About the Learning Session:
The MHTTC Network is hosting an 8-part training series using the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. This resource was developed by the MHTTC Network in partnership with the National Center for School Mental Health (NCSMH) and aims to help states, districts and schools advance comprehensive school mental health and engage in a planning process for implementation. .
Module 3: Needs Assessment and Resource Mapping describes how to conduct and use data from needs assessment and resource mapping processes. The value of each is described as well as how they intersect to support school needs. The session consists of a discussion with a small panel of education and mental health leaders from across the country (including a member from the National Center for School Mental Health team) who will provide an “always and now” application of the Implementation Guidance Modules and innovative ideas for implementation, considering the current COVID-19 pandemic and its impact on school mental health.
Access the recording of this session by clicking the blue "View Resource" button above.
- Access presentation slides here.
- Access our FAQ and Resources document (that includes responses to questions asked by participants during the live event) here.
- Access the closed captioning transcript for this session here.
- Learn more about the remaining sessions in this learning series here.
To learn more about the National School Mental Health Best Practices: Implementation Guidance Modules and gain access to the COMPLETE resource, click HERE.
PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title 'National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.'
Dr. J Rocky Romero is the CEO and owner of JR Romero & Associates, a training and consulting company he started almost 21 years ago that focuses on behavioral health evaluation, consultation, and specialized training. Dr. Romero has been a trainer and consultant for the NHL-MHTTC for the last 11 years, in addition he is a national trainer for Clare|Matrix, formerly the Matrix Institute, for the last 13 years. He is focused on teaching culturally appropriate treatment approaches while focusing on reducing health disparities for people of color. Lastly, Dr. Romero continues to research and present nationally on the intersections of racism, discrimination, and the impact of racialized legal discourse on people of color.
Dr. Jacque Gray is a Choctaw/Cherokee research associate professor and associate director of Indigenous Programs at the Center for Rural Health (CRH) at the University of North Dakota (UND) School of Medicine & Health Sciences. She also serves as director of the National Indigenous Elder Justice Initiative (NIEJI) a national resource center to address elder abuse in Indian Country. In addition, Gray is the lead for the Strong Heart Study Psychosocial Work Group, a longitudinal study of cardiovascular disease and metabolic disorders in American Indians that began in 1988. She has worked to address health, mental health, and health disparities across Indian Country for more than 35 years and internationally, working with Māori suicide prevention. She consults with the American Indian/Alaska Native MHTTC and SAMHSA Tribal Tech TTAC. Gray received a doctorate from Oklahoma State University in 1998 and has been at UND since 1999.
Kristin Scardamalia, Ph.D. is an Assistant Professor at the University of Maryland School of Medicine National Center for School Mental Health. She has extensive experience working with high needs youth and their families as a school psychologist in both the public schools and juvenile services. Her research focuses on the intersection of the education, juvenile justice, and mental health systems such as investigating district-wide strategies to reduce exclusionary discipline practices. In addition, she provides training and technical assistance to states and school districts on developing and improving comprehensive school mental health programming. She leads the NCSMH’s training and technical assistance efforts related to staff well-being and cultural responsiveness and equity.