Describes four areas of work that are central to developing a whole-school youth development approach and includes hyperlinks to tools that can be modified and adapted to support efforts to pursue a youth development approach in a particular setting.
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Reports & Briefs
Describes changes in the brain that occur during the adolescent years and the significance of this stage of development for life-long mental health. Particulary, discusses how the changes and differences from adults brains can explain, sometimes hazardous, adolescent behavior.
Responds to and recognizes the impact of trauma on many sectors in behavioral health and beyond. The paper introduces the concept of trauma and offers a framework for how organizations, systems, and service sectors can become trauma-informed.
Considers school policies that try to assist teachers in dealing with the variety of psychosocial and health problems that interfere with learning and performance. Cautions against fragmented supports for students and reviews the benefits of a "whole child" approach for improved outcomes.
Provides educators with an overview of social and emotional learning (SEL) and school-family partnerships (SFPs), a discussion of the important relationship of SFPs and SEL, and strategies to promote children's social, emotional, and academic development using school-family partnerships.
Reviews four foundations for young children's development that appear to underlie children's competence and predict success in school from Prekindergarten through Third Grade: self-regulation, representation, memory, and attachment.
Provides information and reports from the multi-site evaluation of Project LAUNCH, focusing on outcomes for children and families living in Project LAUNCH communities and the impact of the initiative on increasing community wellness. Abt Associates originally managed the evaluation starting in FY 2008, which has been overseen by NORC starting in FY 2013.
Summarizes lessons about recruiting and training home visitors for evidence-based programs from grantees participating in the Children’s Bureau’s Supporting Evidence-Based Home Visiting (EBHV) to Prevent Child Maltreatment grantee cluster.
Defines mental health competencies, offers a brief overview of six competency systems currently in use in states (California, Colorado, Florida, Michigan, Ohio, and Vermont), provides comparisons of the six systems, and suggests the relevance of these competency systems to the early childhood mental health movement.
Identifies cross-disciplinary competencies for practitioners working with infants and toddlers that support effective practices across these disciplines. It also discusses research findings on the impact of competencies on program quality and provides a tool for identifying core competencies that are universal to the diverse early childhood workforce.