Suicide is one of the leading causes of death for children and teens. Julie Goldstein Grumet of the Suicide Prevention Resource Center at EDC advises schools to offer staff suicide prevention training and to increase awareness of the issue.
The Tribal Youth Program (TYP) Training and Technical Assistance (T/TA) Center addresses the need to strengthen American Indian and Alaska Native juvenile justice and other systems–education, mental health and social services, culture, recreation and employment programs–all critical to Office of Juvenile Justice and Delinquency Prevention’s mission of reducing juvenile delinquency, violence, child victimization, and increasing the safety of tribal communities.
The National Center for Mental Health Promotion and Youth Violence Prevention (National Center) provides technical assistance and training to 106 federally funded Safe Schools/Healthy Students (SS/HS) grantees and 6 Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health) grantees.
Specifically, the National Center provides technical assistance for an array of culturally competent, in-person, and electronic services to assist grantees in planning, implementing, evaluating, and sustaining program activities.
Teenage Health Teaching Modules (THTM) is a successful, nationally-used, and independently evaluated comprehensive school health curriculum for grades 6 to 12. It provides adolescents with the knowledge and skills to act in ways that enhance their immediate and long-term health. The evaluation of THTM concluded that the curriculum produced positive effects on students’ health knowledge, attitudes, and self-reported behaviors.
Through this project, More than a Dream Teen Pregnancy Prevention for Latino Youth, EDC aims to identify youth and parent interventions that address sexual health and pregnancy prevention among Latino youth. Interventions must be developmentally appropriate as well as culturally and linguistically relevant to Latino youth and their parents.
The goal is to reduce sexual and other risk behaviors. Participants will be Latino adolescents, ages 12-14, and their parents.
Since 1991, EDC staff have served as consultants and advisors to the World Health Organization (WHO) and have authored numerous publications for WHO on global school health issues. Additionally, EDC maintains the WHO Collaborating Center to Promote Health Through Schools and Communities.
The Center’s goal is to deliver services that strengthen the capacities of schools and communities worldwide to promote the healthy development of students, school personnel, families, and surrounding communities.
The Suicide Prevention Resource Center (SPRC) provides U.S. states, tribes, government agencies, private organizations, colleges and universities, suicide survivor groups, and mental health consumer groups with access to the science and experience that can support their efforts to develop programs, implement interventions, and promote policies to prevent suicide.
SPRC’s mission is to strengthen suicide prevention networks and advance the National Strategy for Suicide Prevention. Toward that end, SPRC provides technical assistance and training, as well as a resource-rich website.
In the 1990s, HHD, together with World Health Organization (WHO), developed the Rapid Assessment and Action Planning Process (RAAPP) for School Health, an approach and package of tools—research instruments, training strategies, data analysis, and action planning techniques—to assess and strengthen a country’s capacity to deliver school health programs. Since 1999, RAAPP has been used in Indonesia, Nigeria, and, most recently, in India.
The purpose of this project is to identify and document implementation issues experienced by Substance Abuse and Mental Health Services Administration community and school grantees who received support to implement and evaluate youth violence prevention efforts.
The Zambia QUESTT Project aims to improve the quality of basic education delivery systems and to mitigate the impact of HIV/AIDS on children’s educational experiences (both in and out of government schools). To accomplish these objectives, QUESTT is leading several initiatives to improve teacher practice through the integration of Interactive Radio Instruction (IRI) in government schools and technology-based interventions. These interventions include the use of video and cell phone communication for both in-service and preservice teacher support.
Serving communities in the Three Areas, HEAR Sudan builds capacity of local stakeholders to plan, implement and monitor health and education services, helps translate this increased capacity into action, and builds community support for school governance and outreach. HEAR strengthens linkages between educators and health workers with the aim of increasing healthy girls’ and boys’ access to quality education.
The School Health Infrastructure Project (SHIP) is working with superintendents of large urban school districts and local health department commissioners to plan for and implement modern school health programs. Such programs integrate the resources of education, health, and social service agencies to improve outcomes around four types of goals to improve knowledge, health behaviors and outcomes, education outcomes, and social outcomes. They are systemwide initiatives that are based on collaboration of youth, families, and communities with school and health organizations.
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
Education International (EI), EDC, and the World Health Organization work with teacher-union affiliates in nearly 50 countries in Africa, Asia, Caribbean, and Latin America to prevent new HIV infections, increase the number of learners completing basic education, and mitigate the impact of HIV and AIDS on achieving Education For All Goals. This work involves a range of activities including training, policy development, advocacy, research, publicity and communications.
EDC is working with the National Law Enforcement Museum to develop the Domestic Violence Awareness Program (DVAP).
DVAP is a professional development program for teachers, administrators, school resource officers, counselors, and other school professionals to help them identify, address, and develop community-wide support for students who are living in households where domestic violence occurs.
EDC is developing an interactive, animated CD-ROM for high school students in West Africa to teach them about Pandemic H1N1 2009 influenza. Through this e-Learning multimedia product—with computer games and a comic style story—students will learn about the transmission and dangers of the H1N1 virus, necessary skills to protect themselves, and how to communicate with parents, relatives, and friends about the dangers of transmission and appropriate preventive actions.
EDC is facilitating a policy development project to promote mental health assessments and improve access to mental health services for youth suspended or expelled from California schools. After an analysis of current school district policies on suspension and expulsion from data and focus groups, EDC will determine policy and program recommendations that enable students to receive necessary mental health services in an effort to reduce dropout rates and disparities in access to services.
EDC is writing a manual on pandemic preparedness for schools in an effort to protect the health of students, staff, and families across the globe. It will be distributed through the World Health Organization. The manual is intended to help administrators and teachers with pandemic planning and response in schools. It emphasizes the need for school-based efforts to prevent the spread of influenza.
EDC is developing a web-based course on pandemic preparedness and response for communities. The primary audience is local decision-makers and practitioners, with additional modules for specific audiences.
WWhile research has identified a number of effective suicide prevention strategies, many have not been put into practice. Through this project, EDC will create two toolkits with easy-to-use educational materials and interactive resources that will also focus on institutional and personal barriers that prevent suicide from being addressed in each setting, and provide motivation to create more positive environments.
Through this program 10,000 students in 12 schools in rural KwaZulu-Natal, South Africa are receiving health education, health services, and computer education. A mobile van is traveling around to communities in the areas providing these services. EDC developed the health education curriculum, trained health educators, and is assisting in the planning and evaluation of this project for Mpilonhle, a South African NGO.