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 5: Mental Health Promotion for All (Tier 1) reviews specific types of universal mental health promotion services and supports, followed by quality indicators and best practices.
Access the recording of this session by clicking the blue "View Resource" button above.
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.'
Sarah K. Howell, MSW, LCSW, is the school social worker at Las Americas Newcomer School in Houston ISD, manages the social work department at Houston reVision and is the founder of STAR (Survivors of torture, asylees and refugees) Counseling and Consultation. She has built her career working with immigrants and refugees and specialized in trauma and torture survivors within those populations. She is currently pursuing her Doctorate in Clinical Social Work at the University of Pennsylvania.
Susan Barrett, MA, serves as a Director for the Center for Social Behavior Supports Center (CSBS) at Old Dominion University and an Implementer Partner with the U.S. National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS). She assists with large-scale implementation of PBIS; partners with researchers to evaluate the impact of PBIS on students, school staff, and school communities; and serves on the Association of Positive Behavior Supports Board of Directors. She also co-leads the development of the Interconnected Systems Framework, a mental health and PBIS expansion effort. Susan has been published in the areas of large-scale adoption of PBIS, mental health, cost-benefit analysis, advanced tier system development, and adoption of evidence-based practices in schools.
Dr. Jennifer Kubista’s educational mission, vision, and philosophy is focused on the development of the whole child, where students are academically, behaviorally, physically, socially and emotionally healthy, safe, engaged, supported and challenged in their learning and achievement. This philosophy also includes the development of whole educators, where learning, growing, living (being happy and healthy), working, and leading are at the forefront as we engage in teaching and learning to support the whole child. Jennifer is an Executive Council member for the System of Care in Marion & Polk County within the Coordinated Care Organization networks through the Oregon Health Authority. Jennifer is also the current Superintendent at Central School District 13J, a diverse, yet rural community located in Independence and Monmouth, OR.
Dr. Kristin Scardamalia 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.