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Phoenix Project Interface Children & Family Services (ICFS), located in Ventura County, CA will train school personnel and parents countywide about the impact of wildfire-related trauma on youth (K-12), the warning signs of trauma and the referral process for the Phoenix Project. Referred youth will receive the combination of evidence-based mental health services that best addresses each youth’s unique needs and emotional/behavioral risk level due to the 2018 Thomas and Woolsey Fires. Populations to be Served: All children in Ventura County were impacted by the Thomas Fire (12/4/2017 – 01/15/2018), which burned 281,893 acres, and destroyed 1,063 structures and the Woolsey Fire (08/08/2018-08/21/2018), which burned 97,000 acres, destroyed 1,600 structures, killed three people, and prompted the evacuation of more than 295,000 people. Strategies/Interventions: School-based trauma-informed, culturally-sensitive mental health services will include: 1) individual therapy (Trauma Focused Cognitive Behavioral Therapy, Cognitive Behavioral Therapy, 2) group therapy (Cognitive Behavioral Intervention for Trauma in Schools, Mindfulness-Based Substance Abuse Treatment, and group therapy and 3) family therapy (Parent-Child Interaction Therapy. Evaluation and CQI measures will include: Pediatric Symptoms Checklist (PSC-35), the Child and Adolescent Needs and Strengths (CANS), Post Traumatic Stress Index, Self-Sufficiency Matrix, the Five Facets of Mindfulness Questionnaire – Short Form, and the Child Behavior Checklist. Project Goals and Measurable Objectives: The goal of the Phoenix Project is to improved identification of, and timely response to, youth with mental health needs who are on a continuum of low, rising and high risk. The Phoenix Project will achieve the following objectives: 1) increase awareness of fire-related mental health concerns among school-age children and youth through a community outreach campaign facilitated through 211VC, the county’s information and referral call line overseen by ICFS; 2) train at least 500 school personnel and parents to recommend school-age children (and their families) who exhibit warning signs related to trauma suspected to be related to 2018 wildfires experiences, 3) assess referred school-age youth who exhibit identified warning signs, determine risk level, and refer all students to appropriate ICFS or community-based services, 4) provide a tailormade selection of evidence-based mental health school-based services to at least 600 eligible students (100 in Y1 and 500 in Y2),  5) link all children and youth referred to mental health services through the most appropriate ICFS program for their needs and/or to more appropriate services across the county, and 6) At least 35% of youth and families receiving mental health services will experience increased health, resiliency, self-sufficiency, and empowerment as measured by pre- and post-test assessments.

With this project, PanCare of Florida, Inc. (PanCare) will provide comprehensive, trauma-informed, evidence-based mental health (MH) services to public, non-charter school students impacted by Hurricane Michael in Bay County, Florida. The project will increase awareness of youth MH issues and appropriate referrals, add new trauma-informed EBPs to the system of care, and add summer and afterschool programming grounded in social emotional learning. Project Name: PanCare School-Based Disaster Recovery Services Program. Target Population: The population of focus for the project is public, non-charter school students impacted by Hurricane Michael in Bay County, Florida. There are 28,305 school-age children (5 to 17) in Bay County, comprising 15.3% of the population (Amer. Comm. Survey, Census, 2014-2018). Close to half (48.1%) of 25,109 Bay District School students receive free or reduced-price meals. School children (K-12) in the service area are diagnosed with emotional and behavioral disabilities at twice the rate of students statewide (10.2% vs 5.0%) (Florida DOE, 2019-2020). Strategies and Interventions: This project will allow PanCare to increase access to direct tele-behavioral health services at 6 high need schools, and enhance services for students and families in all 29 non-charter public schools in Bay County by increasing awareness of youth mental health issues and appropriate referrals, adding new trauma-informed, evidence-based practices to the system of care, and adding summer and afterschool programming grounded in social emotional learning. PanCare proposes to use Youth Mental Health First Aid (YMHFA) in order to build awareness among school staff and community partners regarding the risk factors, warning signs, and impact of behavioral health problems, as well as common treatment options. PanCare will also implement trauma-informed, evidence-based social emotional learning programs, including MindUP, Bounce Back, and the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), to improve social emotional skills and promote positive social behaviors. Project Goals and Measurable Objectives: The project has established measurable objectives to meet the following goals: 1) Provide access to comprehensive mental health resources, including crisis counseling, for all students in Bay District Schools (BDS), 2) Implement trauma-informed, evidence-based social emotional learning programs in BDS to improve social emotional skills and promote positive social behaviors among students impacted by Hurricane Michael, and 3) Through workforce development and community partnerships, expand the infrastructure of BDS and the community to recognize the signs of mental illness among youth and link students to appropriate services. The project will serve approximately 7,176 individuals in Y1 (815 receiving EBPs and 6,361 students having access to tele-behavioral health services) and 7,626 (1,265 receiving EBPs and 6,361 students having access to tele-behavioral health services) over the 18-month project period.

The Counselor Education program at ECU will develop a project, Don't Wait-Communicate: Disaster Mental Health Preparation and Response in Rural Schools and Communities to address disaster mental health (DMH) preparation and response in rural schools and communities. The team will partner with 3 rural school districts to provide rural-specific DMH services to K-12 students and DMH preparation and response trainings to school personnel, behavioral health professionals, families, first responders, and community stakeholders across the southeastern US in areas impacted by natural disasters using evidence-based practices (Cognitive Behavioral Intervention for Trauma in Schools; Psychological First Aid). Goal 1: Decrease ACEs linked to disasters by providing programming and comprehensive mental health services and crisis counseling within 3 school districts. Objective 1.1: By the end of the 2020-2021 school year, the team will provide mental health services (CBITS) to approximately 240 youth in select high-impacted schools. Objective 1.2: By the end of the 2020-2021 school year, the existing district Behavioral Health Professionals (i.e, school counselors) will provide mental health services (CBITS) to approximately 140 youth in less-impacted schools. Objective 1.3: By the end of the 2020-2021 school year, the provider organization, will provide crisis counseling, community-based mental health services and coordinated referral services to approximately 50 families across the 3 school districts. Objective 1.4: By the end of the 2020-2021 school year, the team and Behavioral Health Professionals will provide individual DMH services to approximately 480 youth (3% of total partner district enrollment). Goal 2: Increase the capacity of school personnel, first responders, community groups, and behavioral health professionals located in the southeastern United States to provide rural-specific disaster preparedness and response services and increase disaster mental health literacy. Objective 2.1: By the end of the 18-month project period, the team will deliver 8 trainings (20 attendees per training; approximately n = 160 total) for school personnel, first responders, community groups, and behavioral health professionals within the 3 school districts. Objective 2.2: By the end of the 18-month project period, the team will increase program reach and impact by delivering rural-specific, DMH preparedness and response workforce development trainings to school personnel across the Southeastern U.S. Objective 2.3: By the end of the 18-month project period, attendees of the local workforce development trainings will demonstrate increased literacy related to rural-specific, DMH preparedness and response and the recognition of signs and symptoms of mental health concerns linked to disasters. Goal 3: Increase the capacity of local school districts to recognize signs and symptoms of mental health concerns, increase mental health literacy, build community resilience, and promote adaptive coping in response to disasters. Objective 3.1: By the end of the 18-month project period, the team will provide 150 hours of consultation services to school personnel and community stakeholders who have experienced disasters.

The Camp Fire Resilience and Recovery Project is designed to provide much needed services for Paradise area schools impacted by the devastating Camp Fire in November of 2018. Areas targeted for intervention include ongoing crisis counseling for students, trauma-based group counseling, much needed substance abuse interventions, social emotional interventions, and staff training on areas associated with trauma, mental health and recovery. Populations served in the grant include all students within the Paradise Unified School District, Golden Feather Union Elementary School District, and Paradise area charter schools. All students grades K-12 will have access to part or all of the strategies implemented, although numbers shift it is believed this number will exceed 1800 students, and roughly 200 staff. Strategies and interventions include 1:1/group crisis counseling, substance abuse curriculum delivery in class and 1:1 and group substance abuse counseling, robust training for staff and community in the areas of trauma, mental health, and secondary trauma, weekly social emotional lessons in class, and case management for students and families. Goals: 1. Increase student health and wellness by providing in class psychoeducation regarding the risks of tobacco and other substances. 2. Increase the impacted area school’s capacity to respond to substance use in students by using evidence-based interventions designed to build motivation for change and alternate decision making. 3. Increase school safety, wellness, and sense of community by providing crisis services that are easily accessible for students. 4. Increase community and school understanding of mental health difficulties in children, signs of risk of suicide, and awareness of secondary trauma through dissemination of a comprehensive training plan. 5. Increase fire impacted student and family stability through identifiable and accessible case management services. 6. Increase student health, wellness, and engagement through increased capacity to deliver evidence informed social emotional interventions on fire-impacted campuses. Objectives: 1. By June 2021 BCOE will have conducted trainings on Youth Mental Health First Aide for 60% of teaching staff in fire impacted schools. 2. By June 2021 BCOE will have conducted trainings on Trauma Informed Care for 60% of teaching staff in fire impacted schools. 3. By June 2021 80% of school staff will be trained by a national expert in Secondary Trauma and Self Care. 4. By the end of the 2020/2021 teaching staff and Mindful Littles staff will have provided in-class SEL interventions for 100% of students K-8. 5. 100% of students referred by teachers and school staff for fire recovery/crisis counseling will be seen by the end of the 2020/2021 school year. 6. 100% of students referred by school staff within fire impacted schools will be seen for substance abuse screening, 1:1 counseling, or group substance abuse counseling by the end of the 2020/2021 school year. 7. By June 2021, 100% of students grades K-8 will have received ongoing in class social emotional interventions.

SEEDS (Strategies for Emergency Empowerment for the Delta) utilizes a three-prong approach to maximizing project reach while ensuring efficient use of funds: Treatment, Prevention, and Recovery. SEEDS will decrease risk factors for developing trauma-related mental health issues and/or substance misuse and strengthen protective factors among students who experienced disaster in Holmes County, Mississippi during April 2019 when 17 tornadoes struck the state. One death, 18 injuries and 230 damaged homes leaving tens of thousands without power. In Holmes, first responders rescued a stalled motorist engulfed in rising water. Rapidly falling timber blocked dozens of roads trapping a school bus between two trees. Due to these storms, Gov. Haley Reeves Barbour declared disaster in 22 counties including Holmes. The difference between Holmes and the other 21: Holmes was fighting for survival before the storms. SAMHSA research shows that following a natural disaster, children are vulnerable to: • Severe stress reactions: post-traumatic stress disorder, functional impairments, traumatic stress & other disorders. • Children who have lost property or loved ones may go through lengthy periods of grief, pain and depression. • Youth are at greater risk than adults of developing psychiatric and substance abuse disorders Holmes County Population = 17,999 • Pop by race: Black= 82.5%; White= 16.2% Three out of 10 families survive on less than $10,000 per year. Moreover, Holmes County ranks DEAD LAST in health outcomes. Holmes is 100% rural AND designated 100% Health Professional Shortage Area in all 3 categories: primary, dental, and mental health care. Yet, the ratio of residents to mental health providers is 3,550:1. Holmes County Consolidated School District (HCCSD) is rated “Grade F” and struggling with academics – let alone disaster-trauma care with a student/counselor ratio of 1-to-336 – the standard is 250-to-1. Student Behavior Data Indicator: HCCSD State U.S. Out of School Suspension 13.9% 8.9% 4.7% Acts of Violence Per 1,000 74 32 13 Youth Who Report … Holmes State Youth Who Report Holmes State Alcohol use past 30 days 35.7% 18% Not viewing alcohol/drug use as dangerous 87.5% 43% Illicit Rx Use (ever) 35.1 % 2.7% Binge drinking alcohol (ever) 25.7% 9.9% Contributing Factors Holmes State US Contributing Factors Holmes State US Uninsured 16% 14% 6% Free/Reduced Lunch 100% 75% 32% Teen Pregnancy 86 61 20 Child Mortality 135.0 92.2 41.4 Single-parent households 78% 44% 20% Severe housing cost burden 17% 14% 7% SAMHSA says effective prevention saves $18 per $1 invested. Thus, with this $1M investment in treatment, prevention, and recovery - SEEDS will save an estimated $18m. Further, it allows us to plant SEEDS of health and wellness that will bloom in an otherwise desolate landscape.

The project - Assessing and Addressing Woolsey Fire Related Trauma in Malibu Public Schools: Mitigating the Inequitable Impact of Disaster across our Socio-Economic Spectrum is about three things: recovering, equity and resilience. The first goal is to assess the prevalence, and intensity of PTSD symptoms in the Malibu public school community by offering training and education to students, teachers/staff, and families. We are specifically concerned with the impact on 30% of the population that includes the low income, inter-district transfers, and English learning subpopulations. We know that natural disasters dis-proportionately impact lower income populations and recovery can be more challenging when access to resources is often determined by socio-economic status. We know the whole school population experienced trauma and those who either lost a home (12%) or those who lost sources of income (30%) are continuing to experience trauma during the extended displacement and recovery. The Boys and Girls Club of Malibu (BGCM) has been supporting the fire relief and recovery efforts by providing financial aid based on economic need, crisis counseling and workforce development programs. What has made our previous relief efforts effective is that we already cater to the most vulnerable groups within our overall population. We will offer services to 4,968 and we estimate that we will serve 2,240 with basic education and training, 500 with increased level of training and group therapy, and at least 185 with one-on-one counseling. We will be employing trauma focused cognitive behavioral therapy (TF-CBT) and Cognitive Behavioral Intervention for Trauma in Schools (CBITS) as our primary Evidence Based Practices (EBP’s) for treatment. Outcomes will be assessed with 2 psychometrically sound measures. The UCLA PTSD Reaction Index will allow us to accurately evaluate the prevalence and intensity of PTSD symptoms and will assist in providing diagnoses. The Youth Outcome Questionnaire (YOQ) will allow us to assess overall mental health. When both measures are combined, with the demographic profiles and BGCM program participation data, it will provide a high fidelity picture of our populations mental health, and what effect fire related trauma is having on particular subpopulations. Seasonal fires appear to be the new norm for our community. How we organize as a community and support our most vulnerable members will determine our resilience and ability to cope with the next disaster.

Overview: Leveraging long-standing relationships from the Telehealth ROCKS school-based telebehavioral health network, the Kansas Disaster Outreach in Schools (KanDO) project will meet pressing community needs related to flooding, tornados, and droughts, among other natural disasters. In the trusted school environment, the KanDO project will provide evidence-based direct telebehavioral services to at least 650 students, training to 650 health, social services, and educations professionals (clinicians and teachers), and engage at least ten percent of the targeted area population, or 13,000 individuals. The KanDO project will extend quality improvement, training, and telementoring opportunities to school teams and communities to advance post-disaster best behavioral practices. Goals: Goal 1 (ENGAGEMENT): To engage diverse community stakeholders to tailor, implement, and evaluate strategies and interventions to enhance student behavioral health following natural disaster. Goal 2: (SERVICES): Using evidence-based behavioral interventions for K-12 students, increase access to the strategies and interventions across the three-tier behavioral needs (universal, targeted, and individual). Goal 3 (TRAINING/MENTORING): Utilizing a range of onsite and distance education delivery approaches including Project ECHO, increase quality improvement, continuing education, and telementoring opportunities related to post-disaster behavioral support. Goal 4 (WORKFORCE): To support trainee participation in KanDO activities across the workforce pipeline, at the KanDO schools, their communities, and the academic health center. Populations Served: The target student population is the Telehealth ROCKS school-based telebehavioral health network. This includes15 school districts served by South Central Special Education Cooperative; the Coffeyville School District; and schools served through Community Health Center of Southeast Kansas. This network will directly serve 19 sites in 10 counties impacted with a total population of 134,772. The counties have all been declared disaster areas in 2019 due to flooding and all qualify as primary care, mental health, and dental Health Professional Shortage Areas (HPSAs), as well as MUAs. The KanDO project will extend culturally sensitive behavioral services across K-12 students, including those who may have unique disaster recovery behavioral needs. This includes extending services to at-risk populations and their families, including youth with behavioral health and/or substance use concerns; children with intellectual and/or developmental disability; children with special healthcare needs; and children with mobility limitations. Strategies & Interventions: Evidence-based strategies will mirror the three-level pyramid of universal, targeted, and individual interventions (Adapted from Pynoos et al., 1998) using evidence-based approaches. The first-tier interventions will extend Psychological First Aid and Child-Adult Relationship Enhancement, as well as resilience training for students and faculty. The second-tier interventions will utilize the Skills for Psychological Recovery (SPR) and Modular Approaches to address trauma and grief. The third-tier strategies will include strategies for young elementary students, Parent Child Interaction Therapy, and for later elementary and pre-teens an adolescents, Trauma-Focused Cognitive Behavioral Therapy.

Beginning on February 17, 2019, Sonoma County California was subjected to severe, non-stop rainfall that caused massive flooding, particularly in areas adjacent to the Russian River, which overflowed its banks. According to County estimates, a total or 1,900 homes-1,760 with major damage-and 578 businesses were affected. Forty-five schools were closed, and 12,400 students were impacted. Adding to the impact of the floods, the Kincade fire burned nearly 78,000 acres in late October/early November 2019. This region received a major Disaster Declaration on May 20, 2019. To manage the impact on Sonoma County's school aged children, the project will: 1) Screen 3000 children for trauma exposure and risk level using PsySTART; 2) Provide stepped care TF-CBT to high risk 400 children and their caregivers; 3) Train 100 school personnel in disaster trauma informed care and basic psychological first aid for schools using Listen Protect Connect for schools and universal Disaster trauma triage using PsySTART; 4) Train 10 school based therapist in TF-CBT and the CPSS-SR-V clinical measure. Connect with Multiple community pediatric disaster trauma informed partners (SCDBH, Primary Care, First Responder, hospital ED, business leaders engage in preparedness, MRC and CERT teams). Desired outcomes also include the following: 1) successful engagement in TF-CBT of >75% of children who are identified as having significant PTSD symptoms and who consent/parents who consent to receive TF-CBT; 2) successful completion of TF-CT: 75% of children who begin TF-CBT will successfully complete TF-CBT; 3) parental participation: parents will be successfully engage in and participate in TF-CBT in>60% of cases; and 4) significant improvement in PTSD symptoms as documented by clinically meaningful improvement in CPSS-SR-V scores from pre-post treatment in >75% of children who complete TF-CBT.

Project THRIVE will provide evidence based Wraparound services for 180 students during the 18 month period. Target population will be children requiring services from existing Mobile Response Teams. The wraparound facilitators will provide a strength-based, team-supported planning process to achieve highly individualized plans to address complex emotional and behavioral needs of k-12 students in four counties. The project will target the children referred for involuntary evaluations under the Florida Baker Act. (70% increase in cases year to year)

The proposed project plans to provide school-based mental and substance use disorder treatment, crisis counseling, and other related supports to children and youth attending schools in Brunswick, New Hanover and Pender counties in North Carolina which were severely impacted by Hurricane Florence. The primary purpose of our proposed project is to decrease the impact of Hurricane Florence on school-aged children K-12 in the selected areas. Our goals and objectives are the following: Goal 1. To increase awareness of mental health issues among school-aged youth. Objective 1. To Develop a workforce training plan to increase the mental health awareness and literacy of school personnel (staff and administrators) parents, and others who interact with school-aged youth to recognize the signs and symptoms of mental illness and link them to appropriate services. Objective 2. Implement the plan by providing training on EBPs that increase mental health awareness and literacy school personnel and other adults who interact with school-aged youth (the workforce for the proposed project). Objective 3. To assess the plan Goal 2. To connect school-aged youth who have behavioral health issues and their families to needed services. Objective 1. Provide coordinated referral, services, and follow-up to school-aged youth and their families for evidence-based school and community based mental health practices and services. Objective 2. Establish relationships with local businesses, families, and community groups to broaden and link all community resources available to school-aged youth and their families impacted by the disaster. Goal 3. To provide direct treatment services within school settings. Objective 1. Develop a comprehensive plan of community-based mental health services, including crisis counseling, that utilize evidence-based practices and are developmentally appropriate. Objective 2. Implement processes to respond immediately on-site if a school-aged youth exhibits behavioral signs warranting the need for clinical attention. Objective 3. Provide direct treatment services in schools through mental health professionals, behavioral health aides, peers, and other related health professionals. The proposed project is 18 months.

The Commonwealth of the Northern Mariana Islands Public School System (CNMI PSS) Project Trauma Advised Student Advocacy (TASA), like the pillar on which the indigenous Latte Stone homes were built, aims to support and increase student resilience in a region where people have experienced trauma as a result of two recent devastating natural disasters. Typhoon Manghkut and Super Typhoon Yutu, have resulted in displaced families, devastated infrastructure, and psychological distress on youth and adults. To mitigate the impact of disaster-based trauma and crisis, the CNMI Public School System will implement a multi-tiered approach to school-based behavioral health and crisis response. The goals of Project TASA are to improve CNMI PSS staff preparedness to both recognize and respond to trauma and crisis, increase access to school-based and related mental health services and build connectedness among family, schools, and community to address student mental health and well being. To achieve this, Project TASA will (1) increase school-level counselors, teachers, and education leaders level of preparedness through awareness & literacy of trauma-informed systems of care; (2) increase access of school-level counselors, identified teachers, administrators to crisis response training; (3) train school counselors and administrators on Project TASA policies and procedures; (4) identify students for Project TASA tiered interventions by completion of a universal screener; (5) train school counselors to complete evidence-based and developmentally-appropriate training/certification to support coordinated referral processes; (6) access to peer supports, and (7) establish and facilitate a Project TASA advisory board that will drive policy proposal and increase key partners’ awareness of mental health concerns & resources. Project TASA will support the 10,002 students in all 20 CNMI PSS schools across the three inhabited islands of the CNMI: Saipan, Tinian, and Rota: 35.3% of students identify as Filipino, 23.9% as Chamorro, 12.7% indicate having a multi-ethnic backgrounds, 6.8% Chinese, & 21% account for other ethnic backgrounds. According to internal PSS data an estimated 20% (2,006) students accessed clinical or disciplinary actions in need of intervention. Strategies and interventions include Screening, coordinated referral, crisis response and implementation of direct evidenced school-based services: Trauma-Informed Skills for Educators (TISE)/Secondary Traumatic Stress (STS), Skills For Psychological Recovery (SPR), Healing After Trauma Skills (HATS), Bounce Back, Cognitive Behavioral Intervention for Trauma in the Schools (CBITS), Support for Students Exposed to Trauma (SSET), Peaceful Alternatives to Tough Situations (PATTS), The Fourth R: Healthy Relationship Plus Program, Healthy Relationship Plus Program for LGBT2Q+ youth, & Indigenous Peer Mentoring. The program goals and objectives will guide a data-driven process that will inform decision-making at all levels. Project TASA supports the CNMI PSS’ goal of providing a safe & caring learning environment that supports behavioral health and academic achievement of all students.

The Nebraska Disaster Recovery Schools 2020-21 Project will serve youth and families in 23 Nebraska counties with Individual Assistance Declarations under FEMA-4420-DR. Our overall strategy is to leverage and expand existing programs working with schools to identify and serve students with behavioral health needs and their families, including those experiencing impacts due to severe flooding in 2019. Interventions: Behavioral health treatment providers will deliver direct therapeutic interventions in schools. Schools will be informed when and how to access the Nebraska Youth Mobile Crisis Response (YMCR), a free resource with therapists available 24/7 on-site or through video consultation. Trained in-school teams and Emotional/Behavioral Navigators will provide referrals to mental health services. Workforce development will include Youth Mental Health First Aid training of trainers, training in Mindful Schools K-12 Facilitation, and the School Community Intervention & Prevention (SCIP) annual conference. Crisis Counselors will work to foster community relationships and knowledge of disaster recovery processes, and to link school-aged youth and their families impacted by the disaster to community resources. Goals & Objectives: We anticipate providing 582 students with direct therapeutic interventions (382 in year 1, and 200 in the 6 months of year 2); and 3000 families and other community members (2000 in year 1 and 1000 in the six months of year 2) through direct crisis counseling contacts in the community. Goal 1: School staff are able to recognize signs of mental illness and substance use and respond with immediate support and assistance. Objective 1.1: By September 1, 2020, hold Youth Mental Health First Aid Training of Trainers. Objective 1.2: By September 2021, hold an a minimum of 12 trainings (average of one per month after training-of-trainers) in Youth Mental Health First Aid across disaster-impacted counties (some trainings will involve multiple counties). Goal 2: New schools commit to the SCIP Program. Objective 2.1: By September 2021, eight new schools in the disaster area will have implemented, or will have committed to implementing, SCIP. Goal 3: School personnel have the skills to recognize disaster-related impacts on children in order to provide appropriate referrals and follow-up. Objective 3.1: Provide training in disaster reactions and recovery at SCIP annual training in Summer 2020. Objective 3.2: By January 2021, provide training stipends for school personnel in 60 schools to attend Mindful Schools Facilitator Training. Goal 4: Increase capacity to provide therapeutic interventions in schools. Objective 4.1: By August 2020, establish contracts with treatment providers. Objective 4.2: By September 2021, provide all school districts in catchment area with information and resources on YMCR. Goal 5: Increase communities' ability to understand disaster reactions and recovery. Objective 5.1: Region Disaster Crisis Counselors provide education and information through 3,000 outreach contacts (one-on-one education, individual crisis counseling, group counseling, public presentations).

Educational Service Unit 2 is a regional service center in east central Nebraska. The agency serves the counties of Burt, Cuming, Dodge, and Saunders with student enrollments of 12,000. Goal 1.0 Improve district crisis preparedness with plans that include physical safety & mental health support. Objective 1.1 By end of year one of the project, schools will attend ten days of crisis plan training. Objective 1.2 Upon completion of live and video conference workshops, 75% of crisis planning workshop participants will demonstrate increased knowledge about crisis preparedness, childhood trauma, and evidence-based interventions as measured by pre/post workshop surveys. Goal 2.0 Increase schools’ capacity to build trauma-informed infrastructures/systems that meet their needs and based on SAMHSA’s six principles of a trauma-informed approach. Objective 2.1 By end of the project, 400 school district personnel will demonstrate increased knowledge of trauma-informed care and evidence-based interventions as measured by pre/post workshop surveys following three days of workshops. Objective 2.2 By end of the project, 400 school district personnel will demonstrate increased knowledge of Mental Health First Aid strategies as measured by pre/post workshop surveys. Goal 3.0 Increase schools’ capacity to support students with evidence-based strategies to treat trauma. Objective 3.1 By end of the project, 15 school district and/or ESU 2 personnel will become certified CBITS facilitators following three days of certification training and observations. Objective 3.2 By end of the project, 15 school district and/or ESU 2 personnel will become certified Bounce Back facilitators following three days of certification training and observations. Objective 3.3 By end of the project, 30 school district and/or ESU 2 personnel will become certified SSET facilitators following two days of certification training and observations. Goal 4.0 Access to therapy for students, staff, & families affected by trauma caused by the 2019 flooding. Objective 4.1 By the end of the first month of the project, the advisory group will create referral procedures to match student, staff, and family needs with appropriate supports. Objective 4.2 By the end of the project, 1,700 hours of individual and/or group therapy sessions delivered.

DISC Village, Inc. will expand capacity of Evidence-based Prevention Education and Youth Counseling services utilizing qualified professionals in schools to decrease symptomology of trauma exposure from Hurricane Michael. DISC Village, Inc. will provide universal strategies to increase awareness of mental health related challenges for school administrators and personnel to encourage youth to engage in services that meet individualized behavioral health needs. An estimated 40,000 students are actively enrolled in the public school systems within Leon and Wakulla Counties for the 2019-2020 school year. In the months following Hurricane Michael, these Districts saw a surplus of 300 new students relocating as a direct result of the storm. These students demonstrated challenges with mental wellness brought on by the experience of a traumatic event including, but not limited to, fear, anxiety, social-disconnectedness, and depression, all while trying to navigate a new community and school setting. The expansion of Prevention Services will include Evidence-based education models that incorporate strategies aligned with Cognitive Behavioral Therapy (CBT) including psychoeducation about reactions to trauma, relaxation training, stress or trauma exposure, and social problem-solving. Prevention Services’ goal is to reduce symptoms related to PTSD and trauma exposure among students. Pre and post interviews will be conducted by staff, incorporating screening tools identifying anxiety, fear, depression, and self-esteem. Students will complete activities to build social skills, enhance resiliency to stress, and identify ways to advocate for peer and caregiver support. The expansion of Youth Counseling services will include targeted therapeutic mental health counseling utilizing Evidence-based modalities of Motivational Interviewing, Dialectical Behavior Therapy (DBT), Cognitive Behavioral Therapy (CBT), and Solution-Focused Brief Therapy (SFBT). Youth Counseling services’ goal is to enhance self-sufficiency and self-esteem, and promote the resolution of the underlying challenges with emotional wellness among students. A comprehensive biopsychosocial assessment will be conducted by staff to determine need for services. Students will collaborate with counselors to develop a comprehensive treatment plan that identifies personal strengths, needs, abilities, and preferences. Individualized goals and objectives will be addressed in weekly one-on-one sessions. The Organization is projected to serve 375 students annually and approximately 5,500 individuals during the lifetime of the project to include students in both Prevention and Youth Counseling Services, school faculty and staff, and community members.

To help students respond to the effects of Hurricane Michael, the Florida Department of Health has partnered with the National Center for School Mental Health, Life Management Center of Northwest Florida Inc. to work with Bay, Calhoun, Gadsden, Gulf, Jackson and Liberty School Districts in developing the infrastructure and capacity of these school districts impacted by this hurricane. The goal is to implement and sustain high quality, trauma-responsive comprehensive school mental health systems that provide evidence-based, trauma-responsive mental health services, including crisis counseling, to indicated youth, including Cognitive Behavioral Intervention for Trauma in Schools (CBITS) and Bounce Back. Additionally, the initiative will increase the mental health awareness and literacy of all school staff in the six school districts via training in Youth Mental Health First Aid and the overall trauma-responsiveness of each school, using the Trauma-Sensitive Schools Training Package. These services will be targeted towards the students in public pre-kindergarten through 12th grade schools in the aforementioned school districts.

“Ma’lak na ha’åni” or Bright Futures, is WestCare Pacific Islands, Inc.’s (WPI) proposed trauma treatment program for youth ages 11-17 living on Guam in the aftermath of federally declared disaster Typhoon Mangkhut in 2018 (DR-4398). WPI, collaborating with cross-sector community partners including Guam Department of Education, Guam Behavioral Health and Wellness Center, Coalition for a Drug Free Dededo, Department of Youth Authority, and Sanctuary, Inc., will provide critical mental health support and treatment services for this vulnerable population through school site-based programming at two middle schools and one high school in central and northern Guam in the geographic catchment area of zip codes 96912 (Dededo), 96929 (Yigo), 96910 and 96932 (Hagatna), 96923 (Mangilao), and 96926 (Sinajana). The Evidence-Based Practices to be used in Bright Futures are Support for Students Exposed to Trauma (SSET), Screening, Brief Intervention, and Referral to Treatment (SBIRT), Cognitive-Behavioral Therapy (CBT), Cognitive-Behavioral Intervention for Trauma in Schools (CBITS), and Motivational Interviewing (MI). Services will be provided by three full-time clinicians and three youth service specialists with expertise in helping this specific population, and supported by a full-time Project Director, Evaluation Director, Research Assistant, and Administrative Assistant. Eighteen percent of Guam’s population is between the ages of 10-19, and one in 10 experience mental health problems, according to the Guam Behavioral and Wellness Center. The nonprofit Save the Children reported in 2010 that needs of children who live through a disaster include mental health needs; however, the organization reported to Congress in 2015 that of 81 recommendations for providing disaster-related treatment, only 17 had been fully met. WPI and partners will provide evidence-based, developmentally appropriate school- based mental health services including crisis counseling, direct mental health treatment services, coordinated referrals to community services, and follow-up to 50 students and their families at each site, for a total of 150 students during the life of this grant, if awarded. The project will also execute a workforce development training plan to increase mental health awareness and literacy of school staff, administrators, parents, and others who interact with these children, deepening and expanding community relationships to better serve the families of children affected by this disaster.