Mental Health & Substance Use Disorders
Effective Strategies Checklist: Children and Youth with Developmental Disorders and Challenging Behaviors
Children and youth who have intellectual disabilities or developmental disorders are at elevated risk for co-occurring psychiatric or behavioral problems. These young people pose a serious challenge for administrators, program directors and clinicians, especially when they present with aggressive or disruptive behaviors. When appropriate community services have not been organized, these youth can be among the most difficult and costly to serve. Across the country, their families report relentless stress, partly because it is very difficult to obtain the help they need. This paper provides resources and strategies that have improved outcomes and lowered costs, while diminishing risk for institutional placements, referrals to juvenile justice and child welfare.
Mental Health and Developmental Disabilities National Training Center
The Mental Health and Developmental Disabilities (MHDD) National Training Center offers free training, resources, and other information to improve mental health services and supports for people with developmental disabilities. By serving as a national clearinghouse, it offers access to the most current evidence-based, trauma-informed, culturally responsive practices that address the mental health needs of individuals with developmental disabilities. The Mental Health and Developmental Disabilities National Training Center (MHDD-NTC) is funded by the Administration for Community Living, US Department of Health and Human Services.
Trust-Based Relational Intervention (TBRI)
A description of Trust-Based Relational Intervention (TBRI), from the Karyn Purvis Institute of Child Development. TBRI is a an attachment-based, trauma-informed intervention that is designed to meet the complex needs of vulnerable children. TBRI uses Empowering Principles to address physical needs, Connecting Principles for attachment needs, and Correcting Principles to disarm fear-based behaviors.
The 3-5-7 Model—Helping Children Work Through Grief
This article from NACAC describes the 3-5-7 Model used to treat children and youth.
The 3-5-7 Model is designed to help professionals and parents work with children and youth to address these issues of grief and loss. It is an evidenced-informed, guided practice approach that supports the work of children and parents in grieving their losses and rebuilding their relationships in an effort to achieve well-being, safety, and permanency. The model incorporates theoretical underpinnings from child development, attachment, separation and loss, trauma, family systems, and relationship development.
Northern Post Adoption Regional Consortium
Funded by Va Department of Social Services, the Northern Post Adoption Regional Consortium offers case management, crisis supports, training, and other services for post-adoptive families. It is a partnership between The Center for Adoption Support and Education (C.A.S.E.), enCircle, Children’s Home Society and NACAC to offer post adoption services and supports.
All families who have finalized adoptions of children ages birth through 18 years and reside in Virginia are eligible for services at no cost. This includes families that have adopted domestically, internationally and through foster care.
Guidance to States and School Systems on Addressing Mental Health and Substance Use Issues in Schools
This Joint federal Substance Abuse and Mental Health Services Administration (SAMHSA) – Center for Medicaid and CHIP Services (CMS) informational Bulletin provides guidance to states and school systems about addressing mental health and substance use issues in schools. It provides examples of approaches for services in schools and describes some Medicaid authorities that states may use to cover services.
Several best practice models, including multi-tiered systems of supports, are discussed.
Virginia Family Network, NAMI Virginia
The Virginia Family Network (VFN) is a statewide network of families who support, educate, and empower other families with children and youth with mental health needs while also promoting family-driven and youth-guided policy throughout the child-serving systems. The initiative is designed to “meet the family where they are” through activities such as providing support groups, training, resources, and mentorship from other families with children and youth with mental health needs. We are committed to ensuring that no matter where a family lives, they have access to the support and information that they need so that no family ever feels alone. VFN is Virginia’s Statewide Family Network and voice for families.
VFN is a program of NAMI Virginia.
Research and Training Center for Pathways to Positive Futures
At Portland State University, the Pathways to Positive Futures center aims to improve the lives of youth and young adults with serious mental health conditions through rigorous research and effective training and dissemination. Our work is guided by the perspectives of young people and their families, and based in a positive development framework.
Substance Abuse Prevention Program – Fairfax County
The Substance Abuse Prevention program, a partnership between the Fairfax-Falls Church Community Services Board and Fairfax County Public Schools, works to provide substance use prevention, assessments and treatment to adolescents who are at risk of or who are actively using substances.
Specialized staff at seven high schools ensure youth have access to services to reduce substance use and address underlying issues that may lead to the decision to use. The program is confidential and staff are well versed in substance use and recovery.
Supporting the Education of Young Adults with Serious Mental Health Conditions Webinar
Supporting the Education of Young Adults with Serious Mental Health Conditions:
State of the Science
presented by Marsha Ellison, PhD, Michelle Mullen, MS, CRC, CPRP, and Kathleen Biebel, PhD of the Implementation Science and Practice Advances Research Center at U Mass (formerly The Transitions RTC)
Originally broadcast on January 7, 2016
The majority of college students with serious mental health conditions do not finish school, jeopardizing their long-term employment. Can supported education services help?
Marsha Ellison, Michelle Mullen and Kathleen Biebel, researchers and trainers of supported education services, will host a 2-part webinar series presenting the state of the science 2nd state of the practice of supported education and related strategies for achieving post-secondary education goals of young adults with SMHC.
Parent and Educator Resource Guide on Section 504 from the US Department of EducationDecember 01, 2016
Some students with mental health challenges may be considered students with disabilities under Section 504 of the Rehabilitation Act of 1973; some may also be considered students with disabilities who require special education and related services under the Individuals with Disabilities Education Act (IDEA).
Learn more about Section 504 with this Parent and Educator Resource Guide on Section 504 from the US Department of Education.
What Does Research Tell Us About Services for Children in Therapeutic/Treatment Foster Care with Behavioral Health Issues?
Report of Expert Panel: What Does Research Tell Us About Services for Children in Therapeutic/Treatment Foster Care with Behavioral Health Issues? This 2012 report summarizes findings from an expert panel convened by federal agencies to address research on effective approaches to TFC.
The Learning & Working Transitions RTC
The Learning & Working Transitions RTC at University of Massachusetts Medical Center focuses on youth and young adults ages 14-30 who have serious mental health conditions, conducting cutting-edge research on age appropriate programs that support education, training, and working during the transition to adulthood.