11

Bill Pfohl, NCSP Bill Pfohl, NCSP NASP President NASP President

2005-062005-06billnasp@aol.combillnasp@aol.com

22

Why Prevention?Why Prevention? In NASP Training StandardsIn NASP Training Standards Blueprint II area – Prevention, Promotion of Blueprint II area – Prevention, Promotion of

Wellness & Crisis InterventionWellness & Crisis Intervention No place all information tied together for No place all information tied together for

trainers or practitionerstrainers or practitioners Our job roles – consultation, parent Our job roles – consultation, parent

training, pre-referral intervention, school training, pre-referral intervention, school safety; suicide, MH needs of our youth.safety; suicide, MH needs of our youth.

Position Paper – Prevention & Intervention Position Paper – Prevention & Intervention Research in the SchoolsResearch in the Schools

Grant activity by NASP office with EDC, Grant activity by NASP office with EDC, AIR, CASEL, SMHPAIR, CASEL, SMHP

Futures Conference outcome focusFutures Conference outcome focus

55CASEL at UIC

We Do Not Have Enough Resources to Provide Helping Services to All Children Who Need Them

• Epidemiological data suggest that 15% to 22% of the nation’s young people experience social, emotional, and mental health problems that require treatment.

• Approximately 25-30% of American children experience school adjustment problems.

• For some economically disadvantaged urban districts, school maladjustment runs as high as 60%.

• Research documents clear associations between school maladjustment and later serious problem behaviors.

• Unfortunately, 70% to 80% of children in need are not getting appropriate mental health services.

66CASEL at UIC

Youth Risk Behavior Survey (CDC, 2003)

Behaviors U.S. %

Had 5 or more alcoholic drinks in a couple of hours (30 days)

28.3

Used marijuana (life) 40.2

In a physical fight on school property (12 months) 12.8

Carried a gun (30 days) 5.4

Did not go to school because felt unsafe at school or on way to or from school (30 days)

6.6

Felt so sad or hopeless almost every day for two weeks or more in a row that stopped doing some usual activities (12 months)

28.6

Made a plan to attempt suicide (12 months) 16.5

Currently sexually active (3 months) 34.3

77

But WHY? - ReallyBut WHY? - Really

NASP Shortages – estimated NASP Shortages – estimated at 9,000 between 2000 and at 9,000 between 2000 and 2010!2010!

Total: 15,000 by 2020!Total: 15,000 by 2020!

88

D. ErasmusD. Erasmus

“Prevention is Better Than Cure”

99

Ben FranklinBen Franklin

“An Ounce Of Prevention is Worth a Pound of Cure”

1010

HistoryHistory Mental Hygiene Movement – early 1900’sMental Hygiene Movement – early 1900’s Child Guidance Clinics – 1920’s and 1930’sChild Guidance Clinics – 1920’s and 1930’s Crisis Theory (Eric Lindemann) – 1940’s Crisis Theory (Eric Lindemann) – 1940’s Joint Commission on Mental Health and Joint Commission on Mental Health and

Mental Illness – 1961Mental Illness – 1961 Community Mental Health Centers Act - Community Mental Health Centers Act -

19631963 Advocates (e.g., Albee, Cowen, Caplan, Advocates (e.g., Albee, Cowen, Caplan,

Goldston) Goldston)

1111

History (continued)History (continued)

Task Panel on Prevention, President’s Task Panel on Prevention, President’s Commission on Mental Health - 1978Commission on Mental Health - 1978

APA Task Force on Prevention – 1980’sAPA Task Force on Prevention – 1980’s Committee on the Prevention of Mental Committee on the Prevention of Mental

Disorders, Institute of Medicine - 1994Disorders, Institute of Medicine - 1994 APA Presidential Task Force on APA Presidential Task Force on

Prevention (Seligman) – 1998Prevention (Seligman) – 1998 Priorities for Prevention Research at Priorities for Prevention Research at

NIMHNIMH (NAMHC Workgroup report) - 2001 (NAMHC Workgroup report) - 2001

1212

2002 Futures Conference2002 Futures Conference

Prevention was envisioned as a primary Prevention was envisioned as a primary activity of school psychologistsactivity of school psychologists

Every outcome area from the Every outcome area from the Conference stressed the Conference stressed the centrality of centrality of prevention in the practice of school prevention in the practice of school psychologistspsychologists – 12 out of 15 priority – 12 out of 15 priority goals involved prevention in some waygoals involved prevention in some way

1818

Do I Practice Prevention Do I Practice Prevention Already?Already?

1919

Prevention ActivitiesPrevention Activities

Screening Screening Safe schoolsSafe schools Pre-referralPre-referral SuicideSuicide Social skillsSocial skills Bully-proofingBully-proofing Parent trainingParent training Consultation Consultation Early literacyEarly literacy

Social competency Social competency Resiliency Resiliency

classroomsclassrooms CounselingCounseling Drug educationDrug education Violence preventionViolence prevention Health promotionHealth promotion Character educationCharacter education School reformSchool reform Mental healthMental health

2020

What is What is prevention?prevention?

2121

Theory BaseTheory Base

Mental HealthMental Health Community PsychologyCommunity Psychology Social PsychologySocial Psychology ConsultationConsultation Early Childhood educationEarly Childhood education Parent trainingParent training What Works researchWhat Works research Public healthPublic health

2222

Caplan’s (1964) TermsCaplan’s (1964) Terms

Primary preventionPrimary prevention: decrease the : decrease the number of new cases of disordersnumber of new cases of disorders

Secondary preventionSecondary prevention: early : early identification and efficient treatment identification and efficient treatment of existing casesof existing cases

Tertiary preventionTertiary prevention: rehabilitation to : rehabilitation to reduce the severity of impairment reduce the severity of impairment caused by an existing disordercaused by an existing disorder

2323

NIMH Intervention NIMH Intervention SpectrumSpectrum

2424

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in School

Adelman & TaylorAdelman & Taylor

2525

The Goal: Full Integration of The Goal: Full Integration of Prevention Into School CulturePrevention Into School Culture

InstructionInstruction Addressing Addressing BarriersBarriers

(Prevention)(Prevention)

ManagemeManagementnt

StudentStudent

3030

Prevention, Prevention, risk, and risk, and resilienceresilience

3131

What has worked?What has worked?

Primary Mental Health Project Primary Mental Health Project (Cowen) – 1950’s(Cowen) – 1950’s

Head Start – Economic Opportunity Head Start – Economic Opportunity Act of 1964Act of 1964

Project RE-ED (Hobbs) - 1968Project RE-ED (Hobbs) - 1968 Healthy Start – Hawaii – 1970’sHealthy Start – Hawaii – 1970’s

3232

Legacy of Longitudinal Studies of Legacy of Longitudinal Studies of Developmental RiskDevelopmental Risk

Kauai Longitudinal StudyKauai Longitudinal Study Newcastle Thousand Family StudyNewcastle Thousand Family Study Boston Underclass StudyBoston Underclass Study Oakland Growth StudyOakland Growth Study Rochester Longitudinal StudyRochester Longitudinal Study Isle of Wight studyIsle of Wight study Minnesota Longitudinal Study of Minnesota Longitudinal Study of

Parents and Children Parents and Children Doll & Lyon, 1998Doll & Lyon, 1998

3333

Risk = Children are More Likely To Risk = Children are More Likely To Be Unsuccessful AdultsBe Unsuccessful Adults

RiskRisk PovertyPoverty Low parent educationLow parent education Marital/family Marital/family

dysfunctiondysfunction Poor parentingPoor parenting Child maltreatmentChild maltreatment Poor healthPoor health Parental illnessParental illness Large familyLarge family

AdultAdult outcomesoutcomes Mental illnessMental illness Physical illnessPhysical illness Educational disabilityEducational disability Delinquency/ criminalityDelinquency/ criminality Teen parenthoodTeen parenthood Financial dependenceFinancial dependence UnemploymentUnemployment Low social competenceLow social competence Low adult intelligenceLow adult intelligence

Doll & Lyon, 1998Doll & Lyon, 1998

3434

Resilience = Vulnerable Children Resilience = Vulnerable Children Who Become Successful AdultsWho Become Successful Adults

IndividualIndividual Positive social Positive social

orientationorientation FriendshipsFriendships Internal locus of Internal locus of

controlcontrol Positive self-conceptPositive self-concept Achievement Achievement

orientationorientation Community Community

engagementengagement

Family & communityFamily & community Close bond with one Close bond with one

caretakercaretaker Effective parentingEffective parenting Nurturing from other Nurturing from other

adultsadults Access to positive Access to positive

adult modelsadult models Connections with pro-Connections with pro-

social organizationssocial organizations Effective schoolsEffective schools

3535

Dryfoos’ conclusionsDryfoos’ conclusions

1.1. A significant proportion of children will fail to A significant proportion of children will fail to grow into successful adults without major grow into successful adults without major changes is how they are changes is how they are taught and taught and nurturednurtured..

2.2. Families and schools require Families and schools require transformationstransformations to more adequately raise and educate to more adequately raise and educate children.children.

3.3. New community resources and New community resources and arrangementsarrangements are needed to support the are needed to support the development of young people.development of young people.

Dryfoos, 1994Dryfoos, 1994

3636

Prevention = Prevention = Increasing Increasing strengthsstrengths

++Reducing problemsReducing problems

3737

Strengths That Matter in Strengths That Matter in SchoolsSchools

Sustain warm and caring relationships Sustain warm and caring relationships with adultswith adults

Sustain high academic and personal Sustain high academic and personal efficacyefficacy

Promote satisfying peer relationshipsPromote satisfying peer relationships Promote student’s self-controlPromote student’s self-control Promote goal setting and decision-makingPromote goal setting and decision-making

Doll, Zucker, & Brehm, 2004; Resilient ClassroomsDoll, Zucker, & Brehm, 2004; Resilient Classrooms

3838

Mental Health: “The possession of skills Mental Health: “The possession of skills

necessary to cope with life's challenges” necessary to cope with life's challenges”

NASP, 2002 NASP, 2002

3939

Mental Health: Mental Health: A Report of the Surgeon A Report of the Surgeon

GeneralGeneral Identifying the factors that place children at Identifying the factors that place children at

risk is the risk is the first line of preventionfirst line of prevention Cannot separate health from mental healthCannot separate health from mental health 20% of children and youth have a 20% of children and youth have a

diagnosable mental illnessdiagnosable mental illness Helping children receive services is the Helping children receive services is the 22ndnd

stepstep Barriers to helpBarriers to help

Stigma Stigma Lack of knowledge about treatmentLack of knowledge about treatment

Summarized in COPS Promoting Mental Health in SchoolsSummarized in COPS Promoting Mental Health in Schools

4040

Reducing ProblemsReducing ProblemsPrevalence of DisordersPrevalence of Disorders

National Comorbidity Survey Replication, Kessler et al., 2005National Comorbidity Survey Replication, Kessler et al., 2005

12-12-monthmonth

LifetimeLifetime

Any disorderAny disorder 26.2%26.2% 46.4%46.4%

Anxiety DisordersAnxiety Disorders 18.1%18.1% 28.8%28.8%

Mood DisordersMood Disorders 9.5%9.5% 20.8%20.8%

Impulse Control Impulse Control DisordersDisorders 8.9%8.9% 24.8%24.8%

Substance Use Substance Use DisordersDisorders 3.8%3.8% 14.6%14.6%

4141

When do disorders begin?When do disorders begin? National Comorbidity Survey Replication, Kessler et al., 2005National Comorbidity Survey Replication, Kessler et al., 2005

The age of onset for most disorders The age of onset for most disorders was concentrated in the was concentrated in the first two first two decadesdecades of life of life Anxiety disordersAnxiety disorders – 11 years average – 11 years average

age of onsetage of onset Impulse Control disordersImpulse Control disorders – 11 years – 11 years

average age of onsetaverage age of onset Substance Use disordersSubstance Use disorders – 20 years – 20 years

average age of onsetaverage age of onset Mood disordersMood disorders – 30 years average age – 30 years average age

of onsetof onset

4242

The majority sought treatment The majority sought treatment eventually, but usually waited between eventually, but usually waited between 6 6 and 23 years and 23 years

We should direct a greater part of our We should direct a greater part of our thinking about thinking about public health public health interventionsinterventions to the to the child and adolescent child and adolescent yearsyears

Outreach efforts need to increase access Outreach efforts need to increase access to and the initiation of treatmentsto and the initiation of treatments

Interventions need to improveInterventions need to improve

4343

Societal Problems That Societal Problems That MatterMatter

(but may not always be in the DSM)(but may not always be in the DSM) Substance abuseSubstance abuse Violence Violence Delinquency and criminal behaviorDelinquency and criminal behavior Financial dependence and Financial dependence and

unemployabilityunemployability School failureSchool failure Cost to society – pay me now or pay me Cost to society – pay me now or pay me

laterlater

4444

What works?What works?

4545

Greenberg et al., 2003Greenberg et al., 2003

There is solid and growing empirical base indicating that well-designed, well implemented school-based prevention and youth development programming can positively influence a diverse array of social, health, and academic outcomes. p. 470

4646

Evidence-based interventions are Evidence-based interventions are treatments with rigorous empirical treatments with rigorous empirical evidence demonstrating that they evidence demonstrating that they have a significant, positive impact on have a significant, positive impact on children’s social and emotional well-children’s social and emotional well-being.being.

4747

What works in prevention?What works in prevention?Nation et al., 2003, American PsychologistNation et al., 2003, American Psychologist

ComprehensiveComprehensive: Programs need to : Programs need to provide an array of interventions to provide an array of interventions to address the most salient precursors of the address the most salient precursors of the problem. This includes both multiple problem. This includes both multiple interventions, and interventions in multiple interventions, and interventions in multiple settings (school, community, family)settings (school, community, family)

Varied teaching methods:Varied teaching methods: Programs need Programs need to incorporate interactive discussion and to incorporate interactive discussion and hands-on experiencehands-on experience

4848

What works in What works in prevention?prevention?

Nation et al., 2003, American Nation et al., 2003, American PsychologistPsychologist Sufficient dosage:Sufficient dosage: Programs need to be of Programs need to be of

sufficient length and intensity, with more intensity sufficient length and intensity, with more intensity when there is more riskwhen there is more risk

Theory driven:Theory driven: Programs need an empirical Programs need an empirical rationale for the prevention program, rationale for the prevention program, incorporating both etiological evidence of the incorporating both etiological evidence of the causes and intervention evidence of the best causes and intervention evidence of the best methods.methods.

Positive relationships:Positive relationships: Programs need to provide Programs need to provide strong, positive relationships between children strong, positive relationships between children and parents, children and peers, children and and parents, children and peers, children and other adult caretakers.other adult caretakers.

4949

What works in prevention?What works in prevention?ContinuedContinued

Appropriately timedAppropriately timed: Programs need to : Programs need to occur at the time in a child’s life when occur at the time in a child’s life when they will have maximal impact. (e.g. drop they will have maximal impact. (e.g. drop out prevention programs need to occur in out prevention programs need to occur in 44thth to 6 to 6thth grades when the trajectory into grades when the trajectory into dropping out of school begins.)dropping out of school begins.)

Socioculturally relevantSocioculturally relevant: Programs need : Programs need to be relevant within the local community to be relevant within the local community norms, cultural beliefs, and practicesnorms, cultural beliefs, and practices

5050

What works in prevention?What works in prevention?ContinuedContinued

Outcome evaluationOutcome evaluation: Programs need : Programs need to include evaluations to determine to include evaluations to determine program effectiveness, even if they program effectiveness, even if they are anecdotally believed to be are anecdotally believed to be effectiveeffective

Well-trained staffWell-trained staff: Programs need : Programs need providers that are carefully-selected, providers that are carefully-selected, highly trained and supervisedhighly trained and supervised

5151

Evidence-based School Evidence-based School PreventionPrevention

Schrumpf et al.'s (1997) Peer Schrumpf et al.'s (1997) Peer mediation training program for mediation training program for elementary through high school. elementary through high school. Includes a program guide and Includes a program guide and accompanying video. (Schrumpf, F., accompanying video. (Schrumpf, F., Crawford, D., & Usedal, H.C. (1997). Crawford, D., & Usedal, H.C. (1997). Peer Mediation: Conflict Resolution in Schools, Revised Edition. Champaign, IL: Research Press) Champaign, IL: Research Press)

McGinnis' and Goldstein's (1997) McGinnis' and Goldstein's (1997) Skillstreaming the Elementary School Skillstreaming the Elementary School Child, RevisedChild, Revised. .

5252

Murphy's and/or Sklare's Solution Murphy's and/or Sklare's Solution Focused approaches to problem Focused approaches to problem solving and conflict resolution. solving and conflict resolution. Solution-Focused Counseling in Solution-Focused Counseling in Middle and High SchoolMiddle and High School, 1997 by , 1997 by John J. Murphy;John J. Murphy;

Brief Counseling That WorksBrief Counseling That Works by by Gerald B. Sklare 2005.Gerald B. Sklare 2005.

5353

Evidence-based interventions for Evidence-based interventions for behavioral self controlbehavioral self control

Kendall and Braswell’s (1985) Kendall and Braswell’s (1985) Stop & ThinkStop & Think program program teaches individual children to stop and evaluate their teaches individual children to stop and evaluate their behavior before acting. Their research has shown this behavior before acting. Their research has shown this to be an effective strategy for impulsive children.to be an effective strategy for impulsive children.

Eddy et al.’s (2000) Eddy et al.’s (2000) LIFT [Linking the Interests of LIFT [Linking the Interests of Families and Teachers]Families and Teachers] program teaches children program teaches children specific social behaviors, incorporates a ‘Good specific social behaviors, incorporates a ‘Good Behavior Game’ at recess, and provides parents with Behavior Game’ at recess, and provides parents with instruction in good discipline through 6 meetings at instruction in good discipline through 6 meetings at their child’s school. The program has been identified their child’s school. The program has been identified as a Blueprints Promising Program of the Center for the as a Blueprints Promising Program of the Center for the Study and Prevention of Violence.Study and Prevention of Violence.

5454

Evidence-Based Interventions Evidence-Based Interventions for peer relationshipsfor peer relationships

Olweus’ (1999) Olweus’ (1999) Bullying Prevention ProgramBullying Prevention Program alerts alerts teachers, students and parents to the varying and teachers, students and parents to the varying and subtle forms of bullying and prepares them to respond subtle forms of bullying and prepares them to respond promptly and decisively to discourage bullying. The promptly and decisively to discourage bullying. The program was identified as a ‘Blueprints Model program was identified as a ‘Blueprints Model Program’ by the Center for the Study and Prevention Program’ by the Center for the Study and Prevention of Violence.of Violence.

Greenberg, Kusche & Mihalic’s (1998) Greenberg, Kusche & Mihalic’s (1998) PATHSPATHS program program teaches children emotional literacy, self control, social teaches children emotional literacy, self control, social competence and interpersonal problem solving skills. competence and interpersonal problem solving skills. It has been identified as a Blueprints Model Program of It has been identified as a Blueprints Model Program of the Center for the Study and Prevention of Violence.the Center for the Study and Prevention of Violence.

5555

Evidence-Based Evidence-Based InterventionsInterventions

Sheridan’s Sheridan’s Conjoint Behavioral Conjoint Behavioral ConsultationConsultation showed effect sizes ranging showed effect sizes ranging from 1.08 to 1.11 in solving academic and from 1.08 to 1.11 in solving academic and behavioral problems (Sheridan, Eagle, behavioral problems (Sheridan, Eagle, Cowen & Mickelson, 2001) Cowen & Mickelson, 2001)

Huggin et al. (1993). ASSIST program Huggin et al. (1993). ASSIST program series, series, Teaching Friendship Skills for primary and intermediate populations. Longmont:Longmont: Sopris West. Sopris West.

5656

Evidence-based Evidence-based InterventionsInterventions

Shure’s (1993) Shure’s (1993) I Can Problem SolveI Can Problem Solve - - ICPSICPS

Kendall & Bartel’s (1990) Teaching Kendall & Bartel’s (1990) Teaching problem solving to students with problem solving to students with learning and behavior problems – learning and behavior problems – Cool CatsCool Cats

Elias & Tobias’s (1996) Elias & Tobias’s (1996) Social Social Problem SolvingProblem Solving interventions interventions

5757

Basic Principles – Crystal Basic Principles – Crystal Kruykendall (2005)Kruykendall (2005)

Three Needs of all ChildrenThree Needs of all Children Affection Affection = love is an action word= love is an action word Appreciation Appreciation = we want you in our schools= we want you in our schools Achievement Achievement = will find a way to succeed= will find a way to succeed

Be a Be a “Merchant of Hope”“Merchant of Hope” ““We must give the best of ourselves to We must give the best of ourselves to

get the best of our kids”get the best of our kids”

5858

Climate CountsClimate Counts

ProximityProximity Courtesy Courtesy Praise and affirmationPraise and affirmation Acceptance of feelingsAcceptance of feelings Appreciation of differencesAppreciation of differences Build on strengthsBuild on strengths

5959

What is NASP What is NASP doing?doing?

6060

NEATNEAT

National Emergency Assistance TeamNational Emergency Assistance Team School safetySchool safety Crisis interventionCrisis intervention Training Training CurriculumCurriculum

6161

Katrina and RitaKatrina and RitaHurricanesHurricanes

One of the most devastating One of the most devastating disasters to hit the United States in disasters to hit the United States in its historyits history

School psychologists are School psychologists are instrumental in making sure the instrumental in making sure the trauma doesn’t become life-impairingtrauma doesn’t become life-impairing

6262

Making prevention easier to Making prevention easier to find…find…

NASP 2006 in Anaheim!NASP 2006 in Anaheim! Coming soon: Prevention websiteComing soon: Prevention website Communiqué insertsCommuniqué inserts The top 100 referencesThe top 100 references Continuing Professional DevelopmentContinuing Professional Development Advocating for preventionAdvocating for prevention

Position statementsPosition statements BlueprintBlueprint

6363

What you can What you can dodo

Occasionally you have to go out on a limb,Occasionally you have to go out on a limb,because that is where the fruit isbecause that is where the fruit is

6464

Sell, Sell, SellSell, Sell, Sell

It worksIt works It is effective and efficientIt is effective and efficient Supported by researchSupported by research Logical – face validityLogical – face validity Good use of personnel Good use of personnel Biggest impact!Biggest impact! Big picture thinkingBig picture thinking

6565

Four Major Phases of System Change

Creating Readiness

Initial Implementation (start-up & phase-in)

Institutionalization (maintenance, sustainability)

Ongoing Evolution & Creative Renewal

6969

Edward YoungEdward Young

“Who would not give a trifle to prevent what he would give a thousand worlds to cure?”

7070

Bill PfohlBill Pfohl

“Prevent failure,

do not wait for it”

7171

Finding Out Finding Out MoreMore

7272

Adelman, H. & Taylor, L. (2005) The School The School Leader’s Guide to Student Learning Leader’s Guide to Student Learning Supports: New Directions for Addressing Supports: New Directions for Addressing Barriers to Learning.Barriers to Learning. Thousand Oaks, CA: Corwin Press. Or find out more information Or find out more information from from http://smhp.psych.ucla.edu/http://smhp.psych.ucla.edu/

This is a concise guide to the resources and This is a concise guide to the resources and information available from the Center for information available from the Center for Mental Health in the Schools at UCLA. The Mental Health in the Schools at UCLA. The book provides an extensive and carefully book provides an extensive and carefully constructed rationale for prevention constructed rationale for prevention services, strategies for supporting student services, strategies for supporting student learning in schools, and a guide to learning in schools, and a guide to resources.resources.

7373

Howard S. Adelman & Linda Howard S. Adelman & Linda Taylor (2006).Taylor (2006). The The implementation guide to implementation guide to student learning supports in student learning supports in the classroom and the classroom and schoolwide: New directions schoolwide: New directions for addressing barriers to for addressing barriers to learninglearning.. Thousand Oaks, CA.: Thousand Oaks, CA.: Corwin Press.Corwin Press.

7474

Brock, S., Lazarus, P., & Jimerson, S. Brock, S., Lazarus, P., & Jimerson, S. (Eds.). (2002). (Eds.). (2002). Best practices in Best practices in school crisis prevention and school crisis prevention and interventionintervention.. Bethesda, MD: National Bethesda, MD: National Association of School Psychologists. Association of School Psychologists.

A NASP publication that is more relevant A NASP publication that is more relevant than ever in the aftermath of Hurricane than ever in the aftermath of Hurricane Katrina. Katrina.

7575

Mrazek, P. J., & Haggerty, R. J. (Eds). (1994). Mrazek, P. J., & Haggerty, R. J. (Eds). (1994). Reducing risks for mental disorders: Frontiers Reducing risks for mental disorders: Frontiers for preventive intervention research.for preventive intervention research. Washington, DC: National Academy Press. Washington, DC: National Academy Press.

An Institute of Medicine report that’s been An Institute of Medicine report that’s been heavily cited. It proposed replacing Caplan’s heavily cited. It proposed replacing Caplan’s scheme (primary, secondary, and tertiary) scheme (primary, secondary, and tertiary) with with universal, selective, and indicateduniversal, selective, and indicated . The . The World Health Organization now uses this World Health Organization now uses this system. system.

7676

Society for Prevention Research. (2004). Society for Prevention Research. (2004). Standards of evidence: Criteria for Standards of evidence: Criteria for efficacy, effectiveness and efficacy, effectiveness and dissemination.dissemination. Falls Church, VA: Author. Falls Church, VA: Author.

This is a very concise and helpful This is a very concise and helpful document for those who are involved in document for those who are involved in prevention. prevention.

7777

Weissberg, R. P., & Kumpfer, K. L. Weissberg, R. P., & Kumpfer, K. L. (Eds.). (2003). Prevention that works (Eds.). (2003). Prevention that works for children and youth [Special for children and youth [Special Issue]. Issue]. American Psychologist, American Psychologist, 5858(6/7). (6/7).

This is a very comprehensive special This is a very comprehensive special issue on prevention. Every article is issue on prevention. Every article is helpful.helpful.

7878

Center for School Mental Health Center for School Mental Health Assistance, University of MarylandAssistance, University of Marylandhttp://csmha.umaryland.edu/http://csmha.umaryland.edu/

Center for the Study and Prevention of Center for the Study and Prevention of Violence: lists evidence-based Violence: lists evidence-based interventions that have been interventions that have been identified through systematic identified through systematic research reviewsresearch reviews

http://www.colorado.edu/cspvhttp://www.colorado.edu/cspv

National Technical Assistance Center National Technical Assistance Center on Positive Behavioral Interventions on Positive Behavioral Interventions and Supports (PBIS)and Supports (PBIS) http://http://www.pbis.org/primaryprevention.htmwww.pbis.org/primaryprevention.htm

7979

Research and Training Center on Family Support and Research and Training Center on Family Support and Children's Mental Health at Portland State Children's Mental Health at Portland State University, Portland, Oregon University, Portland, Oregon http://http://www.rtc.pdx.eduwww.rtc.pdx.edu//

North Carolina Healthy Schools Project focuses on North Carolina Healthy Schools Project focuses on improving the health of students and staff by improving the health of students and staff by providing coordination and resources in eight providing coordination and resources in eight component areas of school health.component areas of school health. http://http://www.nchealthyschools.orgwww.nchealthyschools.org//

Center for Effective Collaboration and Practice - Center for Effective Collaboration and Practice - Focuses on Prevention issues in regular and Focuses on Prevention issues in regular and special education; great sourcespecial education; great source

http://www.air.org/cecp/http://www.air.org/cecp/