Outperforming School Districts in Minnesota, 2002-03 -- (05-01-06) -- A recent analysis by Standard & Poor's found that of the 332 school districts in Minnesota that have sufficient data for analysis, 22 school districts, or 6.6 percent, outperformed demographically similar school districts in reading and math proficiency (RaMP) for two consecutive years (2001-02 and 2002-03).

Play Under Siege -- (03-23-04) -- No naptime in preschool, no recess in kindergarten--are schools focusing too narrowly on desk learning alone? Child development specialist Ed Zigler says that children's play is under attack as schools focus on children's reading development at the expense of their equally important (and related) physical, social and emotional development.

The ABC's of "Ready to Learn" -- (12-15-03) -- Many parents and policy leaders agree that quality childcare and preschool are important for young children, so they come to kindergarten ready to learn. But few can explain what "quality" looks like as well as Sue Bredekamp, a child development expert who helped developed the National Association for the Education of Young Children's standards for developmentally appropriate practices for young children's programs.

Focus on Arkansas -- (09-11-03) -- School size is a critical factor in determining educational outcomes. Small size also makes other school improvements more effective.

SAT scores show "right direction" -- (09-03-03) -- AP: August 26, 2003: The nation's high school class of 2003 achieved the best score on the math section of the SAT exam in at least 36 years, while students' verbal scores hit a 16-year high.

ECCO First Round Judging Results & Next Steps -- (06-26-09) -- Congratulations OCSI Team! The Campaign Resource Group (CRG), an advisory group to the Caring for Every Child’s Mental Health Campaign (SAMHSA) conducted its first round of judging for the 2009 Excellence in Community Communications and Outreach (ECCO) Recognition Program. We have been selected as one of 24 finalists for our website and calendar in the category of "Community Outreach: Parents and Caregivers".

In-Kind Form -- (12-13-06) -- Use this form to record the In-Kind/Match contributions for the Carol M. White Grant. Updated 12/13/06

Minutes and Agendas -- (12-13-06) -- Agendas and Meeting Minutes for the Carol M. White Grant.

Carol M. White Expense Reimbursement Form -- (12-13-06) -- Download and print this form to request your expense reimbursements for the Carol M. White grant.

Carol M. White Physical Education Grant Program Descriptive Report -- (05-10-06) -- Nineteen page report that describes the Carol M. White grant.

Carol M. White Grant Partners Contact Information -- (04-11-06) -- Contains name, email address, telephone number of each partner of the grant.

Victory in Supreme Court -- (06-24-09) -- On June 22, 2009, the US Supreme Court in Forest Grove School District v. T.A. (No. 08-305) issued a 6-3 decision in favor of T.A., a student with AD/HD and related disorders. T.A. had ongoing difficulties in school but despite repeated requests was not evaluated for AD/HD by the Forest Grove (Oregon) School District.

Financing Behavioral Health Services and Supports for Children, Youth and Families in the Child Welfare System - A Report of National Survey Findings -- (02-23-09) -- This document provides practical information to assist readers who are in a position to initiate, lead and contribute to the improvement or expansion of mental health and substance abuse services for children, youth and families involved with the child welfare system. It offers cross-state summaries of 17 different behavioral health financing strategies and also a state by state perspective.

Adolescent Mental Health: Service Setting and Reasons for Receiving Care -- (02-19-09) -- This is a a 3 page short report based on data from SAMHSA's National Survey on Drug Use & Health (NSDUH) that provides data on rates of services adolescents received from a long list of outpatient, residential, educational, and general medical settings such as hospital, foster care home, private therapist care, in-home therapist, school counselor, etc. Also included is a long list of reasons adolescents received mental health services including suicidal thought/attempts, eating problems, depression, etc.

What Makes a Difference for Transition Age Youth with Mental Health Needs? -- (02-03-09) -- This presentation is based on a sub sample of the 59 youth participants and includes low income European American (EA) and African American (AA) transition-age youth with mental health needs.

Starting Points for Communities Developing New Transition Programs for Young People with Mental Health Difficulties -- (02-03-09) -- This document offers tips to school and agency staff involved in developing transition programs for youth with mental health difficulties.

40 Developmental Assets -- (10-16-08) -- Search Institute of Minneapolis, Minnesota, U.S.A., has identified the following building blocks of healthy development that help all young people grow up healthy, caring and responsible.

An Evaluation of Integrated Services for Children and Adolescents in the Mental Health and Juvenile Justice Systems -- (10-14-08) -- In these two articles, the authors compare outcomes for children and adolescents receiving mental health services, either through a system of care or community mental health center. The results indicate that integrated services can reduce involvement in the justice system and costs for some groups of children.

Use of Mental Health Services in the Past 12 Months by Children Aged 4-17 Years: United States, 2005-2006 -- (10-02-08) -- This report is based on the National Health Interview Survey.

Practice Brief: Providing Services and Supports for Youth Who Are Lgbtqi2-S -- (09-02-08) -- This Practice Brief is for policymakers,administrators, and providers seeking to learn more about (1) youth who are lesbian, gay, bisexual, transgender, questioning, intersex, or two-spirit (LGBTQI2-S) and (2) how to develop culturally and linguistically competent programs and services to meet their needs and preferences.

Coping With Multiple Suicides Among Middle School Students -- (04-23-07) -- This article is part of Lessons Learned series of the Emergency Response Crisis Management Technical Assistance Center which recounts actual school emergencies and highlights what worked and what did not so that all schools can strengthen their emergency management activities.

The Availability and Accessibility of Transition-to-Adulthood Services for Youth with Serious Mental Health Conditions -- (03-05-07) -- This article assesses the availability and nature of transition-to-adulthood service programs in child and adult state mental health systems across the United States . Results from this research emphasize that transition-to-adulthood service programs are lacking in both availability and accessibility, signaling the need for increased awareness and funding to best assist young people with mental illness undergo this transition.

Comparing the Academic, Social, and Behavioral Competences of High School Students with Learning Disabilities and Emotional Disorders -- (02-07-07) -- This article found that students with emotional disturbance scored lower on social and behavioral performance measures than students with learning disabilities. In addition, students with ED scored lower on academic performance as measured by their teachers than students with LD, despite scoring equally well on standardized tests.

Guide to Early Childhood Mental Health -- (01-18-07) -- This guide examines the common, everyday concerns that caregivers address (such as aggressive behavior, eating, and temper tantrums), and provides detailed information about what to do when a child might be exhibiting symptoms of a mental health problem. Although written primarily for early childhood care providers, parents and other caregivers may also find it useful, especially the "Common Concerns" sections and the 10 fact sheets that describe the most common mental health disorders of early childhood

CMS Grants will help states design alternatives to institutions for children with mental illness -- (01-04-07) -- With the proper supports, children institutionalized with mental illness that could thrive in their homes and communities will now have the opportunity to do so in 10 states that today received grants from the Centers for Medicare and Medicaid Services (CMS) to design innovative new programs for such children.

Teens With 'Natural' Mentors Have Higher Sense Of Self, Study Says -- (01-02-07) -- Teens who identify at least one influential, 'natural' mentor in their life -- a person not assigned by a formal mentoring program -- report that they have a higher sense of self and are more likely to take risks that affect their lives positively, according to the 2006 SADD and Liberty Mutual Teens Today study.

Teenage trouble? Blame it on their brains -- (12-20-06) -- Researchers discover clues that help explain why teen years can be so difficult.

The Influence of Gender and Parent Attitudes on Teen Perceptions of Mental Health Care -- (12-19-06) -- A recent study shows that perceived stigma and parental attitudes play essential roles in children's willingness to seek support and mental health services when faced with emotional concerns. Implications indicate that it is important for parents to be aware of the messages they give to their children – especially boys – about mental health conditions and those who treat them.

Teens Prescribed Multiple Psychiatric Drugs -- (11-29-06) -- More children and adolescents in the U.S. are being prescribed multiple psychiatric drugs to treat problems like depression and obsessive-compulsive disorder.

No downtime for reading -- (10-14-06) -- Only a fraction of teenagers read for recreation, but the author of "500 Great Books for Teens" has ideas on how to change that.

Organized activities can be overdone, doctors say -- (10-10-06) -- Some advice for parents: Time for your kids to be kids is just as important for good health as academics and sports, researchers report.

New ADHD links to lead, smoke found -- (09-19-06) -- About one-third of attention deficit cases among U.S. children may be linked to tobacco smoke before birth or to lead exposure afterward

Blueprint for Change: A Comprehensive Model for the Identification and Treatment of Youth with Mental Health Needs in Contact with the Juvenile Justice System -- (08-01-06) -- It is now well established that the vast majority of youth in the juvenile justice system, approximately 70%, suffer from mental disorders, with 25% experiencing disorders so severe that their ability to function is significantly impaired. For some youth, contact with the juvenile justice system is often their first and only chance to get help. For others, it is the last resort after being bounced from one system to another. Frustrated juvenile justice administrators and mental health professionals are struggling to take action, yet little progress has been made due, at least in part, to the fact that there has been a lack of information available about how best to respond to these youth.

Promotion of Mental Health and Prevention of Mental and Behavioral Disorders -- (05-24-06) -- The Substance Abuse and Mental Health Services Administration’s (SAMHSA’s) Center for Mental Health Services has launched a series on the Promotion of Mental Health and Prevention of Mental and Behavioral Disorders. This series will have six monographs, and each topic conveys the work of national experts in the fields of prevention science and child development.

Raising a Child with Emotional or Behavioral Difficulties: Workforce Participation and Employment Support -- (05-17-06) -- This study examines the workforce participation of primary caregivers of children receiving mental health services. The authors discuss the results of a secondary analysis of data from 2585 participants in the national evaluation of the Comprehensive Community Mental Health Services for Children and Families (CCMHS) program. The severity of the child’s symptoms and adequacy of child care are among the factors associated with workforce participation. Implications and recommendations for future research are discussed.

School-Based Mental Health: An Empirical Guide for Decision-Makers -- (05-12-06) -- Everyone now champions school-based mental health services, but what do they mean exactly? Until now, decision-makers had no clear answers, and instead faced a baffling array of program choices. No comprehensive blueprint has yet emerged for designing a school-based service approach to address unique community needs and capacities. The new monograph from the Research and Training Center for Children's Mental Health provides practical information and advice for those engaged in developing and implementing effective evidence-based services in the school setting.

Evaluating treatment for homeless adolescents -- (04-24-06) -- This research compares treatment outcomes for a group of runaway youth randomly assigned to one of two treatment options, either ecologically based family therapy (EBFT) or services as usual (SAU) provided by a shelter for homeless youth. The results indicated that youth benefited significantly from both types of treatment. There was some evidence that substance use reduction was greater for youth receiving EBFT in cases with a history of physical or sexual abuse.

Assessing Children's Mental Health: Validity Across Cultural Groups -- (04-04-06) -- This study explores the validity of a standardized screening tool (the Behavior Problem Index) for children’s mental health. Based on analysis of data drawn from the National Longitudinal Survey of Youth, the authors find evidence of ethnicity-based differences in the operation of the instrument when they compare scores for children whose mothers are White, African-American, or Hispanic. Implications for research and practice are discussed.

Assessing Children’s Mental Health: Validity Across Cultural Groups -- (04-04-06) -- This study explores the validity of a standardized screening tool (the Behavior Problem Index) for children’s mental health. Based on analysis of data drawn from the National Longitudinal Survey of Youth, the authors find evidence of ethnicity-based differences in the operation of the instrument when they compare scores for children whose mothers are White, African-American, or Hispanic. Implications for research and practice are discussed.

Which Comes First in Adolescence - Sex and Drugs or Depression? Does It Really Matter (Podcast) -- (03-27-06) -- This podcast features an interview with Dr. Denise Halfours, on her study of the relationship between sex, drugs, and depression. This 30-minute audio program can be enjoyed at any computer with Internet access, or can be downloaded to any personal digital listening device.

Positive Youth Development for Children with Mental Health Problems -- (03-23-06) -- The authors of this study hypothesize that participation in structured youth development activities for children receiving public mental health services will be influenced by family resources and child and family functioning. Overall, children were more likely to engage in activities if their parents had higher education levels, and less likely if they had externalizing problems. Program and research recommendations are also discussed.

A Family-Based Intervention for Preschoolers: Evaluating Sibling Outcomes -- (03-02-06) -- This research tested the hypothesis that a family-based group preventive intervention targeting high-risk preschoolers would also have positive outcomes for older siblings. In comparison to the control group, adolescent siblings in the intervention group had better outcomes, but no differences were found for school-age siblings. The authors make recommendations for future research.

An Intervention Model for the Implementation of Evidence-Based Children's Mental Health Treatments -- (01-18-06) -- This article describes the application and evaluation of a community and organizational intervention model (ARC: Availability, Responsiveness, Continuity) in the context of a planned change to implement one evidence-based mental health treatment in a rural community. The results of this ongoing study will begin to address the need for more evidence on effective strategies to implement change in systems of care and children's mental health.

Out-of-Home Treatment & Family Bonds: Parent Perspectives & Practice Standards -- (12-15-05) -- This article discusses data from a survey investigating parents' experiences of parent-child contact while children received out-of-home mental health treatment. Based on the research results, the authors recommend changes to reduce discrepancies between current practice, as reported by parents, and best practice, which recognizes the rights of families and is informed by decades of research on attachment theory.

Culturally Competent Children's Mental Health Services: Advances & Challenges -- (12-05-05) -- Improving access to linguistically and culturally appropriate children's mental health services is increasingly pertinent as the population of the United States becomes more culturally diverse. This article discusses culture and development, disparities in children's mental health services, and cultural competence as applied to services and systems of care.

Treating Explosive Kids: The Collaborative Problem Solving Approach - Workshop, Jan. 19, 2005 -- (11-28-05) -- A Professional Workshop by Dr. Ross Greene based on his New Book

Neighborhood Residence and the Problems of School-Age Children -- (11-02-05) -- This article presents a multilevel longitudinal study of how neighborhood characteristics and social processes affect children’s developmental outcomes. The researchers found that concentrated disadvantage was associated with more mental health problems among children, and that collective efficacy mediated the effect of concentrated disadvantage.

The Stigmatization of Mental Illness in Children and Families -- (10-21-05) -- Addressing the stigma that surrounds mental illness is an ongoing challenge. This article reviews theory and research on stigma and mental health, with a focus on the stigmatization of mental illness in the family. A future research agenda and recommendations for stigma reduction are also discussed.

The Importance of Family Dinners II -- (09-16-05) -- How often a family eats dinner together is a powerful indicator of whether a teen is likely to smoke, drink or use drugs and whether the teen is likely to perform better academically, according to a new report from The National Center on Addiction and Substance Abuse (CASA) at Columbia University and sponsored by TV Land and Nick at Nite’s Family Table. The study also reveals that teens and their parents wish they could have dinner together more often.

Quality and Individualization in Wraparound Team Planning -- (08-24-05) -- This article presents the findings of a national study of 26 wraparound teams serving children with severe emotional and behavioral disorders. Analysis of data gathered at 72 wraparound teams meetings indicates considerable variation in the quality of planning processes across teams. The authors discuss systemic, organizational, team, and individual issues relevant to developing the effectiveness of wraparound teams.

Diversity of Outcomes Among Adolescent Children of Mother's With Mental Illness -- (07-26-05) -- This research investigates mental health of adolescent children of mothers with a diagnosed mental illness. Five subgroups of youth are identified using cluster analysis of psychosocial outcomes. Increased understanding of outcome predictors may be valuable in designing services that are more family-focused and thus better positioned to address the complex needs of this group.

Transition Services for Youth Receiving Child Mental Health Services -- (07-05-05) -- This article discusses national data from state-level child mental health administrators on the transition services available for youth receiving child mental health services. The authors conclude that the majority of youth do not receive the services required to support their transition to adulthood, and they recommend ways to address this important issue.

Antidepressant Medication and Children: Tips for Parents -- (06-16-05) -- To help parents better understand and make decisions about the use of SSRI antidepressant medication for their children, the National Mental Health Association has prepared this fact sheet.

Overscheduled Child -- (06-16-05) -- Does this sound like your family…Your children are involved in several activities outside school. Consequently, you and your spouse are spending a lot of time making sure everyone gets where he or she needs to be. Most days you and your children don't have any time to relax. These are just some of the signs that your family may be overscheduled.

Identifying mental health problems in a diverse group of youth aged 11-17 years -- (06-13-05) -- In this article, the authors present the results of an investigation of systematic ethnocultural differences in caregivers' reports of their children's mental health problems. The results indicated significant differences in reporting rates among African American and Latino parents, in comparison to European American parents.

Mental Illness Exacts Heavy Toll, Beginning in Youth -- (06-06-05) -- Researchers supported by the National Institute of Mental Health (NIMH) have found that half of all lifetime cases of mental illness begin by age 14, and that despite effective treatments, there are long delays — sometimes decades — between first onset of symptoms and when people seek and receive treatment. The study also reveals that an untreated mental disorder can lead to a more severe, more difficult to treat illness, and to the development of co-occurring mental illnesses.

Domestic Violence and Children's Mental Health -- (04-29-05) -- This article discusses data, from 40,636 children, collected between 1990 and 1995 by the Illinois Coalition Against Domestic Violence. The results of the intake assessment indicate that children may experience a range of problems in emotional, social, educational, and physical health domains, and thus require access to a coordinated range of services if these needs are to be addressed.

A Mind of Their Own: Children with Bipolar Disorder -- (04-20-05) -- Today, it's estimated that up to half a million children have bipolar illness, but the diagnosis remains controversial. A relatively small number of psychologists and psychiatrists treat the condition in young people. So how do parents, teachers, physicians recognize the brain disorder in a child, and then seek help? Here is a public radio story by American Public Media about children's mental health that explores the experience of children with, and parents of children with, bipolar disorder.

Building on Caregiver Strengths -- (04-18-05) -- This article presents the results of a survey of caregivers of 258 children receiving mental health services for emotional and behavioral disorders. The authors discuss possible links between caregiver characteristics, such as coping style, and their children's care arrangements in the preceding 12 months.

Tell children racial prejudice is wrong: They'll be less likely to be prejudiced -- (04-07-05) -- When children under 10 are aware of the social norms towards racial prejudice, they are much more likely to suppress any exhibition of racial prejudice in their social group, according to a new study published in the March/April 2005 issue of the journal Child Development.

A Longitudinal Study of Young Children and Mental Health Care -- (04-04-05) -- This article presents research on parent reports of the need for mental health care and access to treatment for 316 children, identified as high-risk and studied over a six year period, up to the age of seven. Overall, the results indicated a high need for mental health services. There was evidence of group disparities in access to treatment for girls and for African-American children.

Research Reveals That Eye Contact Triggers Threat Response in Autistic Children -- (03-07-05) -- The results of a new study provide additional insight into why autistic children avoid eye contact: they perceive faces as an uncomfortable threat, even if they are familiar.

Family and Youth Use of Urban Mental Health Services -- (03-03-05) -- A significant proportion of families who are referred to children's mental health clinics do not subsequently access services even when they report that services are still required. This article presents research on 253 families with a scheduled appointment at an inner-city child mental health clinic, and examines some of the factors influencing service utilization and non-utilization.

Kids With Dyslexia -- (02-24-05) -- Dyslexia, characterized by problems with learning to read, remembering what was read, spelling, and organizing thoughts, may be noticed as early as kindergarten or may never be diagnosed. Because it interferes with the ability to learn in school, dyslexia can be frustrating for both students and parents.

Pervasive Developmental Disorders -- (02-24-05) -- It can be difficult to know at first if a child has a pervasive developmental disorder (PDD). PDDs are a wide spectrum of social and communication disorders, including autism, that can be complicated to diagnose. However, there are acknowledged criteria for determining if a child has a PDD and there are ways to help children with these disorders at an early age. Typically, the symptoms should be recognizable before a child is 3 years old. Although a toddler's behaviors might seem to fit the criteria, they also might just be part of a youngster's developing personality.

Stigma and Mental Illness -- (02-14-05) -- This article reviews research on how the stigma associated with mental illness can impact families. The authors discuss some of the dilemmas of research in this field, the current state of knowledge about stigma and research-based evidence on the effectiveness of different strategies to reduce stigma.

OJJDP Announces Availability of "Screening and Assessing Mental Health and Substance Use Disorders among Youth in the Juvenile Justice System: A Resource Guide for Practitioners" -- (02-07-05) -- The guide offers comprehensive, user-friendly information on instruments that can be used to screen and assess youth for mental health- and substance use-related disorders at various stages of the juvenile justice process. It includes profiles of more than 50 instruments, guidelines for selecting instruments, and best practice recommendations for diverse settings and situations.

Staff Perspectives on Consultation and Integrated Mental Health Services in Early Childhood Settings -- (02-04-05) -- In this article, the researchers examine the relationship between integrated mental health consultation programs and provision of mental health services. Based on the interviews of Head Start staff, the authors found that programs with an integrated mental health consultation model were more likely to have a strong vision for mental health services, to describe promising mental health practices, and to perceive their mental health practices as effective.

Building Healthy Relationships with your Child -- (02-04-05) -- Please join us for an insightful evening with Dr. Jodi Boerger, a Clinical Child Psychologist. She will discuss how parent-child relationships develop over time and how this impacts future relationships with others. Children's emotional development will be addressed followed by ways to manage your child's behavior.

Star Collaborative Programs! -- (01-27-05) -- A compilation from the Annual Collaborative Report of some of the most successful services and programs being implemented by Family Services and Children's Mental Health Collaboratives in Minnesota.

Experiences of Racism Among African American Parents and the Mental Health of Their Preschool-Aged Children -- (01-24-05) -- Study participants were African-American families living in Baltimore neighborhoods. Neighborhood variables included socioeconomic status (SES), proportion African American, crime density, social cohesion, and negative social climate. Family variables included SES, parental denial of racism, racism coping strategies, and child behavior problems. Child mental health status was assessed with the Child Behavior Checklist.

Bit more attention reduces tension -- (01-10-05) -- From the Star Tribune: For the past two years, the counselors and support staff at Washington and two other middle schools in St. Paul -- Battle Creek and Hazel Park -- are pushing a new approach for some of the most challenging students in this most challenging age group. Using data to identify the students who get into the most trouble, counselors have started giving them extra time and attention.

Blamed and Ashamed: The Treatment Experiences of Youth With Co-occurring Substance Abuse and Mental Health Disorders and Their Families -- (01-06-05) -- This report presents the findings of a 2-year project intended to document and summarize the experiences of youth with co-occurring mental health and substance abuse problems and their families. The purpose of this study was to formulate recommendations so that a national audience might learn from their experiences and improve services.

Blueprint for Change: Research on Child and Adolescent Mental Health -- (01-05-05) -- A report of the National Advisory Mental Health Council's Workgroup on child and adolescent mental health intervention development and deployment

December - Re-engaging Students: Using a student's time off in ways that pay off! -- (12-02-04) -- By December, school staff and students know that for some students "it isn't working." Since giving up is no option, we need to focus on re-engagement. December is a time for mid-course corrections to turn this all around. A time to think how we might do things differently to get the results we want. Ideas for support staff and teachers on turning things around before winter break, enrichment opportunities during winter break, with plans on how to follow up immediately after students return to school as well as strategies for understanding why some students are not engaged in classroom learning, changes that might be made in the classroom, strategies for strengthening relationships, and more.

Prevalence of Mental Disorders Among Children in the Juvenile Justice System -- (12-02-04) -- Although estimates of the percentage of youth with mental disorders in the juvenile justice system vary from study to study, a consistent picture is beginning to emerge. Despite differences in methodology and instrumentation, researchers from across the country are documenting high rates of mental disorder, including substance abuse disorders and multiple co-occurring diagnoses, among children incarcerated in juvenile facilities.

Parents' Knowledge, Skills, Attitudes, Resources and Mental Health Service Self- Efficacy -- (11-23-04) -- This article reports the results of a secondary analysis of data from the Vanderbilt Family Empowerment project, conducted to examine the relationship between characteristics of individual caregivers (attitudes, knowledge, skills and resources) and mental health services self-efficacy (MHSE). One important finding of the study was that parents who perceived that their relationship with their child's provider was collaborative reported that they felt more efficacious in their child's treatment.

Preparing Youth for Peer Pressure -- (11-04-04) -- Peer pressure—it's more than just a phase that young people go through. Whether it leads to pink hair or body piercing, peer pressure is a powerful reality and many adults do not realize its effects. It can be a negative force in the lives of children and adolescents, often resulting in their experimentation with tobacco, alcohol, and illegal drugs.

Parent-School and Community Partnerships in Children's Mental Health -- (09-24-04) -- This paper reports a qualitative investigation of the networking experiences of parents and of representatives from schools, mental health and faith-based organizations involved in services for at-risk youth in an inner-city community. Barriers to partnership are discussed together with recommendations for successful networking strategies.

Recognizing and Treating Attention Deficit Disorder -- (09-22-04) -- Kevin twists and fidgets as he tries to work on his homework. Unable to find his assignment sheet in his messy binder, he leaps up and begins to bounce off the sofa and chairs. His mother demands that he stop before he breaks something. He doesn't look at his mother, or even seem to hear her. Both Kevin and his mother are frustrated by this familiar battle. But Mom has another worry. Is her son just a very active boy or does he have attention deficit disorder (ADD)?

Kids and antidepressants: The mix raises questions -- (09-16-04) -- A Food and Drug Administration advisory panel has recommended putting a "black box" warning on antidepressants to indicate they might raise the risk of suicidal behavior in children and teens.

Incarceration of youth who are waiting for mental health services in the United States -- (08-17-04) -- This is the first national survey of youth with emotional and behavioral problems detained in secure juvenile detention centers solely because there are no inpatient, outpatient, residential, or specialized foster care services available to them.

Children and War: How can we help? -- (06-11-04) -- International Center to Heal Our Children (ICHOC) created a fact sheet designed to help parents and teachers talk to children about war. In response to children's questions and fears about a current war, ICHOC has created a unique resource with frequently asked questions, warning signs and suggested coping mechanisms for kids.

Parents of bipolar children praise FDA warning on antidepressants, suicidality -- (04-30-04) -- The Child and Adolescent Bipolar Foundation (CABF) today praised the Food and Drug Administration for issuing a Public Health Advisory stating the potential for increased risk of suicidal thoughts and actions from medications used to treat depression.

Frequent TV watching shortens kids' attention spans -- (04-09-04) -- Psychologists and media experts are concerned, but not surprised, by a landmark study suggesting that frequent TV watching by infants and toddlers may shorten their attention span by age 7.

Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home -- (03-29-04) -- We have all had one of these experiences at one time or another. Perhaps it was at the grocery store, watching frustrated parents call their children's names repeatedly and implore them to "put that down". Maybe it was a situation at school with a child who could not seem to sit still and was always in motion. Maybe we noticed a child who appears always to be daydreaming in class--the student who will not focus on an activity long enough to finish it. Possibly the child is bored with a task, seemingly as soon as it has begun, and wants to move on to something else. We all puzzle over these challenging behaviors.

Youth Suicide Prevention School-Based Guide -- (03-12-04) -- The Youth Suicide Prevention School-Based Guide is designed to provide accurate, user-friendly information. First, checklists can be completed to help evaluate the adequacy of the schools' suicide prevention programs. Second, information is offered in a series of issue briefs corresponding to a specific checklist. Each brief offers a rationale for the importance of the specific topic together with a brief overview of the key points. The briefs also offer specific strategies that have proven to work in reducing the incidence of suicide, with reference that schools may then explore in greater detail. A resource section with helpful links is also included. The Guide will help to provide information to schools to assist them in the development of a framework to work in partnership with community resources and families.

ADHD Awareness -- (02-26-04) -- According to the National Institute of Mental Health, Attention-Deficit/Hyperactivity Disorder (ADHD) affects 3 to 5 percent of children in the United States. At CIGNA Behavioral Health, this disorder ranked 5th most frequently sited reason for accessing benefits/services. CIGNA Behavioral Health's years of experience in assisting practitioners and families have shown us the importance of information, planning, resources and teamwork for the successful management of this illness. In an effort to provide these to the parents and families of children living with this disorder, CIGNA Behavioral Health has developed an educational or preventive health program for Attention-Deficit/Hyperactivity Disorder. This program consists of tools for parents on understanding and managing ADHD and for providers on monitoring treatment progress, medication benefits and side effects and cultivating knowledge of ADHD.

Barriers and Supports to Family Participation in Out-of-Home Treatment -- (12-10-03) -- Despite growing attention to the importance of family participation in children's mental health treatment, factors affecting participation are not fully understood. This article reports findings of a national survey of family caregivers' perceptions of their participation in their children's out-of-home treatment and the barriers and supports affecting their participation.

Students With Chronic Illnesses: Guidance for Families, Schools, and Students -- (09-17-03) -- Chronic illnesses affect at least 10 to 15 percent of American children. Responding to the needs of students with chronic conditions, such as asthma, allergies, diabetes, and epilepsy (also known as seizure disorders), in the school setting requires a comprehensive, coordinated, and systematic approach.

Resource Mapping and Management to Address Barriers to Learning: An Intervention for Systemic Change -- (04-23-03) -- SAMHSA and HRSA have posted a technical aid packet entitled: "Resource Mapping and Management to Address Barriers to Learning: An Intervention for Systemic Change"

Tips for Teachers to Help Children: Worries About War -- (03-24-03) -- The Word and PDF versions of the brochure of Tips for Teachers to Help Children: Worries About War are ready for downloading.

Additional resources for talking with children about the possibility of war -- (03-20-03) -- Another resource for information pertaining to talking to children about war is available on the Crisis Management Institute's website at: www.cmionline.org or through National Educational Service at (800) 733-6786 or www.nesonline.com -- traffic on both websites is expected to be extremely heavy.

Anxiety Disorders -- (06-16-05) -- An anxiety disorder is a mental health problem that can affect people of all ages, including children. In fact, anxiety disorders are the most common type of mental health disorder in children, affecting as many as ten percent of young people.

Anxiety Disorders - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- All children feel anxious at times. Many young children, for example, show great distress when separated from their parents. Preschoolers are often frightened of strangers, thunderstorms, or the dark. These are normal and usually short-lived anxieties. But some children suffer from anxieties severe enough to interfere with the daily activities of childhood or adolescence.

Asperger's Syndrome - Children's Mental Health Fact Sheet for the Classroom -- (04-09-04) -- Asperger's Syndrome, a subset of the autism spectrum disorders, was first identified in the 1940's. Before knowledge of the diagnosis was expanded, the term "high functioning autism" was usually used. An increasing number of children are now being identified with this disorder.

Attention-Deficit/Hyperactivity Disorder (ADHD) -- (06-16-05) -- Attention-deficit hyperactivity disorder (ADHD) is one of the most common reasons children are referred for mental health services. It affects as many as one in every 20 children. Although boys are three to four times more likely than girls to experience ADHD, the disorder affects both boys and girls.

Attention Deficit Hyperactivity Disorder (ADHD) - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Children and teens with Attention Deficit Hyperactivity Disorder (ADHD) may be overactive and/or unable to pay attention and stay on task. They tend to be impulsive and accident-prone. They may answer questions before raising their hand, forget things, fidget, squirm, or talk too loud. On the other hand, some students with this disorder may be quiet and "spacey" - inattentive, forgetful, and easily distracted.

Bipolar Disorder (Manic-Depressive Illness) - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Bipolar disorder, also known as Manic-Depressive Illness, is a brain disorder that causes unusual shifts in a person's mood, energy, and ability to function. Different from the normal ups and downs that everyone goes through, the symptoms of bipolar disorder are severe. They can result in damaged relationships, poor job or school performance, and even suicide.

Conduct Disorder - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Children and adolescents with conduct disorder are highly visible, demonstrating a complicated group of behavioral and emotional problems. Serious, repetitive, and persistent misbehavior is the essential feature of this disorder. These behaviors fall in four main groups: aggressive behavior toward people or animals, destruction of property, deceitfulness or theft, and serious violations of rules.

Depression - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- All children feel sad or blue at times, but feelings of sadness that persist for weeks or months may be a symptom of major depressive disorder or dysthymic disorder (chronic depression). These depressive disorders are more than "the blues"; they affect a young person's thoughts, feelings, behavior, and body, and can lead to school failure, alcohol or drug abuse, and even suicide. Depression is one of the most serious mental, emotional, and behavior disorders suffered by children and teens.

Eating Disorders - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- People with eating disorders experience serious disturbances in their food intake or overeating, as well as extreme concern about body shape or weight. Eating disorders usually develop during adolescence or early adulthood. Eating disorders are not due to weak willpower or bad behavior, rather, they are real, treatable illnesses. The two main types of eating disorders are anorexia nervosa and bulimia nervosa.

Cholesterol Seen as Potential Buffer Against Fetal Alcohol Syndrome -- (03-14-07) -- Animal studies show that small amounts of alcohol impair the ability of cholesterol to develop cells and organs in developing embryos, leading researchers to postulate that giving cholesterol supplements to alcoholic mothers could prevent alcohol-induced birth defects.

Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Fetal Alcohol Syndrome (FAS) is brain damage and physical birth defects caused by a woman drinking alcohol during pregnancy. FAS can include growth deficiencies, central nervous system dysfunction that may include low IQ or mental retardation, and abnormal facial features (for example, small eye openings, small upturned nose, thin upper lip, small lower jaw, low set ears, and an overall small head circumference). Children lacking the distinguishing facial features may be labeled with fetal alcohol effects (FAE).

Obsessive-Compulsive Disorder (OCD) - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Obsessive-Compulsive Disorder (OCD) has a neurobiological basis. This means it is a biological disease of the brain, just as diabetes is a biological disease of the pancreas. OCD is not caused by bad parenting, poverty, or other environmental factors.

Oppositional Defiant Disorder (ODD) - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Students with oppositional defiant disorder (ODD) seem angry much of the time. They're quick to blame others for mistakes and act in negative, hostile, and vindictive ways. All students exhibit these behaviors at times, but in those with ODD, these behaviors occur more frequently than is typical in individuals of comparable age and level of development.

April is Autism Awareness Month -- (04-03-09) -- In order to increase public awareness about autism, the United States recognizes April as National Autism Awareness Month.

Autism -- (06-16-05) -- Autism is one of the mental, emotional, and behavioral disorders that appears in early childhood. Autistic children may have a serious lifelong disability. However, with appropriate treatment and training, some autistic children can develop certain aspects of independence in their lives. Parents should support their autistic children in developing those skills that use their strengths so they will feel good about themselves.

Pervasive Development Disorders (PDD) and Autism Spectrum Disorders - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- PDD is an acronym for pervasive developmental disorders, which includes Rett's syndrome, childhood disintegrative disorder, and Asperger's syndrome. Another disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), also belongs to this category.

Post Traumatic Stress Disorder (PTSD) - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Children who are involved in or witness to a traumatic event that involved intense fear, helplessness, or horror are at risk for developing post-traumatic stress disorder (PTSD). The event is usually a situation where someone's life has been threatened or severe injury has occurred such as serious accidents, abuse, violence, or natural disasters. In some cases, the "event" may be a re-occurring trauma, such as continuing domestic violence.

Reactive Attachment Disorder - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- The essential feature of reactive attachment disorder (RAD) is a markedly disturbed and developmentally inappropriate social relatedness with peers and adults in most contexts. RAD begins before age five and is associated with grossly inadequate or pathological care that disregards the child's basic emotional and physical needs. In some cases, it is associated with repeated changes of a primary caregiver.

Schizophrenia - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Schizophrenia is a medical illness that causes a person to think and act strangely. It is uncommon in young children - usually striking young people between the ages of 16 and 25. This disorder affects about one percent of the population. Schizophrenia can be difficult to recognize in its early phases.

Characteristics of Juvenile Suicide in Confinement -- (02-11-09) -- This bulletin draws on data from the first national survey of suicides of youth in confinement, which was sponsored by OJJDP, to review juvenile suicides that occurred in confinement between 1995 and 1999. It describes the demographic characteristics and social history of the victims and examines the characteristics of the facilities in which the suicides occurred.

Tourette's Disorder - Children's Mental Health Fact Sheet for the Classroom -- (06-23-04) -- Tourette's disorder is a neurological disorder that has dramatic consequences for some 200,000 Americans and affects an approximate additional two million to some degree. Boys identified with Tourette's disorder outnumber girls three to one; the disorder affects all races and ethnic groups. Researchers have traced the condition to a single abnormal gene that predisposes the individual to abnormal production or function of dopamine and other neurotransmitters in the brain. Although Tourette's disorder is classified as a mental health disorder, it is usually treated by a neurologist as well as a psychiatrist.

Booklet: Guidebook for Youth With Disabilities Aging Out of Foster Care -- (06-29-09) -- A partnership between the Advocacy Center for Persons with Disabilities and Florida’s Children First, Inc., has produced a guide to services and information for Florida youth with disabilities who are transitioning from foster care to independent living. Passage From Youth to Adulthood provides practical information on the legal rights of students with disabilities as they transition to adulthood. While the guide is geared toward Florida students, much of the planning and information (especially about Federal laws) is applicable to youth in other States.

State Foster Youth 18-22 Policies -- (06-29-09) -- The Child Welfare League of America (CWLA) has been collecting information from all 50 states and the District of Columbia about their policies for youth in foster care over 18 years old. The list includes information such as the maximum age a youth can remain in care, the legal arrangements for youth older than 18, whether reentry into the system is allowed, and the various living arrangement options.

Minnesota Department of Human Services releases 2002 Statewide Collaborative Summary Data -- (12-10-03) -- Report on Minnesota's Family Services and Children's Mental Health Collaboratives 2002

Minnesota Department of Human Services releases 2002 Best Practices Collaboration Report -- (12-10-03) -- Collaborative Best Practices; Programs that Really Work (and Save Money)! from the 2002 Collaborative Report

OCS Year 2 Federal Site Visit Report -- (06-26-08) -- The Center for Mental Health Services child, Adolescent and Family Branch report of the federal site visit to Our Children Succeed Initiative in April of 2008.

Spotlight on.. Fertile-Beltrami Public School District #599: "The Laptop High School" -- (10-01-07) -- The mission of the laptop program was to "level the playing field" for our students. As the need for technology skills increased, the faculty was finding that there was a larger and larger gap between the "have computers at home" students and the "have nots". The school district felt that it wanted to, not only help students, but also increase the technology exposure to the community by allowing students to have their laptops at home to share with family.

Spotlight on... -- (10-01-07) -- "Spotlight on...." will focus on a particular service offered or special information about a partner within the Northwest Minnesota Council of Collaboratives.

Photos from the 9/8/06 Governing Board Meeting -- (09-14-06) -- Attached are pictures from the Northwest Council of Collaboratives Governing Board Meeting held on Sept. 8th, 2006.

Creating a Front Porch: Strategies for Improving Access to Mental Health Services -- (02-24-09) -- This report shares results of interviews conducted with personnel from selected organizations and focuses on key practices that were reported to increase accessibility of mental health services for underserved populations. It includes a description of each of the target populations served by the participating study sites, as well as information about the history and context of, and general service delivery information for each organization.

2007 Minnesota Student Survey -- (08-18-08) -- The Minnesota Student Survey (MSS) provides students, parents and their communities a dynamic vehicle for on-going communication about issues vital to the health, safety and academic success of youth. Some survey results and additional reports are available below.

Fewer Addicted Women on Welfare, Study Says -- (10-10-06) -- Only 38 percent of low-income mothers who used illegal drugs received payments from the Temporary Assistance to Needy Families (TANF) program in 2001, down from 54 percent in 1996.

School and Parent Interaction by Household Language and Poverty Status: 2002-03 -- (09-27-06) -- Language minority parents may face a number of challenges when trying to communicate or become involved with their child's school. This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and primarily Spanish-speaking households during the 2002–03 school year.

Public Elementary and Secondary Students, Staff, Schools, and School Districts: School Year 2003-04 -- (02-01-06) -- This report contains data from the Common Core of Data (CCD) non-fiscal 2003-04 state, local education agency, and school surveys. The report presents data about the students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services. Some tables disaggregate the student data by racial/ethnic group or community characteristics such as rural - urban. The numbers and types of teachers, other education staff, schools, and local education agencies are also reported.

Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten Through Twelfth Grade: 2003 -- (02-01-06) -- This Issue Brief describes the percentage of students in grades 12 or below who used computers or the Internet in 2003. The Brief highlights the fact that computer and Internet use is commonplace and begins early. Even before kindergarten, a majority of children in nursery school use computers and, and 23 percent use the Internet.

Digest of Education Statistics, 2004 -- (10-21-05) -- NCES has just released the Digest of Education Statistics, 2004. This publication provides a compilation of statistical information covering the broad field of education from pre-kindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.

A Profile of the American High School Senior in 2004: A First Look. Initial Results From the First Follow-up of the Education Longitudinal Study of 2002 (ELS:2002) -- (10-10-05) -- This report presents initial findings from the first follow-up of the Education Longitudinal Study of 2002 (ELS:2002). ELS:2002 is the fourth major secondary school longitudinal study sponsored by NCES, closely reflecting the research purposes and design of its three predecessor studies, NLS-72, HS&B, and NELS:88. ELS:2002 began with a nationally representative sample of 10th-graders in 2002. In the first follow-up, this sophomore cohort was studied 2 years later (2004), and the sample freshened to provide a representative sample of 12th-graders. This ED TAB report summarizes the demographic and educational characteristics of the high school senior class of 2004. It also reports on the senior cohort’s mathematics achievement, their expectations for eventual educational attainment, the importance to them of various institutional characteristics in choosing a college, and their values and plans.

Status and Trends in the Education of American Indians and Alaska Natives -- (08-25-05) -- This report examines both the current conditions and recent trends in the education of American Indians and Alaska Natives using statistical measures. It presents a selection of indicators that illustrate the educational achievement and attainment of American Indians and Alaska Natives. Over the past 20 years, American Indians/Alaska Natives have made gains in key education areas, such as increased educational attainment. However, gaps in academic performance between American Indian/ Alaska Native and White students remain.

Youth Indicators, 2005: Trends in the Well-Being of American Youth -- (08-01-05) -- Youth Indicators contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.

America's Children: Key National Indicators of Well-Being, 2005 -- (07-27-05) -- This biennial report to the Nation on the condition of children in America. Nine contextual measures describe the changing population, family, and environmental context in which children are living, and 25 indicators depict the well-being of children in the areas of economic security, health, behavior and social environment, and education.

Forum Guide to Education Indicators -- (07-26-05) -- The Forum Guide to Education Indicators provides encyclopedia-type entries for 44 commonly used education indicators. Each indicator entry contains a definition, recommended uses, usage caveats and cautions, related policy questions, data element components, a formula, commonly reported subgroups, and display suggestions. The document will help readers better understand how to appropriately develop, apply, and interpret commonly used education indicators.

Qualifications of Public Secondary School Biology Teachers, 1999-2000 -- (07-01-05) -- This Issue Brief describes the qualifications of public middle school and high school biology teachers in terms of the subject matter of their certifications and postsecondary majors and minors. Data are drawn from the 1999–2000 Schools and Staffing Survey (SASS). At the middle and high school level, 52 percent of biology students had a teacher with both certification in biology and a postsecondary major or minor in biology; 16 percent of biology students had a teacher with neither a certification nor a postsecondary major or minor in biology. Of those with a teacher lacking a certification or major or minor in biology, 40 percent of students had a teacher with a major or minor in another natural science. However, in schools with more than 50 percent of students qualifying for free or reduced-price lunch, 10 percent of biology students who had a teacher lacking certification or major or minor in biology had a teacher with a major or minor in another natural science. In those schools, 53 percent of biology students of teachers lacking a certification or major or minor in biology had a teacher with a major or minor in elementary education.

Minnesota Homicides, 1985 to 1997 -- (06-30-05) -- This report presents findings on statewide, regional and local trends, demographics of offenders and victims involved in homicide, weapons used, the victim-offender relationship and the circumstance or event leading up to the commission of the offense.

NAEP 1999 Long-Term Trend Technical Analysis Report: Three Decades of Student Performance -- (05-19-05) -- NCES has just released the 'NAEP 1999 Long-Term Trend Technical Analysis Report: Three Decades of Student Performance.' This technical report describes the design and implementation of the National Assessment of Educational Progress (NAEP) 1999 Long-Term Trend (LTT) Assessment.

Staff in Postsecondary Institutions, Fall 2003, and Salaries of Full-Time Instructional Faculty, 2003-04 -- (05-18-05) -- This report presents information from the Winter 2003-04 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs.

Revenues and Expenditures by Public School Districts: School Year 2001-02 -- (04-14-05) -- This NCES publication contains data on revenues and expenditures per pupil made by school districts for school year 2001-02. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data.

Minnesota's Child Welfare Report for 2003 -- (04-12-05) -- This report describes the state of children in Minnesota's child protection, out-of-home care and adoption systems in 2003. It provides an overview of how children in these systems are faring and presents information about Minnesota's performance on key child welfare indicators requested by state and federal governments.

Census 2000 Data: General Demographic Characteristics -- (03-29-05) -- This PDF document contains information from the 2000 Census regarding general demographic data.

Census 2000 Data: Population broken down by gender, race, and age -- (03-29-05) -- Contains data from the 2000 Census breaking down the population by gender, race, and age.

Comparative Indicators of Education in the United States and Other G8 Countries: 2004 -- (02-24-05) -- This report shows how the U.S. education system compares to other major industrialized countries (Canada, France, Germany, Italy, Japan, Russian Federation, United Kingdom) in four areas: (1) the context of education; (2) preprimary and primary education; (3) secondary education; and (4) higher education. This report is an update of the 2002 G8 Report, and is part of a series to be published in alternate years.

Forum Guide to Building a Culture of Data Quality--A School & District Resource -- (12-15-04) -- Quality data, like quality students, come from schools. Recently, there has been a growing awareness that effective teaching, efficient schools, and quality data are related. The quality of information used to develop an instructional plan, run a school, plan a budget, or place a student in a class depends upon the school data clerk, teacher, counselor, and/or school secretary who enter data into a computer. This document offers recommendations to staff in schools and school districts about best practices for data entry -- getting things right at the source.

Data File: Longitudinal School District Fiscal-Nonfiscal File, Fiscal Years 1990 to 2000 -- (11-30-04) -- This documentation describes the creation of The NCES Longitudinal School District Fiscal-Nonfiscal (FNF) Database. The new database contains fiscal and nonfiscal district data for each year from 1989–90 to 1999–2000, for the universe of regular public elementary and secondary school districts.

College Persistence on the Rise? Changes in 5-Year Degree Completion and Postsecondary Persistence Rates Between 1994 and 2000 -- (11-15-04) -- The study compares the degree completion and persistence rates between two cohorts—students who first enrolled in postsecondary education in academic year 1989–90 and their counterparts who first enrolled in 1995–96. The analysis focuses on the rates at which students in each cohort completed a degree within 5 years or were still enrolled at the end of 5 years. The study also examines changes in the students' demographic profile and other population characteristics.

Educational Attainment of High School Dropouts 8 Years Later -- (11-08-04) -- This issue brief (PDF) examines the educational outcomes of students who were ever classified as high school dropouts by 8 years after when most of their 1988 cohort of 8th graders would have completed high school.

America’s Children in Brief: Key National Indicators of Well-Being 2004 -- (10-27-04) -- Presents statistics about children’s economic security, health, behavior, social environment, and education. The Federal Interagency Forum on Child and Family Statistics, comprising 20 federal agencies including OJJDP, produces this annual report, which offers the most recent available data from official sources in a nontechnical, user-friendly format.

School District Contact Information -- (09-28-04) -- Contains contact information including district #, address and telephone number as well as a link to that school's website.

Developments in School Finance: 2003 -- (09-20-04) -- This report contains papers presented at the 2003 annual National Center for Education Statistics (NCES) Summer Data Conference. The scholars' papers address teacher turnover; financing urban schools; the costs of improving student performance; distinguishing good schools from bad in principle and practice; an evaluation of the efficacy of state adequacy and equity indicators; school finance reform in Vermont; and school accountability.

Summer after Kindergarten: Children's Activities and Library Use by Socioeconomic Status, The -- (09-09-04) -- This Issue Brief provides a description of children's participation in various activities during the summer after kindergarten.

English Language Learner Students in U.S. Public Schools: 1994 and 2000 -- (09-09-04) -- This Issue Brief examines growth in the population of English Language Learner (ELL) students in U.S. public schools between the 1994 and 2000 school years.

Federal Support for Education: Fiscal Years 1980 to 2003 -- (08-26-04) -- This report provides a comprehensive picture of total federal financial support for education from fiscal year 1980 through fiscal year 2003.

Education Statistics Quarterly-Vol. 5 Issue 4 -- (08-19-04) -- The Quarterly offers an accessible, convenient overview of all National Center of Education Statistics (NCES) products released in a given quarter.

New 2003 data for Family Structure -- (08-17-04) -- Mothers and fathers both play important roles in the growth and development of children. After decades of decline, the percent of children under age 18 living with two parents stabilized in the late 1990s and early 2000s, standing at 68 percent in 2003.

Public Access to Research Data through the Freedom of Information Act -- (07-28-04) -- The office of Management and Budget (OMB) Circular A-110 has been revised to provide public access to research data through the Freedom of Information Act (FOIA) under some circumstances.

Best Practices for Data Collectors and Data Providers -- (07-23-04) -- This report addresses the question: "What can be done to better coordinate data definitions and surveys on a national basis to achieve greater comparability and relieve institutional data burden?" The Better Coordination of Data Working Group, in consultation with representatives from various organizations that survey institutions of higher education, drafted a document identifying "best practices" for data collectors. The consensus was that further work, including the development of a "best practices for data providers," could be of substantial interest and usefulness.

Decade of Data Reveals Steady Progress Made in Child Well-Being -- (04-29-04) -- Minnesota children are doing better overall than a decade ago according to an annual data book, "Minnesota Kids: A Closer Look," released today by the Children's Defense Fund (CDF) Minnesota. In areas where the state made significant progress - fewer teen girls becoming pregnant and fewer youth involved in serious crimes - there has been a strong show of public commitment.

Minnesota County Map -- (03-22-04) -- Minnesota County Map

County Population Totals -- (03-22-04) -- Population totals for the counties of Kittson, Marshall, Norman, Polk and Red Lake from the U.S. Census Bureau.

Data on Minnesota's Childrens' Mental Health -- (02-02-04) -- Data on Minnesota's Children's Mental Health from the Children's Mental Health Partnership.

National Survey on Drug Use and Health: Pregnancy and Substance Use -- (01-08-04) -- In 2002, 3 percent of pregnant women aged 15 to 44 used illicit drugs in the past month, 3 percent reported binge alcohol use, and 17 percent reported smoking cigarettes in the past month. Pregnant women aged 15 to 25 were more likely to use illicit drugs, binge drink, and smoke cigarettes in the past month than pregnant women aged 26 to 44. Among pregnant women 15 to 44, whites were more likely to have smoked cigarettes in the past month than blacks or Hispanics.

National Survey on Drug Use and Health: Marijuana Use and Delinquent Behaviors among Youths -- (01-08-04) -- Research suggests that among youths, frequency of marijuana use is associated with problem behaviors, including delinquent behaviors. The National Survey on Drug Use and Health (NSDUH), formerly the National Household Survey on Drug Abuse (NHSDA), asks youths aged 12 to 17 to report how often they engaged in the following delinquent behaviors during the past year: (a) serious fighting at school or work, (b) taking part in a fight where a group where a group of friends fought against another group, (c) attacking someone with the intent to seriously hurt them, (d) stealing or trying to steal anything worth more than $50, (e) selling illegal drugs or (f) carrying a handgun. Youths also are asked whether they used marijuana or hashish during the past 12 months. Past year marijuana users are asked how many days they used marijuana or hashish during the past year.

17 States See Rise in Alcohol-Related Traffic Deaths -- (12-30-03) -- A state-by-state report from the U.S. Department of Transportation's National Highway Traffic Safety Administration (NHTSA) finds that alcohol-related traffic deaths decreased in 32 states that alcohol-related traffic deaths decreased in 32 states during the last five years, but increased in 17 others, according to a Dec. 18 press release.

Nonfatal firearm crime rates have declined since 1994, reaching the lowest level ever recorded in 2002 -- (12-30-03) -- Data from the National Crime Victimization Survey on violent crimes including rape, robbery and aggravated assault.

Number of Households in Minnesota Projected to Grow -- (12-15-03) -- Minnesota is expected to add more than 287,000 households between 2000 and 2010, according to a new report from the State Demographic Center, Minnesota Department of Administration. Over the 30-year span from 2000 to 2030, the state is projected to add more than 750,000 new households. About two-thirds of the added households will be in the Minneapolis-St. Paul Metropolitan Area.

Out of Home Placement Chart -- (12-10-03) -- Total number of children (unduplicated count) from the child welfare, juvenile justice and mental health systems in out-of-home placements in Kittson, Marshall, Polk, Norman and Red Lake Counties 2001-2003.

Child Welfare League of America - Minnesota's Children 2002 -- (10-31-03) -- State Fact Sheets on: Child Abuse and Neglect, Child Poverty and Income Support, Child Care, Health, and Family Support, Permanent Families for Children and Juvenile Violence and Detention

Children in Minnesota -- (09-24-03) -- A child in Minnesota is abused or neglected every 45 minutes. A child in Minnesota is born into poverty every hour. A child in Minnesota dies before her first birthday every 23 hours. A child or teen in Minnesota is killed by gunfire every week. There are 1,286,894 children in Minnesota.

Nation's Report Card: Parents' Guide to National Assessment of Educational Progress, The -- (06-12-03) -- This publication is one of a series of outreach brochures for various audiences. This brochure describes the National Assessment of Educational Progress (NAEP) to parents and provides them with contact information if they have further questions.

Community Correlates of Rural Youth Violence -- (06-05-03) -- This 12-page Bulletin addresses the lack of knowledge of rural youth violence by applying social disorganization theory to community correlations of youth violence in non-metropolitan communities in Florida, Georgia, Nebraska and South Carolina. As reflected in the Bulletin, rates of youth violence are considerably higher in communities that have large percentages of children living in single-parent households, a high rate of population turnover, and significant ethnic diversity - whether in rural or urban settings.

OCS Staff Directory -- (02-18-08) -- Staff directory for the Our Children Succeed Initiative.

When Terrible Things Happen -- (03-23-09) -- Recognizing common reactions faced by survivors, and suggesting helpful and less helpful responses.

Alcohol, Medication, And Drug Use After A Disaster -- (03-23-09) -- Helping people understand and manage their use of alcohol, prescription medications, or other drugs after a disaster.

Coping with Your Emotions During Public Health Emergencies -- (03-23-09) -- Trifold brochure helping a person cope with anxiety during a public health emergency.

Helping Families Deal With the Stress of Relocation After a Disaster -- (03-23-09) -- ATSDR fact sheet to help family members of different ages deal with the stress of relocation.

Rural America more prepared for disaster - also more vulnerable -- (01-18-07) -- From winter storms, to earthquakes, to terrorism -- when a disaster strikes a community, who fares better, a rural community or an urban one? A new study at the University of Illinois attempts to understand the differences in how rural and urban citizens across the US respond to disaster. Preliminary results show that although rural residents may be more directly involved in responding to crisis, their location also makes them more vulnerable.

Psychological First Aid (PFA) Field Operations Guide -- (10-03-06) -- The Psychological First Aid Field Operations Guide was developed by the National Center for PTSD and the National Child Traumatic Stress Network.

Disaster Mental Health for States: Key Principles, Questions, and Issues -- (09-06-05) -- These materials represent highlights of the kinds of mental-health related information that might be beneficial in a disaster. Because of their brevity, they do not provide an exhaustive, formal review or compilation of the wealth of available knowledge on disaster mental health. This is a starting point. There are companion pieces that provide similar information for Responders and as a general primer. Sources of additional information are listed at the end of this document.

Disaster Mental Health Primer: Key Principles, Issues, and Questions -- (09-06-05) -- These materials represent highlights of the kinds of mental-health related information that might be beneficial in a disaster. Because of their brevity, they do not provide an exhaustive, formal review or compilation of the wealth of available knowledge on disaster mental health. This is a starting point. There are companion pieces that provide similar information for city, county and state Public Health officials and as a general primer. Sources of additional information are listed at the end of this document.

Disaster Mental Health for Responders: Key Principles, Issues and Questions -- (09-06-05) -- These materials represent highlights of the kinds of mental-health related information that might be beneficial in a disaster. Because of their brevity, they do not provide an exhaustive, formal review or compilation of the wealth of available knowledge on disaster mental health. This is a starting point. There are companion pieces that provide similar information for city, county and state Public Health officials and as a general primer. Sources of additional information are listed at the end of this document.

Psychological First Aid: Helping Victims in the Immediate Aftermath of Disaster -- (09-06-05) -- As a healthcare provider, first responder, leader or manager of disaster operations, this fact sheet describes an evidence-informed approach for helping victims cope in the immediate aftermath or a disaster known as Psychological First Aid, and explains how to administer it.

FEMA Evaluation Manual and Toolkit v 1.3 -- (05-01-09) -- Disaster deployment related forms from FEMA.

Evacuation Checklist -- (03-30-09) -- If you are evacuating your neighborhood or city because of flooding or other disasters, consider taking the following items. While preparing, make sure that your vehicle has a full tank of gas or arrange for other transportation. Listen to your local radio station for updates on evacuation and shelter information. Remember to notify an emergency contact about where you are going.

Sexual Violence in Disasters: A planning guide for prevention and response -- (03-27-09) -- This guide offers readers important information about sexual violence and disasters that will help communities to understand the connection and develop better disaster responses.

Disaster "Go Kit" for Team Responders -- (03-25-09) -- Important information for team responders including an information checklist, code of conduct, safety as well as a supply list and a sample packing list.

Fact Sheets for Disasters -- (03-24-09) -- As the flood waters rise, and you are preparing your communities for flooding, we want to let you know about materials that are available from MDH regarding health threats.

Effective Emergency Response Requires Forethought -- (09-26-08) -- Truancy is a serious concern that affects most school districts in the United States, and school Emergency response planning is not a new concept for schools. There always have been natural disasters, such as fires, flash floods, earthquakes, and tornadoes.

FEMA Responder Knowledge Base (RKB) Toll Free Number and Email address -- (09-16-08) -- You can call 1-877-FEMA-RKB (1-877-336-2752) for live help with questions regarding the RKB, equipment, standards, available grants and many other topics from 8am - 5pm EST, Monday through Friday. Similarly, questions may be emailed at anytime to RKBMailbox@us.saic.com and will be acknowledged within 24 hours.

Addressing Emergency Psychological Needs During Traumatic Events -- (03-18-04) -- When people experience traumatic events, we address their physical and safety needs. ATSM offers "practical tools" for addressing the wide spectrum of traumatic experiences - from mild to the most severe.

Emotional Health Issues for Victims -- (04-10-09) -- Emotional health issues for victims, from the American Red Cross.

Warning Signs -- (04-10-09) -- Warning signs of trauma-related stress, from the American Psychological Association.

Critical Incident -- (04-10-09) -- Critical incident stress information sheet, from Los Angeles County Department of Mental Health.

Normalizing Emotions -- (04-10-09) -- You are not alone! Description of normal emotions following a disaster, from the American Red Cross.

Reducing Building Safety Fears -- (04-10-09) -- Reducing fear about building safety, by Dan Friedman, American Society of Home Inspectors.

Coping Suggestions -- (04-10-09) -- Coping suggestions, from Los Angeles County Department of Mental Health.

Steps to Take -- (04-10-09) -- After a disaster: Steps you can take, from Los Angeles County Department of Mental Health.

Helping Children After the Flood -- (03-23-09) -- Children react differently to a flood and its aftermath depending on their age, developmental level, and prior experiences.

Coping with the Death of a Student or Staff Member -- (09-14-07) -- This newsletter highlights the range of impact death can have on a school community; offers suggestions for responding to a loss; and discusses strategies for recovery.

Helping Children Cope with the Aftermath of a Hurricane -- (09-13-05) -- This brochure can help you learn to recognize the effects of stress in children after a disaster, and offer some simple things you can do to help and begin a family journey towards healing.

Understanding Child Traumatic Stress -- (03-23-05) -- We live with dangers every day. As children and adolescents grow up, they continually learn about different types of dangers. We are always looking for ways to make our lives safer. However, terrible things sometimes happen within and outside the family. They can happen suddenly without warning. Children may experience different traumas over the course of childhood and adolescence. Some traumas, such as child abuse or witnessing domestic violence, may happen repeatedly over a long period of time.

Questions to Help Children Talk About a Disaster -- (03-23-05) -- Questions to Help Children Talk About a Disaster provides examples of "open-ended" questions to encourage children to talk about their feelings and experiences following a disaster.

When Talking Doesn't Help: Other Ways to Help Children Express Their Feelings Following a Disaster -- (03-23-05) -- When Talking Doesn't Help: Other Ways to Help Children Express Their Feelings Following a Disaster provides ideas for helping children express themselves in ways other than talking to help them through the recovery process following a disaster.

Recognizing and Dealing with Reactions to _________ Attacks -- (03-23-05) -- The recent ____________ attack have caused many of us to have reactions such as anxiety, fear, anger, and hyperviligance. While these reactions are to be expected and normal, the Virginia Department of Mental Health, Mental Retardation and Substance Abuse Services offers the following information about typical reactions and ways to cope.

Talking with School-Age Children about War and Terrorism -- (03-23-05) -- Talking with School-Age Children about War and Terrorism suggests that before talking with children, parents take time to think about the issue themselves and consider what it means to their family.

How Families Can Help Children Cope with Fear and Anxiety -- (03-23-05) -- How Families Can Help Children Cope with Fear and Anxiety explains how families can help children who are dealing with responses to traumatic events.

Helping Children Cope With Fear and Anxiety -- (03-23-05) -- Helping Children Cope With Fear and Anxiety provides a summary of ways to help children who are dealing with fear and anxiety.

The Role of Culture in Helping Children Recover from a Disaster -- (03-23-05) -- The Role of Culture in Helping Children Recover from a Disaster offers words of advice and guidance for teachers helping children from diverse cultural and ethnic backgrounds through the recovery process following a disaster.

After a Disaster: A Guide for Parents and Teachers -- (03-23-05) -- After a Disaster: A Guide for Parents and Teachers explains how preschool age, early childhood, and adolescent children may respond to terrorist events. The link is intended for parents and teachers to be informed, recognize problems, and respond appropriately to the needs of children.

Parent Guidelines for Talking with Young Children about War and Terrorism -- (03-22-05) -- Parent Guidelines for Talking with Young Children about War and Terrorism urges parents to give children more attention and patience. Realize that changes in how they behave may be signs that young children are concerned and need extra time, conversation and love.

How to Help Children After a Disaster -- (03-22-05) -- # How To Help Children After a Disaster offers tips to parents on how to talk to children about terrorist events.

Age-specific Interventions at Home for Children in Trauma: From Preschool to Adolescence -- (03-22-05) -- Age-specific Interventions at Home for Children in Trauma: From Preschool to Adolescence suggests activities arranged by age group to help children share recovery feelings and experiences at home. Includes activities for preschoolers, elementary age children, and pre-adolescents and adolescents.

After Disaster: What Teens Can Do -- (03-22-05) -- After a Disaster: What Teens Can Do provides information for teens to help understand some of their reactions as well as others, to terrorist events. Suggestions are also provided to help ease the unfamiliar feelings related to the event.

The Long-term Impact of a Traumatic Event: What to Expect in Your Personal, Family, Work, and Financial Life -- (03-22-05) -- The Long-term Impact of a Traumatic Event: What to Expect in Your Personal, Family, Work, and Financial Life cites examples of personal uncertainties, family relationship changes, work disruptions, and financial worries that may contribute to the long-term impact of a traumatic event. Also includes tips on how to survive the road to recovery from a traumatic event.

Helping Families Cope with Disaster and Trauma -- (01-03-05) -- The impact of a disaster goes far beyond the immediate devastation caused by the initial destruction. Just as it takes years to reconstruct all the damaged buildings, it takes time to grieve and rebuild our lives.

Responder Self Care: Caring For Yourself in the Face of Difficult Work -- (03-23-09) -- Tips to help responders recognize stress and care for themselves while working on a traumatic event.

Psychological First Aid for First Responders -- (03-23-09) -- SAMHSA tips for emergency and disaster response workers.

Guide to Managing Stress in Crisis Response Professions -- (09-23-05) -- This guide provides a framework for stress management strategies for crisis response workers and managers. These strategies are sufficiently broad so that individuals and groups can select those that best fit their needs and circumstances. Education about stress and its prevention and mitigation through planning are essential.

Homelessness and Traumatic Stress Training Package -- (09-30-08) -- The Homelessness and Traumatic Stress Training Package is a resource for service providers to train their staff on the relationship between homelessness and traumatic stress and how to apply trauma concepts to their day-to-day work with people experiencing homelessness.

Expert Panel on Evidence-Based Practices in Homeless Services: Summary of Proceedings -- (09-30-08) -- The purpose of the HRC Expert Panel was to discuss how to identify and implement evidence-based practices in homeless services. This report summarizes the panel discussion by highlighting key messages, conceptual issues, strategic directions and next steps.

Education and Job Training Needs of Low-Income women in Massachusetts Fact Sheet -- (03-06-07) -- This fact sheet provides information from the Worcester Family Research Project concerning the educational and job training needs of low-income women. It presents data that highlight the important roles education and training play in families' efforts to become self-supporting and clearly demonstrates the need for increased educational and job training opportunities for recipients of income assistance in Massachusetts.

Homeless Children: America's New Outcasts Fact Sheet -- (03-06-07) -- This fact sheet provides a condensed overview of selected information from Homeless Children: America’s New Outcasts. It covers topics such as the problem of family homelessness, the adverse effects of homelessness on children, and immediate action and long-term solutions to end homelessness.

Research on Homeless and Low-Income Housed Families Fact Sheet -- (03-06-07) -- This fact sheet provides a general overview of information from the Worcester Family Research Project. It compares the characteristics of homeless and low-income housed women and their children, identifies risk and protective factors for family homelessness, describes the natural course and consequences of homeless and residential instability among low-income families, and examines the impact of homelessness and poverty on children.

Violence in the Lives of Homeless Women -- (03-06-07) -- This fact sheet is an overview of information from a study on violence in the lives of homeless women conducted by the National Center on Family Homelessness. It provides critical insight into the prevalence of violence in the lives of homeless women and its impact on their physical and emotional well-being.

America's Homeless Children Fact Sheet -- (03-05-07) -- This fact sheet provides information on the more than one million children who are homeless during a year’s time. It presents data that identify the causes of family homelessness and demonstrate both that homelessness hurts children and that homeless children are not receiving the services they need.

Helping Homeless Children -- (03-07-06) -- Initially after Hurricane Katrina, the nation was focused on the basic issues affecting families displaced by storm, such as personal safety, food, and temporary shelter. However, now months after the disaster, many of these families still remain homeless. The strain of the situation not only weighs heavily on moms and dads as they scramble to find shelter, but on their children, as well. In light of this crisis, Lawrence E. Shapiro, Ph.D, created an activity book called “When Can We Go Home?” It features 13 activities designed to help children develop emotional intelligence skills can enhance their resiliency in any difficult situation. FREE download.

McKinney-Vento Homeless Assistance Act -- (10-03-05) -- This is a two page resource on the education rights of students in homeless situations. The McKinney-Vento Homeless Assistance Act (Subtitle B—Education for Homeless Children and Youth), reauthorized in January 2002, ensures educational rights and protections for children and youth experiencing homelessness. This brief summary introduces the basic concepts in the legislation.

Questions and Answers - NCLB Program Areas -- (09-07-05) -- Providing Services to Children and Youth in Homeless Situations As a Result of Hurricane Katrina

Planning for a Pandemic: An Interactive Pilot Session -- (09-13-07) -- This pilot workshop provided a Federal update on national pandemic preparedness, a snapshot of local school- and health-based efforts to engage in pandemic planning, and a practical opportunity to participate in a tabletop activity focused on pandemic preparedness.

Pandemic Influenza Tabletop Exercise: K-12 School Closure as a Disease Containment Measure -- (03-06-07) -- The Minnesota Department of Health led a tabletop exercise on January 29, 2007 to discuss the possible role of school closure in disease containment during an influenza pandemic. With these materials, you can recreate your own tabletop exercise to continue discussions with local government and schools.

Influenza Pandemic Preparedness Grant Executive Summary - January 2007 -- (01-27-07) -- This document summarizes the pandemic planning and preparedness activities of HSEM to date.

HSEM January 2007 Pandemic Planner Newsletter -- (01-08-07) -- The Pandemic Planner is an update covering statewide pandemic planning and program activities.

Pandemic Planning Update III -- (12-11-06) -- Third report from Secretary Michael Leavitt covering Pandemic topics such as: Monitoring and Surveillance; Research; Vaccines and Vaccine Production Capacity; Antiviral Drugs; State and Local Preparedness; and Communications.

Schools Respond to Infectious Disease -- (07-31-06) -- Latest Emergency Response and Crisis Management Technical Assistance Center's "ERCM Express" Newsletter: Every year, schools confront a range of infectious diseases such as chicken pox, lice, ringworm and seasonal influenza. In response, faculty and staff work together to control the outbreak, quell fears and dispel rumors.

Pandemic Flu School Action Kit -- (07-06-06) -- Contra Costa County Health Services has developed a Pandemic Flu School Action Kit to supplement the CDC checklist.

Child Care and Preschool Pandemic Influenza Planning Checklist -- (05-15-06) -- Child care and preschool programs can help protect the health of their staff and the children and families they serve. Interruptions in child care services during an influenza (flu) pandemic may cause conflicts for working parents that could result in high absenteeism in workplaces. Some of that absenteeism could be expected to affect personnel and workplaces that are critical to the emergency response system. The U.S. Department of Health and Human Services (HHS) and the Centers for Disease Control and Prevention (CDC) offer this checklist to help programs prepare for the effects of a flu pandemic. Many of these steps can also help in other types of emergencies.

School District (K-12) Pandemic Influenza Planning Checklist -- (05-15-06) -- Local educational agencies (LEAs) play an integral role in protecting the health and safety of their district's staff, students and their families. The Department of Health and Human Services (HHS) and the Centers for Disease Control and Prevention (CDC) have developed the following checklist to assist LEAs in developing and/or improving plans to prepare for and respond to an influenza pandemic.

Business Pandemic Influenza Planning Checklist -- (04-20-06) -- In the event of pandemic influenza, businesses will play a key role in protecting employees' health and safety as well as limiting the negative impact to the economy and society. Planning for pandemic influenza is critical. To assist you in your efforts, the Department of Health and Human Services (HHS) and the Centers for Disease Control and Prevention (CDC) have developed the following checklist for large businesses. It identifies important, specific activities large businesses can do now to prepare, many of which will also help you in other emergencies.

Bioterrorism/Emergency Readiness Competency Mapping Guide -- (05-02-05) -- The Bioterrorism/Emergency Readiness Mapping Guide was developed by staff at the University of Minnesota Center for Public Health Preparedness with partial support from a grant from the Centers for Disease Control and Prevention. A great number of training programs designed to help prepare the public health workforce for bioterrorism and emerging public health threats have been developed through the work of the CDC-sponsored Centers for Public Health Preparedness, state health departments and others. The intent of the process described in the guide is to assist individuals in determining which, if any, Bioterrorism/Emergency Readiness Competencies are addressed in a specific existing training. This guide is also intended to assist individuals in identifying the level of competency targeted in the training.

Swine Influenza and You -- (04-27-09) -- Questions and answers regarding swine flu.

Key Facts about Swine Influenza -- (04-27-09) -- Questions and answers about key facts of swine flu.

INFLUENZA: Pigs, People and Public Health -- (04-27-09) -- Public health fact sheet for swine flu.

Booklet: Help Children Cope After a Hurricane -- (10-13-08) -- The National Child Traumatic Stress Network released a new children's booklet to help children who have experienced previous hurricanes to cope with rainy windy days.

New statewide trauma system to help ensure prompt care for seriously injured Minnesotans -- (07-31-06) -- Hospitals invited to apply for trauma designation

SAMHSA News Highlights Hurricane Katrina Lessons, Preparedness Efforts -- (07-27-06) -- Lessons from Hurricane Katrina can help current national disaster preparedness efforts for mental health and substance abuse needs.

HHS Announces New HIPAA Privacy Decision Tool for Emergency Preparedness Planning -- (07-05-06) -- The U.S. Department of Health and Human Services (HHS) today published a new Web-based interactive decision tool designed to assist emergency preparedness and recovery planners in determining how to access and use health information about persons with disabilities consistent with the Health Insurance Portability and Accountability Act of 1996 (HIPAA) Privacy Rule.

Health officials address health concerns in wake of Red River flooding -- (04-05-06) -- Residents in parts of northwestern Minnesota hit by flooding can take steps to safeguard their health.

Winter Survival - An Educator's Reference Desk Lesson Plan -- (11-28-05) -- In this lesson plan the students will learn what to do when stranded in a car during the middle of winter. From this experience my students will also learn how to construct a winter survival kit for their parents car.

Outdoor Action Guide to Hypothermia and Cold Weather Injuries -- (11-28-05) -- Traveling in cold weather conditions can be life threatening. The information provided here is designed for educational use only and is not a substitute for specific training or experience. Princeton University and the author assume no liability for any individual's use of or reliance upon any material contained or referenced herein. Medical research on hypothermia and cold injuries is always changing knowledge and treatment. When going into cold conditions it is your responsibility to learn the latest information. The material contained in this workshop may not be the most current.

Hurricane Help for Schools -- (10-05-05) -- The U.S. Department of Education has set up a Web page – "Hurricane Help for Schools" – that will serve as a clearinghouse of resources for Americans who want to help the students displaced by the hurricane. This Web page is a forum where schools, companies and organizations across the country can come together and work to help students displaced by the hurricane. Companies and organizations can respond to the needs of students and send resources directly to them, and schools will be able to directly contact the companies and organizations offering help.

SAMHSA Katrina Assistance Project -- (09-26-05) -- Hurricane Katrina has proven to be one of the worst natural disasters in American history. It has made a tremendous impact throughout the country, especially in Louisiana, Mississippi, and Alabama. The U.S. Department of Health and Human Services (DHHS), Substance Abuse and Mental Health Services Administration (SAMHSA), is responding to mental health service needs in the hurricane-impacted area through its contractor, Westover Consultants, Inc. Westover is assisting SAMHSA by managing the staffing and deployment of mental health and substance abuse providers to the Gulf Coast region to deliver behavioral health services. This effort is being conducted in partnership with several national professional organizations that are identifying licensed mental health and substance abuse professionals who meet project criteria for possible deployment.

Hurricane Katrina Evacuees Information Poster (customized by State) -- (09-26-05) -- This customizable PDF poster for Hurricane Katrina evacuees from the U.S. Department of Health and Human Services prints 8 1/2 x 11 and is for your use or distribution. The poster includes national telephone numbers, and state-specific telephone numbers contained in the drop-down boxes.

Tracking Clients, Services, and Expenditures for Hurricane Katrina Survivors -- (09-14-05) -- Many counties may be serving victims of Hurricane Katrina, beginning this week. While many details of this process have yet to be worked out, we do know that individuals and families receiving social services will need to be identified as Hurricane Katrina survivors and tracked for various reasons. In SSIS we are asking counties to identify clients and workgroups as Hurricane Katrina survivors, and we will set up a way to track both staff-provided and purchased service expenditures related to these clients. These changes will be implemented on September 16.

Dealing with the Aftermath of Hurricane -- (09-13-05) -- This brochure can help you and your loved ones to recognize the effects of stress after a disaster, and offer some simple and safe things you can do to relieve stress and begin a journey towards healing.

Connect for Kids: Online Resources for Helping Victims of Hurricane Katrina -- (09-09-05) -- In the aftermath of Hurricane Katrina, Connect for Kids has pulled together online resources for helping those affected. We’ve divided them into three sections: Emergency Guidelines for Helping Victims looks at how government agencies are developing procedures for helping the displaced; Giving & Getting Help is a compilation of information on donating and volunteering, also on help available to those affected; and Help with Healing offers information on supporting kids and families dealing with trauma related to Katrina. We expect to update this resource frequently.

Hurricane Katrina: Evacuees and Refugees Mental Health and Care -- (09-06-05) -- Mental health planning and care delivery to evacuees from Hurricane Katrina and other disasters requires a 1) public health approach for populations, 2) treatment delivery for expected normal rates of all psychiatric illness in the population, 3) care for trauma related disorders, 4) care for emerging disorders such as substance withdrawal and associated medical conditions with psychological consequences and perhaps most importantly, 5) community building. The relocation of hurricane survivors from the New Orleans Superdome to the Texas Astrodome following Katrina is a primary model for this plan. This evacuation will move as many as 20-25,000 people.

Psychosocial Concerns after Hurricane Katrina - Tips for Medical Care Providers -- (09-06-05) -- Health care providers assume many roles in the midst of natural disasters: caregiver, leader, comforter, and information source. Hurricane Katrina has displaced thousands, destroyed countless homes and property, and claimed numerous lives. Although the hurricane's strength has dissipated, its aftermath will be felt for considerable time to come. As health care providers mobilize to help, they should be mindful of the losses experienced by the population they will assist. Interviewing with sensitivity is essential, and is the first step in assessing specific needs. This issue of Courage to Care provides information for health care providers after hurricanes and pays special attention to some of the issues for individuals providing support in the aftermath of Katrina.

Hurricane Katrina: Sustaining Effectiveness in First Responders -- (09-06-05) -- First responders from these organizations must work together to help individuals in the aftermath of a disaster. This cooperation is often a community’s first step towards repair. By providing direction, protection, treatment, and security first responders help the affected population "rebuild community."

Psychological First Aid: How You Can Support Well-Being in Disaster Victims -- (09-06-05) -- People often experience strong and unpleasant emotional and physical responses to disasters. Reactions may include combinations of confusion, fear, hopelessness, helplessness, sleeplessness, physical pain, anxiety, anger, grief, shock, aggressiveness, mistrustfulness, guilt, shame, shaken religious faith, and loss of con?dence in self or others. There is consensus among international disaster experts and researchers that psychological ?rst aid can help alleviate painful emotions and reduce further harm from initial reactions to disasters. Your actions and interactions with others can help provide psychosocial ?rst aid to people in distress. Psychological ?rst aid creates and sustains an environment of (1) safety, (2) calming, (3) connectedness to others, (4) self ef?cacy—or empowerment, and (5) hopefulness.

Disaster Counseling -- (03-23-05) -- Disaster Counseling provides suggestions for disaster counselors on establishing rapport and active listening.

Self-Care Tips for Emergency & Disaster Response Workers -- (03-23-05) -- Self-Care Tips for Emergency & Disaster Response Workers provides suggestions for those who are at the scene. It outlines facts, indicators of stress, and stress management strategies.

Coping with Disasters -- (09-15-04) -- The National Mental Health Association has developed the Coping With Disaster fact sheet series to help you and your loved ones cope during crisis and loss.

Coping with Tragedy: After a Hurricane -- (09-15-04) -- The National Mental Health Association has developed the Coping With Disaster fact sheet series to help you and your loved ones cope during crisis and loss.

Springtime Stressors for Students and Staff -- (04-21-09) -- Spring time is a marker not only for new beginnings, but also for tragic events. The tragedies of past school shootings and other community acts of violence along with the flooding in northern Minnesota and the continuing economic crisis have provided students, staff and their families with many springtime stressors. While some of these pressures are “new”, there are constant factors and pressures on students and staff face each spring. School personnel should review them and be aware because these stressors may contribute to increased threats of violence and behavior problems each spring.

Tapping into Nontraditional Community Partners for Emergency Management -- (09-14-07) -- This newsletter discusses various partners and strategies that can be used to support school and district emergency management efforts.

Planning and Conducting a Functional Exercise -- (04-23-07) -- This article is part of the Helpful Hints series from the Emergency Response Crisis Management Technical Assistance Center which provides quick overviews of school emergency preparedness topics that are frequently the subject of inquiries.

Evaluating Risk for Targeted Violence in Schools -- (04-19-07) -- This article focuses speci?cally on approaches for preventing planned school-based attacks, rather than on other more common and recurring forms of school violence.

Screening/Assessing Students: Indicators and Tools Resource Aid Packet -- (04-19-07) -- The emphasis of screening is on early identification to prevent problems from escalating. Efficient and accurate screening and assessment strategies are essential for matching students with the programs and interventions to address their current needs and prevent problems from getting bigger.

Mental Health Provides Guidelines to Help Students, Parents and Educators Respond and Cope with the Virginia Tech Shootings -- (04-18-07) -- Mental Health America expresses its deepest sympathies to the family, friends and classmates of the Virginia Polytechnic Institute and State University shooting victims. As details surrounding the shootings continue to unfold, Mental Health America recognizes that this tragedy affects people across the country. It developed the below guidelines to help educators, students and parents respond and cope with this tragedy.

When Death Impacts Your School -- (10-03-05) -- Dealing with Grieving Students in Your Class: The following steps help support the grieving students as well as prepare your class for making the grieving student feel comfortable and supported.

Bomb Threats in Schools -- (04-07-05) -- This COPS POP Guide addresses the problem of bomb threats in schools, public or private, kindergarten through 12th grade. It reviews the factors that increase the risk of bomb threats in schools, identifies a series of questions that might assist departments in analyzing their local problem, and reviews responses to the problem.

Talking About the News -- (03-24-05) -- The news of the school shooting that happened today can be very scary for a lot of children. The challenge in helping them cope with today’s events is that it is also scary for many adults. Here are some pointers.

When to Pay Attention -- (03-24-05) -- There are many resources that list the warning signs of potential violence. Though this information can be quite useful, it is important to note that no one behavior is a guaranteed indicator.

School Safety: Three Steps to Make the Peace -- (03-24-05) -- The recent tragic school shooting reminds us of the important role each child and each adult has in maintaining the safety of a school. Here are three actions children, youth or adults can take to improve the safety of their learning community.

Marking Disaster Anniversaries in the Classroom -- (03-23-05) -- Marking Disaster Anniversaries in the Classroom suggests activities for teachers to use with students of different grade levels to commemorate disaster anniversaries.

Minnesota Department of Education: School Crisis Resources and Suggestions for Educators and Families/Parents -- (03-23-05) -- An 11-page document listing resources and suggestions to help students cope with a school crisis.

Early Warning, Timely Response - A Guide for Safe Schools -- (03-23-05) -- This guide presents a brief summary of the research on violence prevention and intervention and crisis response in schools.

How to Talk to Children about the _______ -- (03-22-05) -- Experts encourage parents and teachers to talk to children about their feelings about the recent _______. To help parents and teachers, the Virginia Department of Mental Health, Mental Retardation and Substance Abuse Services offers the tips below.

Help for Parents and Teachers to Recognize Children’s Reactions to the Recent ______Attacks -- (03-22-05) -- Children of all ages may experience a wide range of reactions to the recent ______ attacks, such as feeling frightened, confused, and insecure. Knowing the signs that are common at different ages can help parents and teachers to recognize problems and respond appropriately. To help parents and teachers, the Virginia Department of Mental Health, Mental Retardation and Substance Abuse Services offers the tips below.

Crisis Planning Tips for Schools -- (11-22-04) -- Individuals, community groups, and organizations that have designed and implemented effective school crisis plans offer tips for schools.

Challenge Newsletter - Volume 13, Number 1 -- (11-22-04) -- The Challenge provides critical information and resources to assist schools in creating safe and healthy environments for young people.

Study Reveals Need for Better Preparedness -- (11-22-04) -- Almost half of all American parents unaware of school emergency plans.

Four Phases of Crisis Management -- (11-22-04) -- Prevention/Mitigation; Preparedness; Response; and Recovery

Challenge Newsletter - Volume 12, Issue 1 -- (10-18-04) -- The latest issue of The Challenge newsletter is now available. Focusing on emergency response and crisis planning, this issue discusses ways that schools can strengthen their efforts to prepare for natural disasters, acts of terrorism, or other unexpected tragedies.

U.S. Dept of Education Releases Crisis Planning Guide -- (09-03-04) -- As part of its continuing efforts to help keep schools safe, the U.S. Department of Education recently released a new guide to assist schools in planning for any emergency, including natural disasters, violent incidents and terrorist acts.

A Practical Guide for CRISIS RESPONSE IN OUR SCHOOLS -- (03-18-04) -- A Practical Guide for Crisis Response in Our Schools conveys critical information to assist schools in responding effectively to "everyday crises" as well as school-based disasters. It is an invaluable resource for administrators, support personnel and faculty. By reaching our school families early with a comprehensive Crisis Response Plan, we can potentially prevent the acute difficulties of today from becoming the chronic problems of tomorrow.