Safe, Supportive, and Positive School Climate

A positive, safe and supportive school climate fosters safety; promotes a supportive academic, disciplinary, and physical environment; and encourages and maintains respectful, trusting, and caring relationships throughout the school community.  Creating a positive, safe and supportive school environment requires schools to identify a framework for understanding school climate, measure the climate to identify areas for improvement, and develop a strategy to implement improvements. Positive school climates improve student achievement, teacher retention, and mental health, among other beneficial outcomes. The resources below help to build a positive, safe and supportive school climate. In addition, there are registries below that provide links to find sample climate surveys.

Below are approved safe, supportive and positive school climate trainings, frameworks, interventions, registries, and supplemental programs. Intended audiences and resource type definitions are also listed below.

Program Name (in ABC order with website hyperlink)

Description &

Legislative Requirements

Type of Resource

Audience

3 Bold Steps in Action

 

• Activities and tools show how 3 Bold Steps can help create positive, lasting change to
    o prevent bullying,
    o promote social emotional learning in early childhood,
    o promote student mental health, and
    o prevent youth substance abuse.

Supplemental

Educators

 

PSC

 

SSS

 

 Administrators

ACT on FACTS: Making Educators Partners in Youth Suicide Prevention  

  • From the Society for the Prevention of Teen Suicide:
  • Two-hour online interactive training program, designed in a series of modules
  • Addresses responsibilities of educators in the process of identification and referral of potentially suicidal youth
  • Focuses on practical realities and challenges inherent in the school setting through various training formats
  • Program highlights four categories of youth who may be at elevated risk for suicide: youth involved in bullying, who self-identify as LGBTQ, identified as gifted and talented, and/or students returning to school after a suicide attempt 
  • Training includes optional content that addresses suicide in elementary and middle schools
  • Additional module includes the stories of individual survivors of suicide loss as well as a high school that experienced an episode of contagion
  • Focus in telling these stories is to highlight the importance of emphasizing resilience and protective factors after a loss event

Training

Educators

PSC

SSS

 Administrators

BHC

All Stars (v. 3)

  • School-based program for middle school students (11-14 years old) designed to prevent and delay the onset of high-risk behaviors such as drug use, violence, and premature sexual activity.
  • Focuses on five topics important to preventing high-risk behaviors: (1) developing positive ideals that do not fit with high-risk behavior; (2) creating a belief in conventional norms; (3) building strong personal commitments to avoid high-risk behaviors; (4) bonding with school, prosocial institutions, and family; and (5) increasing positive parental attentiveness such as positive communication and parental monitoring.
  • Curriculum includes highly interactive group activities, games and art projects, small group discussions, one-on-one sessions, a parent component, optional online activities and worksheets, and a celebration ceremony.
  • Consists of thirteen 45-minute class sessions delivered on a weekly basis.
  • All Stars Booster is an optional program designed to be delivered 1 year after the core program and includes nine 45-minute sessions reinforcing lessons learned in the previous year.
  • All Stars Plus includes twelve 45-minute lessons designed to expand instruction to include three additional topics--decision making, goal setting, and peer pressure resistance skills training--and is intended as an option for the third year of the intervention.
  • Can only be delivered by a qualified substance use prevention specialist.

Intervention

SUPS

ASK about Suicide to Save a Life Gatekeeper Training

This program teaches people to do the following:

  • Understand suicide and suicidal behavior
  • Identify the risk and protective factors and warning signs
  • Apply basic suicide prevention skills (ask about suicide, know where and how to refer a person for help)
  • 1¼-hour video training that provides certification for teachers in Texas
  • 1-hour video training for informal settings where certification is not needed
  • 1½ to 4-hour workshops taught by certified trainers for community members and others
  • Virtual training now available
  • AS+K Advanced Training this Fall 2020 will include specific, actionable steps to support school personnel; suggestions for involving parents and guardians in suicide prevention; tips for managing student re-entry after a mental health crisis; and guidance for addressing in-school suicide attempts and supporting the school community following a suicide loss

Training

Educators

PSC

SSS

 Administrators

At-Risk (Kognito) Training

 

  • Interactive professional development program that uses virtual role-play to help school faculty, staff, and administrators learn common signs of psychological distress and how to approach an at-risk student for referral to the school counselor.

Training

Educators

PSC

SSS

 Administrators

Blueprints for Healthy Youth Development

 

  • Identifies, recommends, and disseminates practices/programs for youth, families and communities that, based on scientific evaluations, have strong evidence of effectiveness.
  • Practices/programs rated as either Promising, Model or Model Plus.
  • Provides interactive search function that enables you to search based on specific criteria and then browse through a wide range of practices/programs that match those criteria.
  • Each result will indicate the practice/program rating.

Registry

Educators

 PSC

SSS

 Administrators BHC

Bounce Back

  • School-based group intervention for elementary students exposed to stressful and traumatic events.
  • Teaches students ways to cope with and recover from traumatic experiences, so they can get back to doing what they want to do and need to do.
  • Based on the Cognitive Behavioral Intervention for Trauma in Schools (CBITS).
  • Includes 10 group sessions, 1-3 group parent sessions, and 2-3 individual student sessions.
  • Appropriate for children and families of diverse ethnic and social backgrounds.

Can only be delivered by a qualified behavioral health provider.

Intervention

BHC

Boys Town

  • For more than three decades, Boys Town education experts have partnered with educators like you to create safer, more effective learning environments.
  • This partnership involves everything from onsite assessments and hands-on training to ongoing consultation and evaluation services. And the goal is always the same; to maximize student success by reducing disruptive behaviors and creating a healthy school culture.
  • The Boys Town Education Model® is a multi-tiered intervention strategy that focuses on three main interconnected areas:
  • A complete social skills curriculum that empowers students to make better decisions
  • A consistent referral process that values teaching over punishing
  • A behavior-management approach that is proactive rather than reactive
  • The specific strategies and methods associated with each of these areas can be integrated into individual schools or entire districts to fundamentally change the educational experience for students and staff.
  •  Educators from every corner of the country, at every grade level, use the Boys Town Education Model to meet the social, behavioral and emotional needs of their students.

Framework

Intervention

Educator

PSC

SSS

Administrator

BCE

Bridge for Resilient Youth in Treatment - BRYT

 

  • One in every five U.S. adolescents has a serious mental health condition and 10 percent will experience extended absences from school. For these students, school re-entry can be overwhelming, fraught with problems including depression, anxiety, and fear of social rejection.
  • Bridge for Resilient Youth in Transition (BRYT, pronounced “bright”) is a model of innovative school bridge programs which equips schools to provide short-term intervention, improve student outcomes, get 85% or more of students back to their regular academic schedule, and bring dropout rates down to as low as 8%.
  • Each BRYT program approaches staffing, space, and services with a consistent vision, while customizing the specifics for each school population and for each student.

The 3 Building Blocks of BRYT:

  • Space - BRYT programs run in a dedicated classroom within a school, a room that is both comfortable and work-oriented, open throughout the school day to support students in the program.
  • Staffing - BRYT rooms are fully staffed always, so that students can always reach a caring, skilled adult. Each program has a program leader/clinician, who may be a social worker, counselor, or psychologist, and an academic coordinator, who may be a teacher or a classroom aide or tutor.
  • Services - BRYT combines clinical support (counseling, crisis intervention, psychoeducation, referrals), academic support (partnership with teachers to develop an academic plan, help students manage school work, and provide basic tutoring), family support (frequent communication with families, crisis support, education, and leadership development), and care coordination (transition planning, coordination and communications with school staff and community providers). Providing these four services in an integrated, individualized, and sustained approach over time is the key to make a difference for students and families.
  • Most students participate in these programs for 6-12 weeks, typically spending more hours in the BRYT program room at first and then more in their regular classroom as they progress.
  • Average student attendance in school increases to and stays well above 80% once students enroll in the program, as compared to typically much lower rates (an average of 55-60%) in the weeks before enrollment.

Intervention

PSC

SSS

BHC Administrators

California Evidence-Based Clearinghouse for Child Welfare

 

  • The mission of the CEBC is to advance the effective implementation of evidence-based practices for children and families involved with the child welfare system.
  • Searchable database of child welfare related programs.
  • Description and information on research evidence for specific programs.
  • Guidance on how to make critical decisions regarding selecting and implementing programs
  • Tools and materials to provide support for choosing, implementing and sustaining a program.

Registry

Educators

PSC

SSS

 Administrators

BHC

Caring School Community

  • Caring School Community is a comprehensive, research-based social and emotional learning (SEL) program that builds school-wide community, develops students’ social skills and SEL competencies, and enables a transformative stance on discipline.
  • This CASEL SELect program promotes positive behavior through direct teaching of responsibility, empathy, and cooperation, creating settings where students feel heard, known, and cared for.
  • Students become intrinsically motivated to contribute productively to a community they feel invested in, and where they know they matter.

Caring School Community is built around the following principles:

  • A focus on the whole school community: Community must include everyone: students, parents, school leaders, teachers, custodians, cafeteria staff, yard supervisors, and support staff.
  • Relationships matter: Relationships underpin teaching, learning, and prosocial development. Building relationships and fostering a sense of community are hallmarks of the program.
  • Comprehensive leadership guidance: The program includes everything a leader needs for a successful implementation, including step-by-step guidance and resources to help plan for, launch, and support implementation.
  • A unique stance on discipline: No more gold stars. A focus on community, not compliance. Caring School Community builds on the powerful insight that when students have strong relationships within their community, they are more likely to acquire self-discipline and feel a sense of responsibility to themselves and to others.
  • A year’s worth of teacher-friendly, easy-to-implement, grade-specific instruction: A full 30 weeks of daily, grade-specific lessons across K–8 that only require 30 minutes a day, with a comprehensive scope and sequence to build relationships, social skills, and competencies intentionally over time.
  • Creating calm, orderly learning environments: Through consistent use of effective classroom management practices and structures that build relationships, the program helps teachers create calm, safe classrooms that are more conducive to learning.
  • Robust content for middle school: Grades 6–8 are not an afterthought. The program provides comprehensive Advisory Period lessons as well as guidance for integrating SEL across all subject areas. Lessons address developmentally appropriate and urgent topics for middle school.

Supplemental

Educators

 PSC

SSS

 Administrators

CBITS – Cognitive-Based Intervention for Trauma in Schools

  • School-based, group and individual intervention.
  • Designed to reduce symptoms of post-traumatic stress disorder, depression, and behavioral problems, and to improve functioning, grades and attendance, peer and parent support, and coping skills.

Can only be delivered by a qualified behavioral health provider.

Intervention

BHC

Collaborative & Proactive Solutions*

 

  • Non-punitive, non-adversarial, trauma-informed model of care that is based on the premise that challenging behavior occurs when the expectations being placed on a student exceed the student’s capacity to respond accordingly.
  • Found to dramatically reduce discipline referrals, detentions, and suspensions in many schools.
  • Technology for giving students practice at implementing problem solving skills.
    Strengths-based, structured, and collaboratively measures progress using youth voice in the intervention.
  • According to the website, "There is no minimum educational requirement to become a provider. For a clinician or educator to become certified in the CPS model, they must participate in a 24-week CPS training program."
  • The Lives in the Balance website has free resources to help learn about and apply the CPS approach, including streaming video, audio programming, support, and more.
  • Different types of workshops and trainings also exist. 

Framework

Educators

PSC

SSS

BHC

Conscious Discipline

 

  • Early childhood program that aims to modify teacher and child behavior to create classrooms based on safety, connection, and problem solving.
  • Goal is to create a system-wide, relationship-based, community model for behavior management, called the “School Family”.
  • Promoted through program activities that involve intensive teacher training and self-study; coaching and continuing support for teachers as they deploy conceptual components in the classroom and model behaviors; and exposure of students to various social opportunities, including schoolwide opportunities and practice of skills.
  • Can participate in a 10-session online course, attend a 2-day workshop, or hold workshop at your school. There are also free resources on the website.

Intervention

Educators

PSC

SSS

Creating Lasting Family Connections

  • The CLFC Program builds family skills and knowledge related to how childhood experiences can influence our behaviors and beliefs as adults; the differences between thoughts, feelings and behaviors; the developmental stages of children; characteristics of healthy families; emotional awareness and healthy emotional expression; developing expectations and consequences in relationships; saying “no” to people we’re close to in a manner that preserves and/or strengthens our relationship with them; our experiences with alcohol while we were growing up; examining the differences between abstinence from alcohol use, drinking alcohol in low risk ways, becoming drunk and developing alcoholism; examining the possibility of drinking responsibly; the characteristics of positive, influential parents and adults; cultural influences on attitudes and behaviors related to alcohol use; how to recognize when someone may be having problems with alcohol (or other drugs); methods for the prevention of, intervention in, and treatment of the development of a substance addiction; how alcoholism affects families; and the view that any substance addiction (including alcoholism) is a disease.
  • It is a structured curriculum for youth ages 9-17 and their parents, guardians, and other family members to improve their ability to provide a nurturing environment for each other in a very effective and meaningful way.
  • Participating youth and adults are encouraged to improve their personal growth through increasing self-awareness, expression of feelings, interpersonal communication, and self-disclosure.
  • Participants are taught social skills, refusal skills, and appropriate knowledge and healthy beliefs about alcohol and drugs, which provide a strong defense against environmental risk factors that can lead to negative outcomes for youth.
  • Also provides parents and other caring adults with family management, family enhancement, and communications training.
  • All participants are provided opportunities to practice these skills in a safe, peer-group setting.

Supplemental

Educators

PSC

SSS

Curriculum-Based Support Group (CBSG)

  • Support group intervention designed to increase resiliency and reduce risk factors among children and youth ages 4-17 who are identified as being at elevated risk for early substance use and future delinquency and violence (e.g., they are living in adverse family situations, displaying observable gaps in coping and social skills, or displaying early indicators of antisocial attitudes and behaviors).
  • Based on cognitive-behavioral and competence-enhancement models of prevention, the CBSG Program teaches essential life skills and offers emotional support to help children and youth cope with difficult family situations; resist peer pressure; set and achieve goals; refuse alcohol, tobacco, and other drugs; and reduce antisocial attitudes and rebellious behavior.
  • Delivered in 10-12 weekly, 1-hour support group sessions, the curriculum addresses topics such as self-concept, anger and other feelings, dreams and goal setting, healthy choices, friends, peer pressure, life challenges, family chemical dependency, and making a public commitment to staying drug free and true to life goals.
  • Lesson content and objectives are essentially the same for all participants but are tailored for age and developmental status.
    Groups are formed with 6-10 participants no more than 2 years apart in age.

Can only be delivered by a qualified substance use prevention specialist.

Intervention

SUPS

Cyberbullying Research Center 

 

  • Information on cyberbullying for schools including identification, prevention and response.
  • Recorded presentations on cyberbullying including Actionable Strategies for Administrators, and presentations for educators, students and parents.
  • Tips to prevent and address cyberbullying provided for educators. 
  • Tips provided for teens on cell phone safety.
    Fact sheets provided for parents on what to do when your child is cyberbullied.
  • Information on case law and legislation along with visual mapping of state laws, including Texas bullying laws.

Supplemental

Educators

 PSC

SSS

 Administrators BHC

Dialectical Behavior Therapy (DBT)

  • Systematic therapy that organizes treatment into stages and goals, or targets.
  • Goals of the first stage of DBT focus on decreasing life-threatening behaviors, including addressing depression, suicidality, substance dependence, and PSTD.
  • Skills taught in DBT groups by a mental health professional and focus on improving behavioral, emotional, and cognitive instability.
  • DBT groups focus on the development of the following four skills: mindfulness meditation, interpersonal effectiveness, emotion regulation, and distress tolerance.      

Can only be delivered by a qualified behavioral health provider. 

Intervention

BHC

DFPS Trauma Informed Care Training

  • Training to assist families, caregivers and other social service providers in fostering greater understanding of trauma-informed care and child traumatic stress.
  • This training is specifically designed to educate about trauma-informed care.

Training

Educators

PSC

SSS

Administrators

Helping Traumatized Children Learn
Volume I: A report and Policy Agenda & Volume II: Creating and Advocating for Trauma Sensitive Schools

 

  • Volume 1 describes the impact of trauma on learning and summarizes the research from psychology and neurobiology that documents the impact trauma from exposure to violence can have on children’s learning, behavior, and relationships in school.
  • Report also introduces the Flexible Framework, a tool organized according to six core operational functions for schools that can help any school create a trauma-sensitive learning environment for all children.
  • Volume 2 offers a guide to a process for creating trauma-sensitive schools.
  • This material is specifically designed to educate about trauma-informed care.
  • These volumes provide detailed information on trauma sensitive schools and teach how to implement a trauma sensitive school framework.

Framework

Educators

PSC

SSS

 Administrators

HOPE Squads

  • School-based peer support team that partners with local mental health agencies.
  • Peers select students who are trustworthy and caring individuals to join the Hope Squad.
  • Squad members are trained to watch for at-risk students, provide friendship, identify suicide-warning signs, and seek help from adults.
  • NOT taught to act as counselors, but are educated on recognizing suicide warning signs and how to properly and respectfully report concerns to an adult.
  • Students must get a permission form signed by their parents and go through training after being invited to be a member.
  • The goal is to reduce self-destructive behavior and youth suicide by training, building, and creating change in schools and communities.
  • The objectives are to:
       o Train students and staff in schools to recognize suicide-warning signs and act upon those warnings to break the code of silence.
       o Train students and staff to identify adolescents with undetected, untreated, or emerging mental disorders.
       o Build positive relationships among peers and faculty in schools to facilitate acceptance for students seeking help.
       o Build strong relationships with local mental health agencies and communities while educating students, parents, and school staff about available community mental health resources.
       o Change the school culture regarding suicide by reducing stigmas about suicide and mental health.
       o Change community perceptions of mental health by creating awareness about suicide and the tools available to prevent suicide
  • 6 hr. in person training for Advisors; 2-3 hr. training for students.

Intervention

Educators

PSC

SSS

Administrators

I Can Problem Solve

 

  • Universal school-based program designed to enhance the interpersonal cognitive processes and problem-solving skills of children.
  • Proven to prevent and reduce early high-risk behaviors such as impulsivity and social withdrawal, and to promote prosocial behaviors such as concern for others and positive peer relationships.
  • Lessons speak to children on their own level, using games, stories, puppets, illustrations, and role-plays.
  • Key program principle is that the child, not the teacher, must solve the problem at hand; therefore, it teaches children how to think, not what to think.
  • The Center for Schools and Communities provides training and consultation for schools, facilities, or organizations nationwide.
  • Organization also provides training and technical assistance

Intervention

Educators

PSC

SSS

Lessons in Character

 

  • Designed to promote elementary and middle school students’ knowledge about core character education values and, through that knowledge, shape children’s positive behaviors and support academic success.
  • Consists of 24 lessons organized around weekly themes, writing activities, and class projects.
  • Teachers introduce the theme with a story that shows a value in action; students then engage in that topic with a variety of activities.
  • Also includes daily oral language development and weekly writing assignments which are optional parts of the program’s implementation.

Intervention

Educators

PSC

SSS

Life Skills Training (LST)

  • Evidence-based substance use and misuse, and violence prevention program used in schools and communities throughout the US and in 39 countries around the world.
  • Extensively tested and proven to reduce tobacco, alcohol, and illicit drug use by as much as 80%.
  • Long-term follow-up studies show that it produces prevention effects that are durable and long-lasting.
  • Main goals are to teach prevention-related information, promote anti-drug norms, teach drug refusal skills, and foster the development of personal self-management skills and general social skills.

Can only be delivered by a qualified substance use prevention specialist.

Intervention

SUPS

Lions Quest, Skills for Adolescence

  • Lions Quest programs are built on the foundation of an educational approach known as Social and Emotional Learning (SEL).
  • Lions Quest programs support, encourage, and celebrate diversity. The programs guide students to learn the social, emotional, and thinking skills they will need in a safe and supportive environment.
  • Lions Quest programs offer a comprehensive and coordinated approach to prevention that creates the conditions and teaches the skills to prevent risky behaviors while cultivating positive social behaviors.
  • Lions Quest helps provide protective factors by creating a strong connection to school, involving parents in the lives of their children, and helping students gain the knowledge, skill, and commitment to make healthy choices when they face pressure to use alcohol, drugs, and tobacco.
  • Unit 4 of Lions Quest focuses more specifically on the elements that research consistently identifies as critical to preventing adolescent drug use.

These elements are:

  • Normative beliefs and personal commitments: to recognize that using alcohol, tobacco, and other drugs is not the norm among young people, and to have a personal commitment not to use drugs.
  • Social Influences – to recognize the internal and external pressures that influence drug, alcohol, and tobacco use and to have positive peer pressure and support for non-use.
  • Resistance skills and other emotional/social competencies – to have the self-management, problem-solving, stress reduction and assertiveness/refusal skills that help prevent drug use.
  • Expectations of drug effect – to have accurate, age-appropriate information about the short and long-term impact of drug use on a young person’s health, friendships, interests, and future goals.
  • Bonding and pro-social peers and caring adults – to have positive commitments, constructive role models, and supportive, friends, family and community members who reinforce key prevention concepts and skills.

Supplemental

Educators

PSC

SSS

 Administrators

Mental Health America

 

  • Aims to increase emotional intelligence and self-regulation through materials for parents, school personnel, and students.
  • Prevention and Early Intervention page includes information on genetics and brain development, risk and protective factors, statistics, fact sheets on prevention and early intervention, links to programs, strategies, research and Webinar recordings. 
  • Includes posters, media materials, handouts, social media, and web content for youth and adults easily linked to and shared in electronic newsletters and over social media.

Supplemental

Educators

 PSC

SSS

 Administrators

Mental Health First Aid (MHFA)

 

 

Youth Mental Health First Aid (YMHFA)

  • Teaches individuals who work or live with adolescents (ages 12 - 18) how to help these youth when they experience a mental health or substance use crisis.
  • Training includes identifying risk factors and warning signs of mental health and substance use problems that may start in adolescence; information on a 5-step action plan to help someone in crisis; and where to turn for help – professional, peer, and self-help resources.
  • Teaches about recovery and resiliency – the belief that individuals experiencing these challenges can and do get better and use their strengths to stay well.

Adult Mental Health First Aid (AMHFA)

  • Teaches individuals how to help someone who is experiencing a mental health or substance use crisis.
  • Training includes identifying risk factors and warning signs of mental health problems; information on depression, anxiety, trauma, psychosis, and addiction disorders; a 5-step action plan to help someone developing a mental health problem or in crisis; and where to turn for help – professional, peer, and self-help resources.
  • Teaches about recovery and resiliency – the belief that individuals experiencing these challenges can and do get better and use their strengths to stay well.       

Teen Mental Health First Aid (tMHFA)

  • This in-person training teaches high school students about common mental health challenges and what they can do to support their own mental health and help a friend who is struggling.
  • It’s equipping young people with the knowledge and skills they need to foster their own wellness and to support each other
  • It is designed to be delivered in schools or community sites in three interactive classroom sessions of 90 minutes each or six sessions of 45 minutes each.

Training

Educators

PSC

SSS

 Administrators

Mental Health Technology Transfer Center (MHTTC)

 

  • Website that offers array of numerous mental and behavioral health trainings and educational aides to better improve the knowledge of mental health professionals, educators, and agencies.
  • Offers webinars and community-based opportunities to fulfill subject matter interest and required trainings for agencies.
    Maintains a culturally and linguistic competent approach to all offered trainings.     

Supplemental

Educators

PSC

SSS

 Administrators BHC

Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities (MHW-IDD)

 

  • eLearning training course developed by Texas that consists of 6 modules which educate participants about the behavioral health needs of people who have an intellectual or developmental disability (IDD).
  • Can take modules on a self-paced schedule and print certificate of completion at the end of all modules.
  • Modules included in this course are:
        o Co-occurring disorders: IDD and Mental    Illness
        o Trauma Informed care for individuals with IDD
        o Functional Behavior Assessment and Behavior Support   
        o Overview of genetic syndromes associated with IDD
        o Overview of medical diagnoses associated with IDD
        o Putting it all together: Supports and strategies for direct service workers.
  • Each module is approximately 50 minutes long but can be self-paced.     

Training

Educators

PSC

SSS

 Administrators

Midwest PBIS  - Trauma Informed Schools

  • Understanding how trauma impacts performance in the educational setting can change how we interact with our most vulnerable youth.
  • Training will build participant’s fluency in defining trauma, describing how trauma may look in the classroom, discussing how trauma can affect student development and impact learning, and how to assess current school-wide and classroom systems with a trauma informed lens.
  • Participants in this training should engage in the professional learning necessary to install and coach utilizing a trauma-informed lens in a systemic, efficient, and effective way.
  • This will include:  1) providing professional development to school staff, 2) supporting assessment of school-wide and classroom systems and practices, and 3) supporting action planning for trauma-informed school and classroom data, systems and practices.

Training

Educators

PSC

SSS

 Administrators

NAMI - Ending the Silence

 

  • Engaging presentations that help audience members learn about the warning signs of mental health conditions and what steps to take if you or a loved one are showing symptoms of a mental health condition.
  • Presentations include two leaders: one who shares an informative presentation and a young adult with a mental health condition who shares their journey of recovery.
  • 50-minute presentation designed for middle and high school students that includes warning signs, facts and statistics and how to get help for themselves or a friend.
  • 1-hour presentation for school staff members that includes information about warning signs, facts and statistics, how to approach students and how to work with families.

Training

Educators

PSC

SSS

Administrators

National Child Traumatic Stress Network

 

  • Offers a number of resources for educators and other school personnel on child trauma. 
  • The Child Trauma Toolkit for Educators, developed in 2008, provides school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system.

Relevant webinars NTCSN offers on TIC:

To subscribe to the NCTSN e-Bulletin or IMPACT newsletter contact: help@nctsn.org

Supplemental

Educators

 PSC

SSS

 Administrators BHC

Office of Juvenile Justice Prevention

 

  • Model Programs Guide (MPG) contains information about evidence-based juvenile justice and youth prevention, intervention, and reentry practices/programs.
  • Resource for practitioners and communities about what works, what is promising, and what does not work in juvenile justice, delinquency prevention, and schools.    

Supplemental

Educators

PSC

SSS

 Administrators

Olweus Bullying Program

 

  • Multicomponent program aimed at preventing or reducing bullying among middle school students.
  • Provides comprehensive framework focused on systemic change to create a safe and positive school climate.
  • Utilizes online courses, web conferences and in-person program implementation seminars.
    Interactive programs provide key information about bullying, cyber bullying, and dating violence, and explain how schools, community organizations, and parents can create safe, healthy environments.
  • Trained members make it possible to sustain program by training new staff members year after year.
  • 2 day in-person training; website does have some tip sheets which are FREE as well as online trainings.

Intervention

Educators

PSC

SSS

 Administrators

PAX Good Behavior Game

 

  • Classroom based system that teachers use to teach skills for self-regulation, co-regulation, and self-control during any school or after school activity.
  • Builds self-regulation in young people by creating shared classroom/school purpose and vision with adults and peers to create more peace, productivity, health and happiness.
  • Students work together—reinforcing desirable behaviors (called PAX) and inhibiting unwanted behaviors (called Spleems).
  • Students build skills to increase their pro-social behavior and self-regulation, paving the way for better immediate and lifetime academic, behavioral/health, and positive lifetime outcomes.
  • Develops and strengthens peer networks to improve relationships now and in the future, with lower risk of self-harm or harm to others.
  • Provides teachers and administrators with practical tiered-intervention strategies to implement PBIS in the classroom.  

Intervention

Educators

PSC

SSS

 Administrators

Peer Assistance and Leadership (PAL)

 

  • Peer helping program that seeks to build resiliency in youth by pairing youth with peer helpers who receive training and support from teachers participating in the program.

Intervention

PSC

SSS

Positive Action (PA)

 

  • Aims to promote character development, academic achievement, and social and emotional skills, and to reduce disruptive and problem behavior.
  • Based on the philosophy that you feel good about yourself when you think and do positive actions, and there is always a positive way to do everything.
  • Lessons are scripted and use classroom discussion, role-play, games, songs, and activity sheets or text booklets.
  • Optional components include site-wide climate development; drug education for grade 5 and middle school; conflict resolution; counselor, parent, and family classes; and community/coalition components.

Intervention

Educators

PSC

SSS

Positive Behavior Interventions and Supports (PBIS)

 

  • Operational framework for achieving academic and behavior outcomes for all students.
  • Ensures all students have access to effective and accurate instructional and behavioral practices as well as interventions.
  • Is a decision-making framework using data to guide selection, integration, and implementation of evidence-based academic and behavior best practices.
  • This schoolwide framework includes practices that are delivered by school personnel, including in the classroom. 

Framework

Educators

PSC

SSS

 Administrators

Positive School Discipline 

 

  • Comprehensive approach that uses discipline to teach rather than punish and, as a result, helps students succeed and thrive in school.
  • Promotes positive student behavior while preventing negative and risky behaviors.
  • Integrated into the policies, programs, and practices of a school and applied system-wide—in the classroom, school, and community—to create a safe, supportive learning environment for all students. 
  • Helps guide school leaders to create an environment where students can learn and thrive.
  • Team User’s Guide for group learning among leaders within a school or district.
  • Self-paced, interactive course for school leaders  

Supplemental

Educators

PSC

SSS

 Administrators

Prevent Cyberbullying  

 

  • Provides information and strategies for schools on Cyberbullying regarding: awareness, warning signs that a child is being Cyberbullied or is Cyberbullying others, and what to do when cyberbullying happens. 
  • Includes prevention strategies for establishing policies, engaging parents, students and the community in prevention. 
  • Guidance is provided to build a safe environment at school, including a recommendation for PBIS strategies to reward students when they show thoughtfulness and respect for peers, adults and the school.
  • A searchable database includes resources for bully prevention tips, facts, campaigns and curriculum for both bullying and Cyberbullying.

Supplemental

Educators

PSC

SSS

 Administrators

Preventing Bullying

 

  • General Topics include: School and Community Prevention and Intervention, Cyberbullying, and Preventing Bullying in Early Childhood.
  • Create an action plan based on who you are (parents, educators, community partners), topic chosen (understanding, prevention, intervention), and specialty (School and community prevention and intervention, Preventing Bullying in Early Childhood, Cyberbullying).
  • Website includes tools, articles, handouts. 

Supplemental

Educators

PSC

SSS

 Administrators

Preventing Suicide: A Toolkit for High Schools

 

  • Toolkit developed by the Substance Abuse and Mental Health Services Administration (SAMHSA) to assist high schools and school districts in designing and implementing strategies to prevent suicide and promote behavioral health.
  • Includes tools to implement a multifaceted suicide prevention program that responds to the needs and cultures of students.
  • This resource is specifically designed to educate about suicide prevention.

Framework

Educators

PSC

SSS

 Administrators BHC

Project Toward No Drug Abuse (PTND)

  • Drug use prevention program for high school youth.
  • Designed to help students develop self-control and communication skills, acquire resources that help them resist drug use, improve decision making strategies, and develop the motivation to not use drugs.
  • Packaged in 12 40-minute interactive sessions.
  • Curriculum was developed for high-risk students in continuation or alternative high schools.

Can only be delivered by a qualified substance use prevention specialist.

Intervention

SUPS

Promoting Alternative Thinking Strategies - PATHS

 

  • The PATHS® curriculum is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children while simultaneously enhancing the educational process in the classroom.
  • This innovative curriculum is designed to be used by educators and counselors in a multi-year, universal prevention model.
  • Although primarily focused on the school and classroom settings, information and activities are also included for use with parents.
  • Over the past 35 years, more than 40 published research studies (by ourselves and others, both nationally and internationally) have documented the effectiveness of the PATHS® program.

A wide variety of results has consistently shown improvements in seven major goals of education needed for the development of healthy, happy children and future adults:

  • Improved academic achievement.
  • Decreased emotional suffering & behavioral problems
  • Increased happiness, health, and emotional well-being
  • Improved emotional literacy, self-control, & problem-solving skills
  • Healthy relationships and social skills
  • Preparation for the future: Workforce
  • Skills for the future: Life satisfaction, good health, & citizenship

Intervention

Educators

PSC

SSS

 Administrators

Psychological First Aid (PFA) for Schools Field Operations Guide

 

  • Evidence-informed intervention model for assisting children, adolescents, adults, and families in the aftermath of a school crisis, disaster, or terrorism event. 
  • Designed to reduce the initial distress caused by emergencies, disasters and critical incidents (e.g. school violence), and to foster short- and long-term adaptive functioning and coping.
  • Potential to mitigate the development of severe mental health problems or long-term difficulties in recovery by identifying individuals who may need additional services and linking them to such services as need.
  • Free 6-hour online course is available as well as in person training opportunities.
  • Contact your ESC or the School Safety Center to arrange for training.

Intervention

Educators

PSC

SSS

 Administrators BHC

Putting Positive Youth Development into Practice: A resource guide

  • This resource guide presents the principles of positive youth development and was published by the United States Department of Health and Human Services and the Family and Youth Services Bureau. 

Supplemental

Educators

PSC

SSS

 Administrators

Reconnecting Youth

  • Reconnecting Youth (RY) is an award-winning, prevention program that helps at-risk youth achieve in school and decrease their drug use, anger, depression, and emotional distress.
  • Designed as a semester-long class offered for school credit, the RY curriculum focuses on skills training within the context of a peer group and adult support.

RY Program Goals

  • Increased School Performance
  • Decreased Drug Involvement
  • Decreased Emotional Distress

The RY curriculum:

There are 75 lessons in the RY curriculum. It is typically offered as a semester-long, for-credit class by a teacher/facilitator who works well with youth at risk and who is trained to implement the RY program.

     1. Getting Started
     2. Self-esteem Enhancement
     3. Decision Making
     4. Personal Control
     5. Interpersonal Communication

Social and School Bonding Activities:
An important component of the RY Program is increasing RY student involvement in healthy social activities and engaging them in activities that increase bonding to their school. The curriculum describes a variety of ways this can be done.
School Crisis Response Plan:
A School Crisis Response Plan is the third component of the RY Program. Such a plan is necessary because many at-risk youth experience depression and suicide-risk behaviors. The RY School Crisis Response Plan prepares school staff members 1) to identify and respond to students who are suicidal and 2) to respond, if necessary, with post-suicide intervention strategies.

Supplemental

Educators

 PSC

SSS

 Administrators

Responding in Peaceful Positive Ways - RiPP

  • A school-based violence prevention program designed to provide students ages 10–14 in middle and junior high schools with conflict resolution strategies and skills.
  • Designed to be implemented along with a peer mediation program. It combines a classroom curriculum of social/cognitive problem solving with real-life skill-building opportunities.
  • Students learn to apply critical-thinking skills and personal management strategies to personal health and well-being issues.

Delivered over the school year, RiPP teaches key concepts that include:

  • The importance of significant friends or adult mentors.
  • The relationship between self-image and gang-related behaviors.
  • The effects of environmental influences on personal health.

Using a variety of lessons and activities, students learn about the physical and mental development that occurs during adolescence, how to analyze the consequences of personal choices on health and well-being, learn that they have nonviolent options when conflicts arise, and experience the benefits of being a positive family and community role model.

Multiple studies reported benefits in self-reported experience of violent and aggressive behavior for students who received RiPP compared with peers who did not receive the intervention, including:

  • Lower rates of being injured in a fight in the past 30 days in which the injuries required medical attention
  • Higher rates of participation in peer mediation
  • Among girls only, lower rates of threatening to hurt a teacher
  • Among 7th-grade RiPP participants, less frequent violent behavior at 6-month follow-up
  • Lower frequency of physical aggression, despite the observation that both RiPP participants and their peers demonstrated an increase in problem behaviors over time
  • At 9-month follow-up, reduced rates of bringing a weapon to school, threatening someone with a weapon, and sustaining fight-related injuries in the pas 30 days

Intervention

Educators

PSC

SSS

 Administrators

Restorative Justice / Restorative Practices

 

  • Trauma-informed practice that fosters belonging over exclusion, social engagement over control, and meaningful accountability over punishment. 
  • Integrating Positive and Restorative Practices to Supporting Student Behavior, a training available at the 20 ESCs, has been designed to help schools develop Restorative Discipline practices within a Positive Behavior Interventions and Supports framework.
  • Restorative Discipline Practices (RDP) in Texas began in the Fall of 2015.
  • The Texas Education Agency partnered with the Institute for Restorative Justice and Restorative Dialogue at The University of Texas at Austin School of Social Work to participate in a statewide roll out.
  • This is a school-wide practice-framework that involves training. 

Framework

Educators

PSC

SSS

 Administrators

Ripple Effects

  • Strengths-based assessment tools
  • Digital planning tools
  • Multi-tiered learner-directed skill building
  • Data tracking tools embedded
  • PK-12 can be implemented by paraprofessionals

Outcomes:

  • Reduced school suspensions
  • Greater high school retention
  • Greater attendance
  • Improved GPA
  • Reduced depression
  • Greater empathy
  • Improved problem solving

Intervention

Educator

 PSC

 SSS

Road to Recovery: Supporting Children with Intellectual and Developmental Disabilities Who Have Experienced Trauma 

 

  • Training from NCTSN that provides an overview for providers on how to work with children and families who are living with intellectual and development disabilities (IDD) who have experienced trauma.
  • Toolkit consists of a Facilitator Guide and a Participant Manual which are designed to teach basic knowledge, skills, and values about working with children with IDD who have had traumatic experiences, and how to use this knowledge to support children’s safety, well-being, happiness, and recovery through trauma-informed practice.
  • This training is specifically designed to educate about trauma-informed care and individuals with intellectual and developmental disabilities.
  • 2 day in-person training; website does have some tip sheets which are FREE as well as online trainings.

Training

Educators

 PSC

SSS

BHC

Safe Schools

 

  • Completely automates your staff and student training.
  • Access high quality courses on important school safety topics by leading experts. 
  • Implementation is fast and easy, and your subscription-based system can be set up in just a few hours.
  • Courses are written specifically for school staff members and students.
  • Annual subscription includes access to hundreds of school safety courses, written by industry experts. 

Training Platform

Educator

 PSC

 SSS Administrators

safeTALK

 

  • 4-hour gatekeeper training for people who want to become alert to the dangers of suicide in a convenient timeframe.
  • Program used by students, teachers, community volunteers, first responders, military personnel, police, public and private employees, and professional athletes – among many others.
  • Most SafeTALK Instructors in Texas are LMHA staff - contact the LMHA in the school district’s area to find a training.      
  • This resource is specifically designed to educate about suicide prevention.

Training

Educators

PSC

SSS

 Administrators

SAMHSA Programs

 

  • Offer information, training, and technical assistance to improve the quality and delivery of behavioral health services across the nation.

Supplemental

Educators

PSC

SSS

 Administrators BHC

School Climate Improvement Resource Package 

 

  • Explores the way students, families, teachers, and other school staff experience the school and school-related activities affects student attendance, learning, and achievement.
  • Provides district and school leaders, teachers, school staff, and other members of the school community with the basics on how to initiate, implement, and sustain school climate improvements. 

Framework

Educators

PSC

SSS

 Administrators

School Climate Practice 

 

  • Website includes a Resource Center with briefs, tools, case studies, and effective practices for building and sustaining a positive school climate.
  • Information available on measuring school climate and access to a comprehensive school climate inventory.
  • The Center provides a school climate building process that is integrated with Social Emotional Learning, bully prevention and diversity inclusion best practices. 

Supplemental

Educators

PSC

SSS

 Administrators

School Climate Survey 

 

  • U.S. Department of Education (ED) provides survey with reports to guide initiatives designed to measure and strengthen a positive school climate. 
  • School Climate is measured across three domains including: Engagement, Safety and Environment. 
  • Items assessed within the domains include: Cultural and Linguistic Competence, Relationships, School Participation, Emotional Safety, Physical Safety, Bullying/Cyberbullying, Substance Abuse, Emergency Preparedness/Management, Physical Environment, Instructional Environment, Physical Health, Mental Health and Discipline.
  • Surveys are available for engaging stakeholders in the process including educators, community members, parents and students.

Intervention

Educators

PSC

SSS

 Administrators

Second Step Suite

 

  • Provides instruction in social and emotional learning with units on skills for learning, empathy, emotion management, friendship skills, and problem solving.
  • Includes bully prevention and child protection modules and has a strong evidence-base for increased positive behavior, reduced conduct problems, reduced emotional distress, improved social and emotional skill performance.
  • Contains separate sets of lessons for use in prekindergarten through eighth grade implemented in 22 to 28 weeks each year.
  • Uses four key strategies to reinforce skill development: brain builder games (to build executive function), weekly theme activities, reinforcing activities, and home links in English and Spanish.
  • Tools are available for administrators for embedding Social and emotional concepts into school policies to sustain a culture of caring, learning and achievement.

Intervention

Educators

PSC

SSS

Signs of Suicide - SOS

  • Universal, school-based prevention program designed for middle and high school students
  • Goals are to:
    • Decrease suicide and suicide attempts by increasing student knowledge and adaptive attitudes about depression
    • Encourage personal help-seeking and/or help-seeking on behalf of a friend
    • Reduce the stigma of mental illness and acknowledge the importance of seeking help or treatment
    • Engage parents and school staff as partners in prevention through “gatekeeper” education
    • Encourage schools to develop community-based partnerships to support student mental health
  • Through a video and guided discussion, students learn to identify warning signs of suicide and depression in a single class period.
  • At the end of the session, students complete a seven-question screening for depression (anonymous or signed –the school can decide) to further encourage help-seeking and connect students at risk with trusted adults.
  • The curriculum raises awareness about behavioral health and encourages students to ACT (Acknowledge, Care, Tell) when worried about themselves or their peers.

Training

Educators

 PSC

SSS

 Administrators

Skills for Psychological Recovery (SPR)

 

  • Prevention model to address and improve the self-regulation and management of the psychological, physical, emotional, behavioral, and spiritual responses post-disaster.
  • Aimed to teach skills to manage distress and cope with adversity post-disaster stress to affected children, adolescents, and families.
  • Created by National Child Traumatic Stress Network and National Center for PTSD.

Intervention

Educators

PSC

SSS

 BHC

Social Programs that Work

 

  • This site seeks to identify those social programs shown in rigorous studies to produce sizable, sustained benefits to participants and/or society, so that they can be deployed to help solve social problems. 
  • The specific purpose is to enable policy officials and other readers to distinguish credible findings of program effectiveness from the many others that claim to be.
  • This site focuses on the results of well-conducted randomized controlled trials (RCTs), which are widely regarded as the strongest method of evaluating program effectiveness.
  • The site also focuses on whether such studies show sizable, sustained effects on outcomes of clear policy importance (e.g., high school graduation, workforce earnings, teen pregnancies) and not just intermediate outcomes (e.g., children’s ability to recognize letters or numbers, positive parenting practices, take-up of services) that may or may not lead to important outcomes.
  • Programs on this site have been identified through systematic monitoring of all rigorous evaluations published or posted online across all areas of social policy. 
  • The goal is to identify programs that, based on careful review of the studies in consultation with outside experts, meet the criteria for “Top Tier,” “Near Top Tier,” or “Suggestive Tier.”

Registry

Educators

 PSC

SSS

 Administrators BHC

Starr Commonwealth Courses on Trauma

Training

Educator

 PSC

 SSS

Administrators

BHC

Steps to Respect: A Bullying Prevention Program

 

  • Schoolwide intervention designed to prevent bullying behavior and counter the personal and social effects of bullying where it occurs by promoting a positive school climate. The program aims to:
    (1) increase school staff's awareness and responsiveness to bullying situations,
    (2) foster socially responsible beliefs among students,
    (3) enhance social and emotional skills to counter bullying and to promote healthy relationships,
    (4) promote actions (e.g., joining groups, resolving conflict) associated with general social competence, and
    (5) reduce bullying (and related problems) and improve positive bystander behavior.
  • The program has three components: schoolwide program guide, staff training and classroom curriculum. 

Intervention

Educators

 PSC

SSS

 Administrators

Strengthening Families - 14 sessions (SFP 6 - 16)

  • Family skills training program designed to increase resilience and reduce risk factors for behavioral, emotional, academic, and social problems in children 3-16 years old.
  • Comprises three life-skills courses delivered in 14 weekly, 2-hour sessions.
  • Parenting Skills sessions are designed to help parents learn to increase desired behaviors in children by using attention and rewards, clear communication, effective discipline, substance use education, problem solving, and limit setting.
  • Children's Life Skills sessions are designed to help children learn effective communication, understand their feelings, improve social and problem-solving skills, resist peer pressure, understand the consequences of substance use, and comply with parental rules.
  • In the Family Life Skills sessions, families engage in structured family activities, practice therapeutic child play, conduct family meetings, learn communication skills, practice effective discipline, reinforce positive behaviors in each other, and plan family activities together.
  • Participation in ongoing family support groups and booster Family focused program. 
    Groups of Parents and Youths are each involved simultaneously in their own separate youth and adult curricula lasting for 14 sessions.

Can only be delivered by a qualified substance use prevention specialist.

Intervention

SUPS

Strengthening Families - 7 video sessions (SFP 10-14)

  • Family skills training intervention designed to enhance school success and reduce youth substance use and aggression among 10- to 14-year-olds.
  • Theoretically based on several etiological and intervention models including the biopsychosocial vulnerability, resiliency, and family process models.
  • Includes seven 2-hour sessions and four optional booster sessions in which parents and youth meet separately for instruction during the first hour and together for family activities during the second hour.
  • Sessions provide instruction for parents on understanding the risk factors for substance use, enhancing parent-child bonding, monitoring compliance with parental guidelines and imposing appropriate consequences, managing anger and family conflict, and fostering positive child involvement in family tasks.
  • Children receive instruction on resisting peer influences to use substances.
    Sessions are typically held once a week. 
  • Family focused Youth Prevention Universal program.
  • Groups of Parents and Youth are each involved simultaneously in their own separate youth and adult curricula lasting for 7 sessions.

Can only be delivered by a qualified substance use prevention specialist.

Intervention

SUPS

Student Success Skills

  • Student Success Skills (SSS) is a school counselor led program based on the principle that students can improve academically when surrounded by a supportive environment that involves skill-building activities in self-management, prosocial behaviors, and cognition.
  • It is a humanistic approach to school counseling that focuses on the following areas: (1) cognitive factors, including memory and learning processes, (2) attitudinal skills, (3) self-regulation and metacognitive abilities, (4) behavioral strategies and goals, and (5) social skills training.
  • Significant Positive Findings: reduced problem behaviors, increased cooperation, reduced bullying, reduced anxiety, improved impulse control, improved motivation

Intervention

PSC

Suicide Prevention Resource Center (SPRC) - Schools

 

Why Address Suicide Prevention?

  • Maintaining a safe school environment is part of your school's overall mission.
  • Students' mental health can affect how well they perform in school.
  • Suicide can affect the entire school community. 
  • The best way to prevent suicide is to use a comprehensive approach that includes these key components:
    • Promote emotional well-being and connectedness among all students.
    • Identify students who may be at risk for suicide and assist them in getting help.
    • Be prepared to respond when a suicide death occurs.
  • See All Resources Related to Schools for a full list of materials, programs, trainings, and other information available from SPRC. Use the filters to narrow your results.
  • For more on other settings and groups, see Settings and Populations pages.

Supplemental

Educator

 PSC

SSS

 Administrators BHC

Texas Behavior Support Initiative Training

 

  • The Texas Behavior Support Initiative (TBSI) training is a state-level training mandated by Senate Bill 1196 and the Texas Administrative Code §89.1053.
  • TBSI training is designed to provide foundational knowledge for the use of positive behavior interventions and supports (PBIS) for all students, including those with disabilities.
  • While the TBSI training meets legislative requirements related to procedures for the use of restraint and time-out, it also provides a framework for sharing a wide range of foundation-level behavior strategies and prevention-based school-wide, classroom, and individual interventions.
  • This training is specifically designed to educate about PBIS.
  • On-line, self-paced courses 

Training

Educators

PSC

SSS

 Administrators

Texas School Safety Center (TxSSC)

 

  • Official university-level research center at Texas State University.
  • Serves as a clearinghouse for the dissemination of safety and security information through research, training, and technical assistance for K-12 schools and junior colleges throughout the state of Texas.
  • Also builds partnerships among youth, adults, schools, law enforcement officers, and community stakeholders to reduce the impact of tobacco on all Texans through prevention, training and enforcement initiatives.

Supplemental

Educators

 PSC

SSS

Administrators BHC

Texas Suicide Safer Schools Implementation Guide and Tools

 

  • Designed to inform Texas educators about the incidence of youth suicide and to emphasize the responsibility of school leadership to increase suicide awareness, enhance protective factors, build resilience in students, and intervene and get help for a suicidal student.
  • Provides a framework on how to turn your school into a suicide safer school.

Framework

Educators

PSC

SSS

 Administrators BHC

The Emotional Backpack Project

 

  • Education and awareness program led by the Center for School Behavioral Health at Mental Health America of Greater Houston.
  • Teaches educators, children, and parents about protecting their mental health so that every child feels supported and able to come to school ready to learn.
  • Training modules, lesson plans, and activities implemented by 2 Emotional Backpack Leaders selected by participating schools who participate in train-the-trainer learning sessions and implement modules on youth mental health signs and symptoms, trauma informed classrooms, advanced trauma-informed teaching practices, self-care and suicide prevention throughout school year.
  • Emotional Backpack Leaders receive certification after completing the training allowing for continued implementation in subsequent years and providing a cost-effective way to train other campus personnel as Leaders.
  • Emotional Backpack Leaders will receive technical support and coaching throughout the entire school year.
  • Training modules fulfill TEA requirements for mental health and suicide prevention training.
  • Year-long program; school orientation (2 hrs), summer training (8 hrs), winter training (4 hrs).

Training

Educators

PSC

SSS

 Administrators

The Heart of Learning: Compassion, Resiliency, and Academic Success

 

  • Handbook for teachers written and compiled by the Office of Superintendent of Public Instruction and Western Washington University staff.
  • Contains valuable information that will be helpful when working with students whose learning has been adversely impacted by trauma in their lives.
  • This resource is specifically designed to educate about trauma-informed care.

Supplemental

Educators

PSC

SSS

 Administrators

The Incredible Years

 

  • Set of three interlocking, comprehensive, and developmentally based training programs for children and their parents and teachers.
    Child program designed for children with challenging behaviors and focuses on building social and emotional skills.
  • Lessons can be delivered to children referred for difficult behavior or to an entire classroom as a preventative measure.
  • Program consists of 20- to 30-minute lessons, 2-3 times a week, which are reinforced by small-group activities, practicing skills throughout the day, and communicating with parents.
  • Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school.
  • Parent training programs focus on positive discipline, promoting learning and development, and involvement in children’s life at school.
  • Program focuses on strengthening teachers' classroom management strategies; promoting children's prosocial behavior, emotional self-regulation, and school readiness; and reducing children's classroom aggression and noncooperation with peers and teachers.
  • Also helps teachers collaborate with parents to support parents' school involvement and promote consistency between home and school.
  • A required teacher training program is delivered to early childhood and elementary school teachers of young children (3-8 years) and consists of 42 hours (6 days) of monthly workshops delivered by a trained facilitator.

Intervention

Educator

 PSC

SSS

The Interconnected Systems Framework (ISF)

 

  • A structure and process to integrate Positive Behavioral Interventions and Supports (PBIS) and School Mental Health (SMH) within school systems.
  • Goal is to blend resources, training, systems, data, and practices to improve outcomes for all children and youth.
  • Emphasis on prevention, early identification, and intervention of the social, emotional, and behavior needs of students
  • Family and community partner involvement critical to this framework.
  • Training intended for schools or communities to identify needs in supporting students beyond acting out problem behavior.
  • Training will assist teams in exploring the need within their district and identify how an integrated system might improve desired outcomes within their school community.
  • Participants will learn about key messages of the ISF and how ISF enhances core features of PBIS.
  • Includes engaging stakeholders to work differently, establishing a structure for integrated work, and creating a shared system.
  • Participants will develop an action plan for taking key learning back to engage district and community leadership.
  • This practice framework is specifically designed to educate about PBIS and School Mental Health (SMH).
  • This schoolwide framework includes practices that are delivered by school personnel, including in the classroom.
  • Website includes tools, webinars, trainings, presentations that can be downloaded.        

Framework

Educators

 PSC

SSS

 Administrators BHC

The Search Institute – Developmental Assets

 

  • Website provides tools for classroom activities to measure and improve academic motivation. 
  • Resources examine social and emotional factors along with other key variables that affect student motivation and engagement.
  • Keep Connected is a parent engagement program for schools. 
  • Offers FREE resources

Supplemental

Educators

 PSC

SSS

 Administrators

Too Good for Drugs 2(TGFD)

  • Universal K-12 prevention education program designed to mitigate the risk factors and enhance protective factors related to alcohol, tobacco, and other drug (ATOD) use.
  • Lessons introduce and develop social and emotional skills for making healthy choices, building positive friendships, developing self-efficacy, communicating effectively, and resisting peer pressure and influence.
  • Teaches five essential social and emotional learning skills, which research has linked with healthy development and academic success:
       o Setting Reachable Goals
       o Making Responsible Decisions
       o Bonding with Pro-Social Others
       o Identifying and Managing Emotions
       o Communicating Effectively

Can only be delivered by a qualified substance use prevention specialist.

Intervention

SUPS

Transition of Youth and Young Adults with Emotional or Behavioral Difficulties

 

  • Evidenced Supported Approaches that assist high school students with mental health disorders in finding and maintaining employment, establishing positive relationships, learning tools to achieve goals, and build strengths when transitioning to adulthood and out of the home and school setting.
  • Outlines systemic approaches from the educational, justice, mental health, and other community settings to support positive outcomes that are developmentally and culturally appropriate and reduce common transitioning risk behaviors through strength-based prevention planning and coordinated care.

Intervention

Educator

 PSC

 SSS Administrators

Trauma and Grief Component Therapy for Adolescents - TGCT-A

  • Program is suitable for either individual or group applications in clinical or school settings.
  • Manual provides detailed descriptions of the sessions, focusing on trauma psychoeducation, activities to enhance emotional awareness, identification of personal trauma/grief symptoms and trauma/loss reminders, development of a personal set of coping skills, and how to access different types of support

Can only be delivered by a qualified behavioral health provider.

Intervention

BHC

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) 2.0

  • Online training course for mental health professionals learning Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT).
  • Developed in close collaboration with the TF-CBT developers and incorporates all the most recent developments in the model.
  • Comprised of 11 learning modules, each with a pre- and post-test, that cover the foundations of TF-CBT and each of the treatment components.
  • Each module has a concise explanation of the treatment component, video demonstrations of treatment procedures and techniques, and clinical materials and resources.
  • Self-paced course with each module taking approximately one hour.
  • All 11 modules and the final evaluation must be completed in order to access the certificate of completion.
  • Initially the course must be completed sequentially; however, once a learner completes the course, s/he will continue to have access for the lifetime of the course.
  • To find a TF-CBT therapist, search this national database: https://tfcbt.org/members/.

Can only be delivered by a qualified behavioral health provider.

Intervention

BHC

Trauma Sensitive Schools

 

  • Whole-school approach to creating trauma sensitive schools.
  • Seminal materials produced by Massachusetts Advocates for Children, including Helping Traumatized Children Learn, and Creating and Advocating for Trauma-Sensitive Schools, as well as the Compassionate Schools work carried out by the state of Washington are the foundation of this curriculum.
  • Curricula, assessment tools, and models for implementing a trauma-informed approach for schools are provided.
  • The South-Southwest Mental Health Technology Transfer Center trained state and regional educators to become facilitators of the Trauma Sensitive Schools curriculum and provides ongoing coaching.
  • Continued opportunities for training on this curriculum will be offered as demand allows.
    This practice is specifically designed to educate about trauma-informed care.

Framework

 Training

Educators

PSC

SSS

 Administrators BHC

 

 

 

 

Trust Based Relational Intervention (TBRI®) and Trauma-Informed Classrooms Training

 

  • An attachment-based, trauma-informed intervention that is designed to meet the complex needs of vulnerable children.
  • Offers practical tools for parents, caregivers, teachers, or anyone who works with children, to see the “whole child” in their care and help that child reach their highest potential.
  • Uses Empowering Principles to address physical needs, Connecting Principles for attachment needs, and Correcting Principles to disarm fear-based behaviors.
  • While the intervention is based on years of attachment, sensory processing, and neuroscience research, the heartbeat of TBRI® is connection.
  • TBRI® 101 is offered as an on-line self-paced learning option
  • This training is specifically designed to educate about trauma-informed care.

 

 

 

 

 

 

 

 

 

 

Training

 

 

 

 

 

 

 

 

 

 

Educators

 PSC

SSS

 Administrators

What Works Clearinghouse

 

  • The What Works Clearinghouse (WWC) was established in 2002 as part of an initiative of the Institute of Education Sciences (IES) at the U.S. Department of Education.
  • The mission of the WWC is to be a central and trusted source of scientific evidence for what works in education.
  • It is an important part of IES's strategy to use rigorous and relevant research, evaluation, and statistics to improve our nation's education system.
  • The work of the WWC is done under contract to the U.S. Department of Education (via the National Center of Education Evaluation at IES) by several firms with expertise in education, research methodology, and dissemination.
  • The WWC developed an infographic that describes how the practice guides can help teachers.

Registry

Educators

 PSC

SSS

 Administrators BHC

 

 

 

 

 

Youth Thrive

 

  • Puts research knowledge on adolescent brain health into action by shifting attention away from a primary focus on risk reduction toward one that builds those Protective and Promotive Factors associated with risk reduction and promotion of youth well-being.
  • Identifies key characteristics and conditions associated with youth well-being, such as: Youth Resilience, Social Connections, Knowledge of Adolescent Development, Concrete Support in Times of Need, and Cognitive and Social-Emotional Competence.
  • Includes practices that are implemented in the classroom.
  • Length of time varies for school wide implementation. Initial training is 3-4 days.

 

 

 

 

 

 

 

Intervention

 

 

 

 

 

 

 

Educators

 PSC

SSS

Youth.Gov Prevention 

 

  • U.S. government website that helps you create, maintain, and strengthen effective youth programs.                       

      Includes:

  • Youth facts,
  • Funding information, and
  • Tools to help you assess community assets, and generate maps of local and federal resources, search for evidence-based youth programs, and keep up-to-date on the latest youth-related news.

Supplemental

Educators

PSC

 SSS Administrators

 

Intended Audiences:

Educators - A person who works in a classroom setting who is responsible for teaching or a person who supports classroom teachers by directly advancing the integrated social, emotional and behavioral health of students within their specific role. A program, practice, training, or resource in this category may also be applicable to other multi-disciplinary school personnel, such as nurses, behavior coordinators, coaches, classroom aides, behavior specialists, bus drivers, lunch personnel, etc.                            

Professional School Counselor (PSC) – A person, who holds a school counselor certificate in the state of Texas who has successfully complete a school counselor preparation program that meets the requirements of §239.10 of this title (relating to Preparation Program Requirements) and §239.15 of this title (relating to Standards Required for the School Counselor Certificate), successfully complete the examination based on the standards identified in §239.15 of this title; holds, at a minimum, a 48-hour master's degree in counseling from an accredited institution of higher education that at the time was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board; and has two creditable years of teaching experience as a classroom teacher, as defined in Chapter 153, Subchapter CC, of this title (relating to Commissioner's Rules on Creditable Years of Service) and the Texas Education Code, §5.001(2)."                                                    

Student Support Staff (SSS) - A person working to provide supports for student mental and behavioral health needs. Personnel who work in this category can include LSSPs, Social Workers, School Nurses, Behavior Specialists, Behavior Specialists, Behavior Coaches, Case Managers, and Behavior Health Clinicians.

Administrators- A person, in an educational leadership position, who oversees daily operations of a school or school district, and who serves as an important link between students, teachers, parents, and local communities. These people may include, a principal, associate principal assistant principal, dean, superintendent, assistant superintendent, district director, and others who participate in strategic planning, curriculum design, organizing professional development, and evaluating system outcomes.

Behavioral Health Clinician (BHC) – A person who holds a valid Texas clinical license in a behavioral health field of study - Licensed Clinical Social Worker (LCSW), Licensed Professional Counselor (LPC), Licensed Marriage and Family Therapists (LMFT), Licensed Specialist in School Psychology (LSSP), and Advance Practice Psychiatric Nurses and Clinical Psychologists are considered Non-Physician Mental Health Professionals in Texas Statute. These credentials are also examples of Behavioral Health Clinicians and may be authorized for 3rd party payments such as Medicaid reimbursement for services.  All clinical license holders must practice under the scope of their licensure board. If a BHC is the only Audience listed for a program, practice, training or resource it should ONLY be provided by a BHC.                              

Substance Use Prevention Specialist (SUPS) - A person working to prevent substance use and misuse through the delivery of evidence-based prevention strategies developed by the Center for Substance Abuse Prevention (CSAP).  People working in this capacity for state-funded organizations either hold or are working toward an Associate Prevention Specialist (APS) designation, or Certified Prevention Specialist (CPS) or Advanced Certified Prevention Specialist (ACPS) certifications. If a SUPS is the only Audience listed for a program, practice, training, or resource, it can ONLY be provided by a SUPS.                                  

Resource Type:

Framework - Comprehensive school-wide or district-wide approach to implementing strategies or procedures, that is evidence-based and acknowledges the unique needs of your school or district

Intervention -a tool, practice or process put into place to support student needs

Registry – a resource that describes and outlines multiple frameworks, interventions, trainings and practices

Supplemental - Comprehensive school-wide or district-wide approach to implementing strategies or procedures, that is evidence-based and acknowledges the unique needs of your school or district that could include information, training, lessons, interventions, literature, and technical assistance to improve the quality and delivery of behavioral health services across the nation

Training - Online or In-person

Updated 10.1.20

 

 

Contact Information

Julie Wayman, Mental/Behavioral Health Coordinator
512-463-9414

julie.wayman@tea.texas.gov