Integrated Care for Kids (InCK) – Centers for Medicare and Medicaid Services (Deadline – June 10, 2019)
The Integrated Care for Kids (InCK) Model provides funding opportunities to states and local organizations to test whether payment supporting integrated service delivery across behavioral health, physical health, and other child services reduces Medicaid and Children’s Health Insurance Program (CHIP) expenditures and improves the quality of care for covered children. The InCK Model will assist states and local communities in addressing priority health concerns for children, such as behavioral health challenges, including opioid and other substance use, and the effects of opioid use on families. CMS will support Awardees in developing state-specific pediatric alternative payment models (APMs) that incorporate provider accountability and focus on meaningful improvements in care quality and health outcomes. Successful Awardees will use model funding to support infrastructure investments and activities necessary to support model planning and operations including (but not limited to): state and local investments in information technology, strategic planning and analysis for model design, model operations and staffing, and federal evaluation activities.
The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially larger numbers of students. The central design element of the EIR program is its multi-tier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR’s grant tiers: “Early-phase,” “Mid-phase,” and “Expansion.” Applicants proposing innovative projects that are supported by limited evidence can receive relatively small grants to support the development, implementation, and initial evaluation of the practices; applicants proposing projects supported by evidence from rigorous evaluations, such as an experimental study (as defined in this notice), can receive larger grant awards to support expansion across the country.
Action for Healthy Kids: School Grants for Healthy Kids (Deadline: April 5, 2019)
The purpose of this funding is to provide funding for resources to implement health and wellness practices that help students eat better, stay physically active and be better prepared to learn.
The Center for Health and Health Care in Schools (CHHCS) is proud to premiere Stories From The Field. The videos below illustrate how Partner Build Grow: An Action Guide for Sustaining Child Development and Prevention Approaches has been used in schools and communities. The series highlights two of our Action Guide prongs, Building an Action Team, and Mapping Assets. It explores how the tools and resources provided in these prongs can help school leaders evaluate their school and community-based programs and expand their network of influential stakeholders.
The Action Guide is an online tool developed by CHHCS to help leaders develop and strengthen community and school-connected programs that will prepare children for academic success while supporting their social, emotional, and physical wellbeing.
NIMH is launching a new video series called “Discover NIMH.” These short videos include a focus on suicide prevention research; early identification, intervention, and prevention research; basic research; and training the next generation of mental health scientists. Take some time to review these videos and share them with your networks.
iSPARC is out with a new tip sheet focusing on brain development in young adults. This tip sheet describes typical and atypical brain development in young adulthood, and what can be expected in terms of executive functioning, impulse control, risk-taking, and other behaviors. Best practices for working with young adults by understanding their developing brain and resources to learn more are provided.
A new report written by Civic and Hart Research for CASEL and made possible by The Allstate Foundation, reveals that students see the benefits of attending schools that emphasize SEL – but there is more work to be done. 77% of recent high school students believe their schools could have done a better job helping them develop their SEL skills.
This position is in the Department of Health (DC Health), Community Health Administration (CHA), to serve as the Family Health Bureau Chief. CHA promotes healthy behaviors and healthy environments to improve health outcomes and reduce disparities in the leading causes of mortality and
morbidity in the District. CHA’s approach targets the behavioral, clinical, and social determinants of health through evidence-based programs, policy, and systems change. The incumbent will be responsible for oversight of the Family Health Bureau (FHB). FHB works to improve perinatal, early childhood, and child and adolescent health outcomes so every child in the District of Columbia is healthy and able to thrive in school and beyond. The Bureau supports the development of a coordinated, culturally competent, family-centered health care delivery system; promotes community and clinical linkages for women, parents, children and adolescents; works to align and integrate services to connect District families with resources they need; provides expert technical assistance and builds the capacity of clinical and community-based organizations to deliver evidence-based practices and innovative programs directly in communities.
School-Based Mental Health Therapist – Hillcrest Children Center (Washington, DC)
The School Based Mental Health Therapist provides prevention, early intervention, and individual/family therapy services to students and the
school community to remove mental health and behavioral barriers. The School Based Mental Health Therapist is assigned full-time to the school and works closely with school counselors, staff, teachers, to support students and their families.
School-Based Mental Health Therapist – Pride In North Carolina, LLC (Jacksonville, NC)
The Therapist is responsible for conducting screening, evaluation, assessment, and treatment to children in the school system. Persons
in this position will provide diagnostic assessments and individual or group
therapy. Family therapy may be required at times as well. They must work
closely with school personnel, the client’s physician, other clinical staff,
and community agencies. This position requires the ability to work in a
mutually respectful partnership with persons served to gain the skills and
confidence to address any issues and problems they face. A working knowledge of practical application of supportive therapeutic approaches, group dynamics, and family dynamics is required.
Creating Trauma-Sensitive Schools Conference 2019, February 17-19, Washington, DC