First. - Virgilian State and New York State

http://blogs.edweek.org/edweek/curriculum/2018/08/schools_required_to_teach_mental_health_ny_va.html


School-based resources Related to Anxiety and Depression

Anxiety and Depression Association of America (ADAA)

Anxiety Disorders Association of America (ADAA), a nonprofit organization, was founded in 1980. The Association is dedicated to educating the public and professionals about the nature of phobias and anxiety disorders and their treatment, as well as assisting people in locating treatment in their area. ADAA serves as a national clearinghouse for information on resources and referrals and helps in the exchange of information and ideas on phobia and related anxiety disorders treatment. The organization answers inquiries, provides reference services, provides information on research in progress, and conducts an annual national conference with workshops. ADAA is supported by membership dues from its over 1,000 members, contributions, grants, and the sale of materials.

Adolescent Depression Awareness Program (ADAP)

The Adolescent Depression Awareness Program (ADAP) educates school-based professionals, high school students, and parents about the illness of depression. Through a student curriculum, a training program for health and school-based professionals, and presentations for parents and communities, ADAP delivers the core message that depression and bipolar disorder are treatable medical illnesses and that concerned individuals should seek help. Through this work, ADAP aims to increase awareness and decrease stigma about mood disorders in young people while stressing the need for evaluation and treatment. The mission of ADAP is to make the curriculum available nationally for school-based professionals to incorporate into their classes.

Depression Center Michigan Medicine – Peer-to-Peer (P2P) Program

In 2007, the University of Michigan Depression Center and the Ann Arbor Public Schools (AAPS) began a collaboration to provide depression awareness and suicide prevention education, training, and support for AAPS personnel. Beginning in fall 2009, a student education component was added to this initiative. The goals of the Peer-to-Peer Depression Awareness Campaign are to 1, educate high school students about depression and depressive illnesses, and 2, support them in finding creative ways to convey this knowledge to their peers in order to reduce stigma, raise awareness, encourage help-seeking when needed, and ultimately, help to promote the early detection of depression, bipolar disorder, and related illnesses.

The mission of the University of Michigan Comprehensive Depression Center is to detect depression and bipolar disorders earlier, treat more effectively, prevent recurrences and progression, counteract stigma, and improve public policy. Depression’s stigma will be a vestige of the past; people will be empowered with knowledge; better detection, outcomes, and fewer recurrences will be a reality; and prevention will no longer be a dream.


Other Professional Resources/Books/Videos:

Books and Articles

School Mental Health Videos

Trauma Videos

Anxiety and Depression Videos
Last Updated: 6/27/22