Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Mental health services --- Students --- Evaluation. --- Mental health services. --- Pupils --- School life --- Student life and customs --- Persons --- Education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

African American boys --- African American men --- Services for --- Social conditions --- Afro-American boys --- Boys --- Afro-American men --- Men, African American --- Men

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The Post-Residential Action Plan (P-RAP) is a process used by the National Guard Youth Challenge (ChalleNGe) Program to assist at-risk youth ages 16 to 18 with identifying placement goals and developing a plan to achieve them based on where cadets envision going in life after they complete the residential, quasi-military ChalleNGe Program. ChalleNGe focuses on eight core components: academic excellence, health and hygiene, job skills, leadership and followership, life-coping skills, physical fitness, responsible citizenship, and service to community. A cadet's plan may focus on obtaining additional education or training, searching for and obtaining employment, joining the military, or some combination of these options. Youth in the ChalleNGe program may have struggled with academic, social, or behavioral problems prior to the program, and they may need enhanced support with goal-setting. ChalleNGe has 40 sites across the United States and implementation of the P-RAP varies considerably across sites. The implementation and utility of the P-RAP has not yet been examined. The purpose of this project was to examine the various approaches to using the P-RAP across ChalleNGe sites, draw insights from the literature on best or promising practices for goal-setting in adolescence, and provide recommendations on the use of the P-RAP in the ChalleNGe program. The authors used three main methods to achieve these aims: literature review, examination of the P-RAP template, and conversations with staff at select sites to discuss implementation of the P-RAP.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Drawing on national, state, and local data, the Urban Child Institute partnered with RAND to explore the social and emotional well-being of children in Memphis and Shelby County, Tenn. The book highlights the importance of factors in the home, child care setting, and community that contribute to social and emotional development.

Child welfare --- Children --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Child protective services --- Child protective services personnel --- CPS (Child protective services) --- Humane societies --- Protection of children --- Family policy --- Public welfare --- Social work with children --- Social work with youth --- Charities --- Charities, protection, etc. --- Protection --- Memphis (Tenn.) --- Tennessee

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the COVID-19 pandemic, nearly 50 percent of college students reported at least one mental health concern. The COVID-19 pandemic notably exacerbated these issues and underscored the urgent need to identify and implement ways to ameliorate the youth mental health crisis. In 2021, the National Academies of Sciences, Engineering, and Medicine called on the field of higher education to address growing concerns about student mental health by identifying and elevating emerging and promising approaches that offer a more holistic way to support students' mental health. Serving as the main entry point for more than 40 percent of students seeking a postsecondary degree, community colleges represent a tremendous and untapped opportunity to better address mental health in the United States, particularly for students who have been traditionally underserved (e.g., students of color, first-generation students, and low-income students). However, community colleges have limited evidence and guidance to inform the implementation of multilevel, holistic approaches to support students with varying mental health needs. To address this knowledge gap, this report shares a descriptive study of eight community colleges at the forefront of implementing multilevel approaches (a combination of prevention, early intervention, and treatment services) to support student mental health, as well as key facilitators for and barriers to their success.