Policy Brief Discussion 1: Are the Children Well?

Senior ADviser for Program Development

The report suggests that to separarte mental and physical wellness is artificial and can be harmful. Are there examples of how organizations or systems have overcome structural and financial barriers to providing integrated and holistic care that builds resilience in children and their families?

Submitted by (@janeisaacslowe)

Policy Brief Discussion 1: Are the Children Well?

Is health one?

Are we ready to do away with distinctions between “mental” and “physical” health? Why and why not?

Submitted by (@dmurphey)

Policy Brief Discussion 1: Are the Children Well?

Family wellness

Can child wellness be achieved if parental wellness is lacking? What are promising practices in two-generation approaches to better mental and physical health?

Submitted by (@rgooze)

Policy Brief Discussion 1: Are the Children Well?

senior research scientist

To what extent are current interventions evidence-based? Where are knowledge gaps greatest: in knowing what to do, or in knowing how to scale what we know works?

Submitted by (@dmurphey)

Policy Brief Discussion 1: Are the Children Well?

Is this really a shift from illness to promotion of wellness?

The point is that mental health policy needs to effectively develop a full intervention continuum: (1) promotion of mental health, (2) a focus on prevention of MH related problems, (3) a focus on responding as early after the onset of problems as is feasible, and (4) enhanced systems of care. It also needs to encompass a sophisticated approach to the role of schools. It is especially essential not to present wellness ...more »

Submitted by (@adelman)

Policy Brief Discussion 1: Are the Children Well?

how does one make this happen?

My concern about this report is not the content, which is basically what many of us have written at one time or another (and it's perfectly good). It's the challenge, in these times, of making grand recommendations. For some time, I have written about the urgency of state and community level dialogue and engagement. Working with schools, with community groups, with state advocacy groups...this is where we must focus...our ...more »

Submitted by (@evelynfrankford)

Policy Brief Discussion 1: Are the Children Well?

Community schools are a viable option for two-generational impact

Community schools place health and wellness alongside learning and family supports to reinforce two-generation impact. Through community school partnerships, schools become hubs for early childhood education, well-child visits, family financial literacy, after school and summer programs, behavioral health counseling, high school and college preparation, and much more. Further, community schools present an opportunity ...more »

Submitted by (@nicolejohnson)

Policy Brief Discussion 1: Are the Children Well?

Build on the Success of School Based Health Centers

One of the most effective models for integrating physical and mental health within the school environment is School Based Health Centers (SBHCs). SBHCs remove barriers to care, mitigate the stigma associated with mental health treatment for many students and families, and create a safe haven for children and adolescents. SBHCs have been shown to support young people, improve their health, and increase their academic success. ...more »

Submitted by (@jesse0)

Policy Brief Discussion 1: Are the Children Well?

School-Based Health Centers are integral to achieving Wellness!

School-Based Health Centers can be the link among several report recommendations to achieve wellness in children and youth. SBHCs increase access to integrated health services, support families and students through universal wellness programs and direct mental health services, and influence school climate through teaching trainings, social-emotional learning programs, and youth-led stigma reduction campaigns. In order ...more »

Submitted by (@aliciarozum)

Policy Brief Discussion 2: Trauma and Resilience

Illness vs. Wellness? Trauma-informed educational training

In attempts to educate admins, teachers, and students about the impact of trauma on learning, I've had mixed responses. Admins/some teachers tend to view a "trauma-informed" models (Sanctuary, trauma-education, reflective supervision) as focused on "illness," making excuses for poor behavior, and stigmatizing. Other teachers are more open, and during training, one can see the "light bulb" moments happening for them ...more »

Submitted by (@kryscooperlcsw)

Policy Brief Discussion 2: Trauma and Resilience

socio-economic factors

Regarding socio-economic disparities, in order to ensure that resources are reaching *all* children in need, education across the board is crucial. William Penn Fdn has funded programs to address this in the age 0-3 cohort; but education is needed for children, families, teachers in the K-8 and high-school levels as well, where negative behaviors tend to manifest and lead to disciplinary challenges. Teachers often comment ...more »

Submitted by (@kryscooperlcsw)

Policy Brief Discussion 2: Trauma and Resilience

proactive approaches/resilience

In response to this question - again, system-wide education, which would include information and implementation of supportive *tools* (as mentioned: safety cards, yoga, relaxation, exercise, focusing on feelings vs. facts) can foster a sense of empowerment and forward motion, rater than feeling stuck in the trauma and its impact. "We are here to give you tools to help manage the negative effects of stress" is one approach ...more »

Submitted by (@kryscooperlcsw)