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• 21. [Article] Infusing Culture into Practice: Developing and Implementing Evidence-Based Mental Health Services for African American Foster Youth

  The lack of culturally appropriate health and mental health care has contributed to the large number of African American youth and families involved in the child welfare system. This article reviews the ...

  Citation × Citation Citation Abstract Copy Title: Infusing Culture into Practice: Developing and Implementing Evidence-Based Mental Health Services for African American Foster Youth Author: Briggs, Harold E., McBeath, Bowen Year: 2010 The lack of culturally appropriate health and mental health care has contributed to the large number of African American youth and families involved in the child welfare system. This article reviews the consequences of the insufficient access to culturally sensitive, evidence-supported interventions for African American foster youth. The authors describe a framework for the development of culturally appropriate mental health interventions responsive to the needs of African Americans. Title: Infusing Culture into Practice: Developing and Implementing Evidence-Based Mental Health Services for African American Foster Youth Author: Briggs, Harold E., McBeath, Bowen Year: 2010 The lack of culturally appropriate health and mental health care has contributed to the large number of African American youth and families involved in the child welfare system. This article reviews the consequences of the insufficient access to culturally sensitive, evidence-supported interventions for African American foster youth. The authors describe a framework for the development of culturally appropriate mental health interventions responsive to the needs of African Americans. Close

• 22. [Article] Mapping the Participatory Process

  This presentation explores the use of Practice-Based Evidence methodologies to support social work with Native American youth. It is based on a five-year collaborative effort between the Native American ...

  Citation × Citation Citation Abstract Copy Title: Mapping the Participatory Process Author: Friesen, Barbara J., Gowen, L. Kris, Jivanjee, Pauline, Bandurraga, Abby Year: 2009 This presentation explores the use of Practice-Based Evidence methodologies to support social work with Native American youth. It is based on a five-year collaborative effort between the Native American Youth and Family Center, National Indian Child Welfare Association, and the Research and Training Center on Family Support and Children's Mental Health. The researchers aims were to develop strategies for documenting the effectiveness of services, and to develop a process for conducting evaluations based on known outcomes of community based programs. Title: Mapping the Participatory Process Author: Friesen, Barbara J., Gowen, L. Kris, Jivanjee, Pauline, Bandurraga, Abby Year: 2009 This presentation explores the use of Practice-Based Evidence methodologies to support social work with Native American youth. It is based on a five-year collaborative effort between the Native American Youth and Family Center, National Indian Child Welfare Association, and the Research and Training Center on Family Support and Children's Mental Health. The researchers aims were to develop strategies for documenting the effectiveness of services, and to develop a process for conducting evaluations based on known outcomes of community based programs. Close

• 23. [Article] Adaptation to dominant society : a self study of a woman of mixed race, black/Indian

  This research effort is based on the life and development process which the author has experienced and is currently experiencing. This effort for all intents and purposes, is an individual self-study. ...

  Citation × Citation Citation Abstract Copy Title: Adaptation to dominant society : a self study of a woman of mixed race, black/Indian Author: Camel, Helen Marie Year: 1980 This research effort is based on the life and development process which the author has experienced and is currently experiencing. This effort for all intents and purposes, is an individual self-study. "Critical Incidents" have been utilized to develop a sense of understanding for the reader. In reading this paper, one can see that at times negative social and cultural situations would cause the author an unusually high level of inner stress, which was not always apparent to the outside world. Title: Adaptation to dominant society : a self study of a woman of mixed race, black/Indian Author: Camel, Helen Marie Year: 1980 This research effort is based on the life and development process which the author has experienced and is currently experiencing. This effort for all intents and purposes, is an individual self-study. "Critical Incidents" have been utilized to develop a sense of understanding for the reader. In reading this paper, one can see that at times negative social and cultural situations would cause the author an unusually high level of inner stress, which was not always apparent to the outside world. Close

• 24. [Article] Multnomah County Project Launch Evaluation

  Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing ...

  Citation × Citation Citation Abstract Copy Title: Multnomah County Project Launch Evaluation Author: Auerbach, Jessica, Emlen, Elana S., Garcia, Danielle C., Hause, Noelle, Lambarth, Callie H., Lorentson, Mhora, Rife, Isabel M., Zavela, Kathleen J., Aratani, Yumiko, Bracey, Jeana R., Ekono, Mercedes, Green, Beth L., Kryah, Rachel, Mendez, Melissa, Smith, Sheila, Tom, Lily Year: 2016 Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing Child at Harvard University, 2010). To ensure a strong foundation for success in school and in life, efforts designed to promote wellness and identify early learning or mental health challenges must begin well before kindergarten. Strong evidence shows that investing in early childhood can yield large dividends for children. Additionally, the ability of our systems to provide positive outcomes for children can be enhanced through strategic planning, well-developed partnerships, and coordinated family services. Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health), a federally funded United States Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) initiative, aims to enhance and improve the way systems function by bringing together all participants in each child’s life including caregivers, primary care providers, early childhood educators, and mental health providers. Project LAUNCH strives to incorporate all participants, at all levels of service provision, to strengthen our ability to achieve the best possible outcomes in social and emotional health and wellness for all children. Project LAUNCH has funded states, local jurisdictions, and tribes interested in achieving these goals since 2008. Under Project LAUNCH, grantees are charged with (1) promoting the healthy development of children from birth to age 8 and their families by harnessing and coordinating existing resources and (2) increasing access to high-quality, evidence-based programs in five childcentric domains: developmental screening and assessment, home visiting, mental health consultation, family strengthening and training, and integration of behavioral health into primary care. By developing an understanding of the landscape of services and supports unique to each state and community and by evaluating strengths and opportunities for change, grantees begin to implement promotion and prevention strategies that best serve the needs of their communities at the child, family, and systems levels. Thus, while there are distinct cultural, geographic, and economic differences across LAUNCH sites in all cohorts, the fundamental components of the LAUNCH model remain the same for all grantees. To date, Project LAUNCH has funded 55 projects across six cohorts. All LAUNCH grantees are expected to demonstrate local policy and practice improvements that can be sustained statewide. Unlike other LAUNCH cohorts, Cohort 3 grantees are distinguished by the fact that they were funded solely at the community level with no state or tribal oversight. This presented the six sites with a unique set of opportunities and challenges as they sought to bring policy and practice improvements to scale, enhance infrastructure, and implement direct services in the five domains or strategies. The uniqueness of the community-based aspect of Cohort 3 grantees provided both challenges and opportunities. Grantees identified the flexibility and ability to control program activities within a community setting as key advantages to the local grants, whereas the ability to replicate successful activities and implement policy change on a statewide basis were limited. Additionally, the uniqueness of Cohort 3 made it challenging to evaluate the success of Cohort 3 grantees by measuring their progress against that of other cohorts. This e-book was developed to highlight and share the experience of the local communities in Cohort 3. This publication is designed to serve as a resource for future early childhood systems development activities implemented by LAUNCH grantees or by other early childhood programs with similar goals and interests. This publication shares the contributions of this unique cohort to the field of young children’s mental health and family wellness by spotlighting accomplishments, evidence, and lessons learned within the context of the LAUNCH strategic framework. Narratives from the six grantees detail the successes and challenges of systems building from the ground up and emphasize the value-added benefits of funding directly at the community level. Recommendations for present and future LAUNCH projects and similar initiatives address strategies to build local, state, and national partnerships to support replication and sustainability. We hope you will find this resource of value for supporting local initiatives that promote young child and family wellness Title: Multnomah County Project Launch Evaluation Author: Auerbach, Jessica, Emlen, Elana S., Garcia, Danielle C., Hause, Noelle, Lambarth, Callie H., Lorentson, Mhora, Rife, Isabel M., Zavela, Kathleen J., Aratani, Yumiko, Bracey, Jeana R., Ekono, Mercedes, Green, Beth L., Kryah, Rachel, Mendez, Melissa, Smith, Sheila, Tom, Lily Year: 2016 Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing Child at Harvard University, 2010). To ensure a strong foundation for success in school and in life, efforts designed to promote wellness and identify early learning or mental health challenges must begin well before kindergarten. Strong evidence shows that investing in early childhood can yield large dividends for children. Additionally, the ability of our systems to provide positive outcomes for children can be enhanced through strategic planning, well-developed partnerships, and coordinated family services. Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health), a federally funded United States Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) initiative, aims to enhance and improve the way systems function by bringing together all participants in each child’s life including caregivers, primary care providers, early childhood educators, and mental health providers. Project LAUNCH strives to incorporate all participants, at all levels of service provision, to strengthen our ability to achieve the best possible outcomes in social and emotional health and wellness for all children. Project LAUNCH has funded states, local jurisdictions, and tribes interested in achieving these goals since 2008. Under Project LAUNCH, grantees are charged with (1) promoting the healthy development of children from birth to age 8 and their families by harnessing and coordinating existing resources and (2) increasing access to high-quality, evidence-based programs in five childcentric domains: developmental screening and assessment, home visiting, mental health consultation, family strengthening and training, and integration of behavioral health into primary care. By developing an understanding of the landscape of services and supports unique to each state and community and by evaluating strengths and opportunities for change, grantees begin to implement promotion and prevention strategies that best serve the needs of their communities at the child, family, and systems levels. Thus, while there are distinct cultural, geographic, and economic differences across LAUNCH sites in all cohorts, the fundamental components of the LAUNCH model remain the same for all grantees. To date, Project LAUNCH has funded 55 projects across six cohorts. All LAUNCH grantees are expected to demonstrate local policy and practice improvements that can be sustained statewide. Unlike other LAUNCH cohorts, Cohort 3 grantees are distinguished by the fact that they were funded solely at the community level with no state or tribal oversight. This presented the six sites with a unique set of opportunities and challenges as they sought to bring policy and practice improvements to scale, enhance infrastructure, and implement direct services in the five domains or strategies. The uniqueness of the community-based aspect of Cohort 3 grantees provided both challenges and opportunities. Grantees identified the flexibility and ability to control program activities within a community setting as key advantages to the local grants, whereas the ability to replicate successful activities and implement policy change on a statewide basis were limited. Additionally, the uniqueness of Cohort 3 made it challenging to evaluate the success of Cohort 3 grantees by measuring their progress against that of other cohorts. This e-book was developed to highlight and share the experience of the local communities in Cohort 3. This publication is designed to serve as a resource for future early childhood systems development activities implemented by LAUNCH grantees or by other early childhood programs with similar goals and interests. This publication shares the contributions of this unique cohort to the field of young children’s mental health and family wellness by spotlighting accomplishments, evidence, and lessons learned within the context of the LAUNCH strategic framework. Narratives from the six grantees detail the successes and challenges of systems building from the ground up and emphasize the value-added benefits of funding directly at the community level. Recommendations for present and future LAUNCH projects and similar initiatives address strategies to build local, state, and national partnerships to support replication and sustainability. We hope you will find this resource of value for supporting local initiatives that promote young child and family wellness Close

• 25. [Article] Meaning of Work for Women

  In this research practicum we were concerned with the measurement and implications of factors which influence the meaning of work for white American women. The present study was a pilot study for the second ...

  Citation × Citation Citation Abstract Copy Title: Meaning of Work for Women Author: Ackerman, Susan, Clark, Carolyn, Judd, Michael, Kaplan, Lise, Klineberg, Pearl, Little, Anne Year: 1973 In this research practicum we were concerned with the measurement and implications of factors which influence the meaning of work for white American women. The present study was a pilot study for the second part of a research project proposed by the Human Interaction Research Institute (H.I.R.I.). John Marks, Ph.D., was co-director of the first part of the project and is the director of this study. Part I of the "Meaning of Work" project examined alternative life styles and corresponding career choices made by young men. This study identified values, aspirations, backgrounds, and characteristics of men who were grouped as "hippies", "surfers", "bikers", and "straights". Part II of the project will investigate the factors which influence the choices women make in working outside or inside the home, or in not working. The second part of the research plan will closely parallel the procedures and plans of the first part, "The Meaning of Work for Men". Included in the second part will be the personal and situational factors which determine women's choices of employment or homemaking careers or of non-employment. There were three objectives for this pilot study: (1) to develop instruments (an appropriate interview form and a corresponding data sheet for analysis purposes), (2) to generate hypotheses in relation to the unique meanings which work holds for American women, and (3) to develop instructions and standards for the persons employing the interview and data forms. It was anticipated that products of this pilot study would be utilized in the formal study. This report will include the following areas: (1) the review of pertinent literature, (2) the method, including the development of instruments, the trial interviews, and their analyses, (3) the results of the coding of the interviewed responses, (4) the proposed hypotheses, and (5) the discussion of our analysis of the instruments and process. Title: Meaning of Work for Women Author: Ackerman, Susan, Clark, Carolyn, Judd, Michael, Kaplan, Lise, Klineberg, Pearl, Little, Anne Year: 1973 In this research practicum we were concerned with the measurement and implications of factors which influence the meaning of work for white American women. The present study was a pilot study for the second part of a research project proposed by the Human Interaction Research Institute (H.I.R.I.). John Marks, Ph.D., was co-director of the first part of the project and is the director of this study. Part I of the "Meaning of Work" project examined alternative life styles and corresponding career choices made by young men. This study identified values, aspirations, backgrounds, and characteristics of men who were grouped as "hippies", "surfers", "bikers", and "straights". Part II of the project will investigate the factors which influence the choices women make in working outside or inside the home, or in not working. The second part of the research plan will closely parallel the procedures and plans of the first part, "The Meaning of Work for Men". Included in the second part will be the personal and situational factors which determine women's choices of employment or homemaking careers or of non-employment. There were three objectives for this pilot study: (1) to develop instruments (an appropriate interview form and a corresponding data sheet for analysis purposes), (2) to generate hypotheses in relation to the unique meanings which work holds for American women, and (3) to develop instructions and standards for the persons employing the interview and data forms. It was anticipated that products of this pilot study would be utilized in the formal study. This report will include the following areas: (1) the review of pertinent literature, (2) the method, including the development of instruments, the trial interviews, and their analyses, (3) the results of the coding of the interviewed responses, (4) the proposed hypotheses, and (5) the discussion of our analysis of the instruments and process. Close

• 26. [Article] A Model for Teaching Small Group Skills in a Laboratory Setting

  The purpose of this research practicum is to present the development, implementation, and evaluation of a model for teaching small group skills. This model was designed for a class in small groups that ...

  Citation × Citation Citation Abstract Copy Title: A Model for Teaching Small Group Skills in a Laboratory Setting Author: Ferguson, Larry, Reavis, James Year: 1976 The purpose of this research practicum is to present the development, implementation, and evaluation of a model for teaching small group skills. This model was designed for a class in small groups that the authors of this paper taught at Portland State University in the School of Social Work. In designing this class, the authors were concerned with goals somewhat different than the more traditional goal of imparting knowledge about groups to the learner. The main goal of this class was to teach to students skills in working with small groups. This approach required developing a knowledge base about small groups as well as a way for translating this base into teachable skills. Thus, it became imperative that the class would deal with both cognitive awareness and performance abilities. In order to achieve this, the method of laboratory education was employed. Through the laboratory method, students were given a chance to not only develop a knowledge base in small group theory, but also to practice identified group skills in the classroom. An evaluation was conducted via a pre and post-questionnaire which focused on two areas. The students evaluated the laboratory according to their level of satisfaction with the learning experience. Also, they were evaluated according to their levels of small group skills and any changes in these levels during the laboratory sessions. These changes were measured by a self-perception Likert scale and a simulated group response instrument called the Group Situation Questionnaire (GSQ). The results of the Likert scale show that thirteen of fifteen students indicated a positive change in their skill. On the GSQ, only nine students were identified by the instructors as experiencing positive skill change. Title: A Model for Teaching Small Group Skills in a Laboratory Setting Author: Ferguson, Larry, Reavis, James Year: 1976 The purpose of this research practicum is to present the development, implementation, and evaluation of a model for teaching small group skills. This model was designed for a class in small groups that the authors of this paper taught at Portland State University in the School of Social Work. In designing this class, the authors were concerned with goals somewhat different than the more traditional goal of imparting knowledge about groups to the learner. The main goal of this class was to teach to students skills in working with small groups. This approach required developing a knowledge base about small groups as well as a way for translating this base into teachable skills. Thus, it became imperative that the class would deal with both cognitive awareness and performance abilities. In order to achieve this, the method of laboratory education was employed. Through the laboratory method, students were given a chance to not only develop a knowledge base in small group theory, but also to practice identified group skills in the classroom. An evaluation was conducted via a pre and post-questionnaire which focused on two areas. The students evaluated the laboratory according to their level of satisfaction with the learning experience. Also, they were evaluated according to their levels of small group skills and any changes in these levels during the laboratory sessions. These changes were measured by a self-perception Likert scale and a simulated group response instrument called the Group Situation Questionnaire (GSQ). The results of the Likert scale show that thirteen of fifteen students indicated a positive change in their skill. On the GSQ, only nine students were identified by the instructors as experiencing positive skill change. Close

• 27. [Article] Problem oriented case planning

  This practicum report discusses the adaptability of problem oriented case planning to casework which is practiced in the Northeast Multnomah County District Office of the Children’s Services Division. ...

  Citation × Citation Citation Abstract Copy Title: Problem oriented case planning Author: Morgan, Jack A. Year: 1975 This practicum report discusses the adaptability of problem oriented case planning to casework which is practiced in the Northeast Multnomah County District Office of the Children’s Services Division. Problem oriented case planning is an approach designed to make casework more explicit by specifying the target problem(s), goals(s), tasks and an evaluation scheme which are agreed to and stated in a written contract developed by the participants. Such explicitness is essential to permit agency collection of useful information about its casework and casework programs needed to respond to today’s accountability demands, i.e., demonstration that the agency operates at a reasonable level of problem solving effectiveness and efficiency based on the level of effectiveness. Two instruments were developed to be used in this exploratory study: 1.) the “Service Contract” which embodies the stated case plan and a means to develop it, and 2.) the Caseworker Questionnaire which solicits caseworker reactions to the Service Contract’s use. Caseworkers are asked to voluntarily use the Service Contract during a nine week trial-use period and report their reactions to its use. Data obtained in the study is incomplete because of very limited Service Contract use. The focus of discussion is on caseworker reasons for non-use. This discussion remains somewhat speculative because there is little agreement among caseworkers relative to reasons for non-use. Flaws in the research design e.g., insufficient formal training in Service Contract use and compensation for its use may have significantly impeded additional utilization. Because the data does not support any serious problem with Service Contract use in most caseloads, by most caseworkers, with most clients a more systematic study of the Service Contract using an experimental design is recommended. Title: Problem oriented case planning Author: Morgan, Jack A. Year: 1975 This practicum report discusses the adaptability of problem oriented case planning to casework which is practiced in the Northeast Multnomah County District Office of the Children’s Services Division. Problem oriented case planning is an approach designed to make casework more explicit by specifying the target problem(s), goals(s), tasks and an evaluation scheme which are agreed to and stated in a written contract developed by the participants. Such explicitness is essential to permit agency collection of useful information about its casework and casework programs needed to respond to today’s accountability demands, i.e., demonstration that the agency operates at a reasonable level of problem solving effectiveness and efficiency based on the level of effectiveness. Two instruments were developed to be used in this exploratory study: 1.) the “Service Contract” which embodies the stated case plan and a means to develop it, and 2.) the Caseworker Questionnaire which solicits caseworker reactions to the Service Contract’s use. Caseworkers are asked to voluntarily use the Service Contract during a nine week trial-use period and report their reactions to its use. Data obtained in the study is incomplete because of very limited Service Contract use. The focus of discussion is on caseworker reasons for non-use. This discussion remains somewhat speculative because there is little agreement among caseworkers relative to reasons for non-use. Flaws in the research design e.g., insufficient formal training in Service Contract use and compensation for its use may have significantly impeded additional utilization. Because the data does not support any serious problem with Service Contract use in most caseloads, by most caseworkers, with most clients a more systematic study of the Service Contract using an experimental design is recommended. Close

• 28. [Article] Protocol for Culturally Responsive Organizations: Literature Review and Standards for Performance

  At the request of the Coalition of Communities of Color, the Center to Advance Racial Equity (CARE) was asked to assist in the development of a Protocol for Culturally Responsive Organizations (also called ...

  Citation × Citation Citation Abstract Copy Title: Protocol for Culturally Responsive Organizations: Literature Review and Standards for Performance Author: Reyes, Marie-Elena, Curry-Stevens, Ann Year: 2014 At the request of the Coalition of Communities of Color, the Center to Advance Racial Equity (CARE) was asked to assist in the development of a Protocol for Culturally Responsive Organizations (also called the Protocol) that it would use to improve the quality of services available to communities of color in mainstream health and human services. To achieve this, we have researched the literature available that provides evidence of the effectiveness of various interventions. Priority has been given to the literatures on culturally-responsive service delivery (which has been thin) and culturally-competent services (which while abundantly written about, relatively little exists that has provided convincing evidence of its effectiveness). Research has been primarily conducted in the field of health services, with fewer articles that are research based from the fields of child welfare, parent skills training and a few in other places. The research studies have primarily determined success in cultural responsiveness in two areas: improvement of health conditions or presenting problems, and client satisfaction with services. Fewer still have confirmed successful outcomes in a pre- and post-intervention situation, with the majority looking retrospectively on the ways in which service users value the interventions. The “thinness” of this overall literature of evidence has led us to review at considerable depth the existing protocols, standards, and guides that have been developed for this work and for related work in the national arena and state level. These supplemental resources have helped us in the development of the reference grid for the protocol. Within this document are definitions of cultural responsiveness and cultural competence, the literature review itself, a summary of the ways the emerging substance for the Protocol aligns with the research literature, and the two most relevant sets of standards: the National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care, 2013 (also called CLAS) and the Culturally Responsive Framework, 2009 (also called CALD or 'cultural and linguistic diversity.' Title: Protocol for Culturally Responsive Organizations: Literature Review and Standards for Performance Author: Reyes, Marie-Elena, Curry-Stevens, Ann Year: 2014 At the request of the Coalition of Communities of Color, the Center to Advance Racial Equity (CARE) was asked to assist in the development of a Protocol for Culturally Responsive Organizations (also called the Protocol) that it would use to improve the quality of services available to communities of color in mainstream health and human services. To achieve this, we have researched the literature available that provides evidence of the effectiveness of various interventions. Priority has been given to the literatures on culturally-responsive service delivery (which has been thin) and culturally-competent services (which while abundantly written about, relatively little exists that has provided convincing evidence of its effectiveness). Research has been primarily conducted in the field of health services, with fewer articles that are research based from the fields of child welfare, parent skills training and a few in other places. The research studies have primarily determined success in cultural responsiveness in two areas: improvement of health conditions or presenting problems, and client satisfaction with services. Fewer still have confirmed successful outcomes in a pre- and post-intervention situation, with the majority looking retrospectively on the ways in which service users value the interventions. The “thinness” of this overall literature of evidence has led us to review at considerable depth the existing protocols, standards, and guides that have been developed for this work and for related work in the national arena and state level. These supplemental resources have helped us in the development of the reference grid for the protocol. Within this document are definitions of cultural responsiveness and cultural competence, the literature review itself, a summary of the ways the emerging substance for the Protocol aligns with the research literature, and the two most relevant sets of standards: the National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care, 2013 (also called CLAS) and the Culturally Responsive Framework, 2009 (also called CALD or 'cultural and linguistic diversity.' Close

• 29. [Article] Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care

  Emerging adults who receive services based on positive youth development models have shown an ability to shape their own life course to achieve positive goals. This paper reports secondary data analysis ...

  Citation × Citation Citation Abstract Copy Title: Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care Author: Brennan, Eileen M., Nygren, Peggy, Stephens, Robert L., Croskey, Adrienne Year: 2016 Emerging adults who receive services based on positive youth development models have shown an ability to shape their own life course to achieve positive goals. This paper reports secondary data analysis from the Longitudinal Child and Family Outcome Study including 248 culturally-diverse youth ages 17 through 22 receiving mental health services in systems of care. After 12 months of services, school performance was positively related to youth ratings of school functioning, and service participation and satisfaction. Regression analysis revealed ratings of young peoples’ perceptions of school functioning and their experience in services added to the significant prediction of satisfactory school performance, even controlling for sex and attendance. Finally, in addition to expected predictors, participation in planning their own services significantly predicted enrollment in higher education for those who finished high school. Findings suggest that programs and practices based on positive youth development approaches can improve educational outcomes for emerging adults. Title: Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care Author: Brennan, Eileen M., Nygren, Peggy, Stephens, Robert L., Croskey, Adrienne Year: 2016 Emerging adults who receive services based on positive youth development models have shown an ability to shape their own life course to achieve positive goals. This paper reports secondary data analysis from the Longitudinal Child and Family Outcome Study including 248 culturally-diverse youth ages 17 through 22 receiving mental health services in systems of care. After 12 months of services, school performance was positively related to youth ratings of school functioning, and service participation and satisfaction. Regression analysis revealed ratings of young peoples’ perceptions of school functioning and their experience in services added to the significant prediction of satisfactory school performance, even controlling for sex and attendance. Finally, in addition to expected predictors, participation in planning their own services significantly predicted enrollment in higher education for those who finished high school. Findings suggest that programs and practices based on positive youth development approaches can improve educational outcomes for emerging adults. Close

• 30. [Article] Early Childhood Mental Health Consultation: A Developing Profession

  As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the ...

  Citation × Citation Citation Abstract Copy Title: Early Childhood Mental Health Consultation: A Developing Profession Author: Allen, Mary Dallas, Brennan, Eileen M., Green, Beth L., Hepburn, Kathy S., Kaufmann, Roxane K. Year: 2008 As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the final report of the Presidents' New Freedom Commission, and communities are expanding capacity to meet the mental health needs of young children and caregivers through mental health sultation. ECMHC supports children in naturalistic community and avoids the excessively "expert" tude9 and works through collaboration with families and other providers who care for them. In addition, is growing experience and research evidence to suggest that ECMHC an effective service that, from a license health perspective, promotes and emotional development and vents or reduces the impact of mental health problems in young children. The early childhood mental health consultation workforce is in transition from one of broad diversity in terms of training, experience, roles, responsibilities, and work expectations to one that has specific expertise in early childhood mental health and the specific skills required to take on the role of consultant. The purpose of this article is to support the development of a transformed workforce with the attitudes, knowledge, skills, and behaviors to work as early childhood mental health consultants in a changing children's mental health field. Title: Early Childhood Mental Health Consultation: A Developing Profession Author: Allen, Mary Dallas, Brennan, Eileen M., Green, Beth L., Hepburn, Kathy S., Kaufmann, Roxane K. Year: 2008 As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the final report of the Presidents' New Freedom Commission, and communities are expanding capacity to meet the mental health needs of young children and caregivers through mental health sultation. ECMHC supports children in naturalistic community and avoids the excessively "expert" tude9 and works through collaboration with families and other providers who care for them. In addition, is growing experience and research evidence to suggest that ECMHC an effective service that, from a license health perspective, promotes and emotional development and vents or reduces the impact of mental health problems in young children. The early childhood mental health consultation workforce is in transition from one of broad diversity in terms of training, experience, roles, responsibilities, and work expectations to one that has specific expertise in early childhood mental health and the specific skills required to take on the role of consultant. The purpose of this article is to support the development of a transformed workforce with the attitudes, knowledge, skills, and behaviors to work as early childhood mental health consultants in a changing children's mental health field. Close