Explores characteristics of both healthy and unhealthy dating relationships, provides strategies for assessing whether dating abuse is occurring and how to intervene when required, provides guidance on norms and policies schools may employ, and provides extensive resources to key support staff in addressing dating abuse.
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SS/HS 5 Elements
Describes much of the empirical basis linking parental involvement with improved educational outcomes, but also offers practical guidance about an array of strategies for increasing such involvement at multiple levels, and describes a nationally recognized framework to guide parental involvement initiatives.
Provides a one page summary of key highlights of the impact of school mental health and a more detailed nine page summary of the literature, including empirical findings and a reference list.
Articulates the Interconnected Systems Framework (ISF), a proposed and developing interconnection of Positive Behavioral Interventions and Supports (PBIS) and School Mental Health (SMH) systems to improve educational outcomes for all children and youth, especially those with or at risk of developing mental health challenges. Represents a collective effort to further develop the ISF concept and guide the interconnection of PBIS and SMH toward effective multi-tiered mental health promotion for all students, with guidance for this work at school building, district, and state levels.
Involves a collaborative effort from researchers and organizations to assist high-risk communities in implementing and evaluating a multifaceted, science-based approach for reducing youth violence.
Examines the roles of school districts and teachers in promoting family engagement and provides several case studies of effective approaches culminating in a set of policy recommendations.
Reviews the five Protective Factors of the Strengthening Families Approach, which reduce the likelihood of child abuse and neglect: parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence of children. Research shows that these protective factors are also “promotive” factors that build family strengths and a family environment that promotes optimal child and youth development.
Outlines the risks faced by young children with social, emotional, and behavioral problems, as well as barriers to eligibility, access to services, and service utilization. The authors conclude by recommending policy improvements needed by young children and their families.
Safe Schools / Healthy Students
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