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Applied Neuroscience for Successful Futures

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Applied Neuroscience for Successful Futures

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A free, 1-hour professional learning course from Pathways to Empower about the applied neuroscience for improving resilience and brain health.

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Understood - For learning and thinking differences

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Understood.org is the leading nonprofit empowering the 70 million people with learning and thinking differences in the United States.

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Michigan's Guidance for a Comprehensive School Mental Health System of Supports

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Michigan's Guidance for a Comprehensive School Mental Health System of Supports

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“Supervision of” Documentation for Social Workers/Professional Counselors

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“Supervision of” Documentation for Social Workers/Professional Counselors

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Under the Supervision of- Documentation for LLMSW/LLPC

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“Supervision of” Documentation for Limited License Psychologists

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“Supervision of” Documentation for Limited License Psychologists

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Under the Supervision of- Documentation for Limited License Psychologists

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username:  allegan-imp

Password: Schoolyear2025

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Log In ‹ SOS Signs of Suicide – MindWise Innovations — WordPress

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Designed for grades 6-12, SOS teaches students how to identify signs of depression and suicide in themselves and their peers, while providing materials that educate school professionals, parents, and communities to recognize at-risk students and take appropriate action.

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Guidance Recommendations for Supervision of School-Based Mental Health Clinicians

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Guidance Recommendations for Supervision of School-Based Mental Health Clinicians

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BH Works MI-Provider Guided Workflow (updated 2025)

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Building a Safety Net Training 2025-2026 

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Building a Safety Net Training 2025-2026 

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Trauma Informed Support in Schools Training 2025-2026

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Trauma Informed Support in Schools Training 2025-2026

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Meet state licensure requirements with a targeted session on Human Trafficking. Stay compliant and up to date—don’t miss it!

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Meet state licensure requirements with a targeted session on Implicit Bias. Stay compliant and up to date—don’t miss it!

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Meet state licensure requirements with a targeted session on Pain Management. Stay compliant and up to date—don’t miss it!

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Meet state licensure requirements with a targeted session on Social Work Ethics. Stay compliant and up to date—don’t miss it!

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Michigan Department of Education sent this bulletin at 05/16/2025 08:39 AM EDT

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05/13/25 School-Based Behavioral Health Provider Meeting Recording

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HIPAA_FERPA Guidance for 31n_C4S Mental Health Providers (2).docx

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Allegan County Mental Health and Suicide Prevention Resources

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Allegan County Mental Health and Suicide Prevention Resources

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Michigan’s MTSS Technical Assistance Center

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Michigan’s MTSS Technical Assistance Center

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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ALLEGAN COUNTY AGENCIES/ORGANIZATIONS

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Top Curriculums Recommended by School Social Workers

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Top Curriculums Recommended by School Social Workers

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Top Curriculums Recommended by School Social Workers

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During the Fall, SSWAA surveyed our members on a number of fun topics in the hopes of gathering knowledge and advice from our very own professionals in the field. For our final post in this series, we will share the top curriculums that our members shared. Descriptions and information on each curriculum have been pulled directly from their websites. What curriculums do you use? Zones of RegulationThe Zones of Regulation framework and curriculum (Kuypers, 2011) teaches students scaffolded skills

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Behavioral Health Providers Collaboration Document- Roles, Funding, Responsibilities

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Behavioral Health Providers Collaboration Document- Roles, Funding, Responsibilities

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School-Based Behavioral Health Training and Collaboration Compilation (MDE)

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School-Based Behavioral Health Training and Collaboration Compilation (MDE)

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Systematic Screening: Considerations and Commitment to Continued Inquiry
We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches. We have provided guidance for selecting, installing, and using screening data within Comprehensive, Integrated, Three-Tiered (Ci3T) models of prevention on the page below and now, respectfully offer these considerations. Our sincere thanks to our trusted partners for engaging in this important inquiry with us for more than 15 years to date. - September 9, 2020

Stay tuned! Resources on this page related to COVID-19 considerations will be moved into this accordion soon.

The Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE) - is an adapted version of the SRSS (Drummond, 1994) and is available free-access. The SRSS-IE modifies the original 7-item SRSS with the inclusion of 5 new items characteristics of internalizing behaviors. The SRSS-IE includes the original seven items and the new five items with all items rated on the same 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Cut scores for externalizing and internalizing behaviors are available for elementary and secondary (i.e., middle and high) schools (see table below). Please also see articles listed below for full details on how cut scores were established at the elementary and secondary levels. Please note the item peer rejection is included in the SRSS-E7 and SRSS-I6 when used at the middle and high school level. The two subscale scores are used for decision making.

Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE)
Elementary School Middle and High School

SRSS-E7 SRSS-I5 SRSS-E7 SRSS-I6

(1) steal;
(2) lie, cheat, sneak;
(3) behavior problem;
(4) peer rejection;
(5) low academic achievement;
(6) negative attitude;
(7) aggressive behavior

(8) emotionally flat;
(9) shy, withdrawn;
(10) sad, depressed;
(11) anxious;
(12) lonely

(1) steal;
(2) lie, cheat, sneak;
(3) behavior problem;
(4) peer rejection;
(5) low academic achievement;
(6) negative attitude;
(7) aggressive behavior

(4) peer rejection;
(8) emotionally flat;
(9) shy, withdrawn;
(10) sad, depressed;
(11) anxious;
(12) lonely

0-3 = low risk
4-8 = moderate risk
9-21 = high risk

0-1 = low risk
2-3 = moderate risk
4-15 = high risk

0-3 = low risk
4-8 = moderate risk
9-21 = high risk

0-3 = low risk
4-5 = moderate risk
6-18 = high risk

School level teams use these scores along with other school-collected data (e.g., curriculum-based measures of reading, math, and writing; course failures; office discipline referrals; attendance patterns) to inform instruction and make decisions regarding student needs for more intensive supports (i.e., Tier 2 or Tier 3; see Lane, Oakes, Ennis & Hirsh, 2014).
Download the SRSS-IE in MS-Excel format.
Note: This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns).
SRSS-IE Installation Resources
For more information about launching and conducting systematic screening efforts with the SRSS-IE, we invite you to access the Screening Coordinator Training Manual: A Guide for Installing the SRSS-IE in your School or District (available as downloadable PDF or browser-based eBook), as well as two accompanying screening protocols:

After screening, Ci3T Leadership Teams may wish to create screening reports to facilitate use of data and for sharing information with stakeholders in aggregate format. The below PowerPoint template provides a customizable structure to assist in reporting these data:

We also encourage you to read the following articles to learn more about how to use the SRSS-IE at elementary as well as middle and high schools.
Elementary School Level:
Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C., Menzies, H., M., & Sanchez, J. (2015). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making. Behavioral Disorders, 40(3), 159-170. https://doi.org/10.17988/0198-7429-40.3.159
Middle and High School Levels:
Lane, L. K., Oakes, W. P., Cantwell, E. D., Schatschneider, C., Menzies, H., Crittenden, M., & Messenger, M. (2016). Student Risk Screening Scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making in middle and high schools. Behavioral Disorders, 42(1), 271-284. https://doi.org/10.17988/bd-16-115.1

SRSS-EC

The Student Risk Screening Scale - Early Childhood (SRSS-EC) is a free-access screening tool modeled after the Student Risk Screening Scale (SRSS; Drummond, 1994) and the Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE; Drummond, 1994; Lane & Menzies, 2008). The SRSS-EC has 11 items split across two subscales representing characteristics of externalizing (SRSS-EC E7) and internalizing (SRSS-EC I4) behaviors of young children. To complete the SRSS-EC, educators independently rate each student on each item using the following 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Preliminary cut scores for externalizing and internalizing behaviors are now available (see table below). We have conducted four studies to date, published in Lane et al. (2015) and Lane et al. (in 2020). The latter study reports findings used to develop the current cut scores. Click here to download a research brief of current findings on the SRSS-EC. We will continue to post new lessons as they are learned.

Student Risk Screening Scale - Early Childhood (SRSS-EC)
SRSS-EC E7 (Externalizing) SRSS-EC I4 (Internalizing)

* Tantrums
* Active, restless
* Rejected by peers
* Ignores teacher and class rules
* Negative attitude
* Aggressive behavior
* Lies

* Shy, timid
* Sad, tearful
* Worried, fearful
* Physical complaints

0-5 = low risk
6-7 = moderate risk
8-21 = high risk

0-2 = low risk
3-4 = moderate risk
5-12 = high risk

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Coaching Protocol, which provides instructions on how to set up and conduct systematic screenings in your early childhood center.

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Screening Report Template, which provides a customizable template for using and sharing these data in an aggregate format.
Studies of the SRSS-EC:
Lane, K. L., Buckman, M. M., Common, E. A., Oakes, W. P., Lane, N. A., Schatschneider, C., Perez-Clark, P., Sherod, R. L., & Menzies, H. M., (2020). The Student Risk Screening Scale for Early Childhood: Additional validation studies. Topics in Early Child Special Education. https://doi.org/10.1177/0271121420922299

Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R., Allegra, L., Powers, L., & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An initial validation study. Topics in Early Childhood Special Education 34(4), 234-259. https://doi.org/10.1177/0271121414544801

Student Risk Screening Scale (SRSS)

SRSS Video TRANSCRIPT

The STUDENT RISK SCREENING SCALE (SRSS) is a free-access tool, originally developed to detect elementary students at risk of anti-social behavior patterns (Drummond, 1994). Students are individually rated on seven items using a 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3. These items are: (1) steal; (2) lie, cheat, sneak; (3) behavior problem; (4) peer rejection; (5) low academic achievement; (6) negative attitude; and (7) aggressive behavior. Once the items are summed for each student, the student's total score falls into one of three categories of risk: low (0-3), moderate (4-8), or high (9-21). Supports (secondary, tertiary) are considered for students based on the category of their individual score. Students in the moderate or high risk categories should be considered by educators for additional supports and interventions at the school-site. Additionally, aggregated SRSS data can be utilized to monitor the level of risk over time within grade levels, school buildings, or a district (Lane, Kalberg, Bruhn, Mahoney, & Driscoll, 2008). Since its initial development, the SRSS has been validated for use at the elementary (e.g., Drummond, Eddy, & Reid, 1998), middle (Lane, Parks, Kalberg, & Carter, 2007) and high (Lane, Kalberg, Parks, & Carter, 2008; Lane, Oakes, Ennis, Cox, Schatschneider, & Lambert, 2013) school levels. Furthermore, this screening tool has been found to be socially valid (e.g., Lane, Bruhn, Eisner, & Kalberg, 2010) and psychometrically sound (Lane, Little, et al., 2009). Specifically, Lane, Little, et al., (2009) found the SRSS total scores improved chance estimates by 45% for detecting students with externalizing (e.g., aggressive, noncompliant) behavior patterns and 30% for detecting students with internalizing (e.g., anxious, socially withdrawn) behavior patterns. The SRSS has been used widely in studies to (a) determine the responsiveness of students within the context of multi-tiered models of prevention, (b) illustrate how a school's risk shifts over time, and (c) to identify students in need of secondary (Tier 2) or tertiary (Tier 3) supports.

For more information, examples, and a voiced-over PowerPoint presentation by Kathleen Lane, visit Michigan's integrated behavior and learning support initiative site.

Behavior Assessment System for Children 3rd Edition: Behavioral and Emotional Screening System (BASC-3: BESS)

The BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN 2ND EDITION: BEHAVIORAL & EMOTIONAL SCREENING SYSTEM (BASC-3: BESS; Kamphaus & Reynolds, 2007) is a brief, universal screening system for measuring behavioral and emotional strengths and weaknesses in children and adolescents preK-12 in a reliable, quick, systematic way. Forms can be scored by hand or completed as part of AIMSweb assessment and data management system. The BASC-2: BESS was designed to identify kids with behavioral or emotional patterns that impact academic achievement or social relationships. Keeping in mind that students behave differently for different people and in different settings or contexts, the BASC-3: BESS relies on multiple informants (teacher, parent, student) to obtain a comprehensive understanding of student strengths and weaknesses. Behavioral areas assessed include (a) Internalizing problems, (b) Externalizing problems, (c) School problems, and (d) Adaptive skills. The BASC-3: BESS includes three forms that can be used individually or in combination (Spanish-language versions available for parent and student forms): (a) Teacher: Preschool and Child/Adolescent, (b) Student self-report: Child/Adolescent, and (c) Parent: Preschool and Child/Adolescent.

Social, Academic, & Emotional Behavior Risk Screener (SAEBRS)

The SOCIAL, ACADEMIC, & EMOTIONAL BEHAVIOR RISK SCREENER (SAEBRS; Kilgus, Chafouleas, Riley-Tillman, & von der Embse, 2013) is a brief (1-3 minutes per student) universal screening tool for behavioral and emotional risk designed for use across the K-12 grade span. The measure consists of 19 items divided between 3 scales: social behavior (6 items), academic behavior (6 items), emotional behavior (7 items). Research suggests the SAEBRS may be used to evaluate overall general behavior, as assessed by the total of the items Total Behavior (19 items). Raters identify how frequently the student has displayed behaviors during the previous month using the following 4-point Likert-type scale: 0 = Never, 1 = Sometimes, 2 = Often, 3 = Almost Always. Prior to scoring, negatively worded items are reversed scored.

For more information, please consider reading the SAEBRS brief or review the provided PowerPoint Show.

- Strengths and Difficulties Questionnaire (SDQ)

The STRENGTHS AND DIFFICULTIES QUESTIONNAIRE (SDQ; Goodman, 1997) is a validated and widely used free-access systematic screening tool with elementary and secondary versions for use with students ages 2 to 17 (as of June 2014; based on the performance of the SDQ with 17-year-olds being similar to that in 15- and 16-year-olds and good psychometric properties in 2-year-olds; see SDQinfo.com for more information). Appropriate use of screening tools such as the SDQ allow schools to determine how students are progressing over time and to collect reliable data to draw accurate conclusions about how different types of students (e.g., students receiving general education, students receiving special education) are responding (Lane, Wehby, Robertson, & Rogers, 2007). The 25-item SDQ screening tool is available in many languages and assesses a broad set of behavioral domains and comes in an early years version (ages 2-4) and a standard version for elementary (ages 4-10) or secondary (ages 11-17). One page is completed on each student, asking for about 25 positive (e.g., "Considerate of other people's feelings") and negative (e.g., "Fears or easily scared") attributes rated on a 3-point Likert-type scale where 0 = not true, 1 = somewhat true, and 2 = certainly true to determine occurrence of each behavior during the last six months or the current school year. The 25 attributes divide between five scales:

1. Emotional Symptoms
2. Conduct Problems
3. Hyperactivity / Inattention
4. Peer Relationship Problems
5. Prosocial Behavior and Total Difficulties (sum of first four scales)

The SDQ considers input from multiple stakeholders, seeking teacher, parent, and student perspectives to assess a given individual's behavioral performance (Lane, Menzies, Oakes, & Kalberg, 2012).

Systematic Screening for Behavior Disorders (SSBD, 2nd Edition)
SSBD Video TRANSCRIPT
The SYSTEMATIC SCREENING FOR BEHAVIOR DISORDERS (SSBD; Walker, Severson, & Feil, 2014) 2 nd edition is validated for grades PK-9 and a widely used multi-gated universal screening tool designed to find students who have either internalizing or externalizing patterns of behavior. Many consider the SSBD to be the "gold standard" in screening. This teacher completed tool has three stages: (1) nomination and rank ordering, (2) behavior scales, and (3 optional for universal screening purposes) the School Archival Records Search (SARS) and direct observations of student behavior (classroom and playground). With the updated 2014 2 nd edition, screening with the SSBD is available online or in a paper format. Screening a class of students takes less than one hour to complete. In stage one, the classroom teacher considers all students' behavior patterns using the descriptions of internalizing and externalizing behavior dimensions, selecting the three students with behaviors most like the each description. These six students (three for externalizing and three for internalizing) pass through Gate 1 on to stage two. In stage two, the six students are then rated by the teacher on behavior scales: Critical Events Index and Combined Frequency Index of Adaptive and Maladaptive Behavior. Students who exceed normative criteria on these two indices pass through Gate 2 on to stage three. In stage 3, a trained professional directly observes students in an instructional settings (academic engaged time) and on the playground (positive social behavior). The preschool scales (Early Screening Project, ESP) vary slightly in terms of behavior scales and observation setting.

Social Skills Improvement System - Performance Screening Guide (SSIS-PSG)

The SOCIAL SKILLS IMPROVEMENT SYSTEM - PERFORMANCE SCREENING GUIDE (SSiS-PSG; Elliott & Gresham, 2008) is an efficient screening tool for Preschool-Secondary. The SSiS-PSG is one tool in a family of products for screening, assessment, instruction, and intervention. The SSiS-PSG screens four skill domains: Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills. Educators rate each student's skills using a 5-level descriptive criterion. Educators are able to quickly assess results corresponding to the color band for each domain - green band indicating the student is at or above expected levels of functioning for their age, yellow band indicating moderate concern, and red band indicating a high level of concern. Then educators list, on the last page of the screening tool, the students in each of the yellow and red risk band and determine appropriate interventions with the support of their school teams.

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)
SETTING UP TO SCREEN IN YOUR DISTRICT OR SCHOOL

* Download MS-Word format (24 KB)
* Download PDF format (503 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)
SITE-LEVEL COACHING PROTOCOL

* Download MS-Word format (23 KB)
* Download PDF format (301 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)

* Download MS-Excel format (53 KB) Note (08/05/2020): This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns). This file contains 3 tabs, one for elementary schools, one for middle/high schools, and one containing important notes.
* The SRSS-IE retains the original 7 items of the SRSS (Drummond, 1994). For more information on the SRSS, examples, and a voiced-over PowerPoint presentation by Kathleen Lane, please visit Michigan's integrated behavior and learning support initiative site.
* Please exercise caution when using the preliminary cutting scores for internalizing behaviors. Please review currently available information to guide your implementation decisions. For more information on the new secondary level (middle and high school) preliminary cut scores, please consider reading the SRSS-IE MS HS Brief.

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE) RESULTS: ELEMENTARY VERSION

Educators may use this sheet to record student names and SRSS-IE scores in the moderate and high-risk categories. Note: the moderate and high-risk category score ranges in this document for the internalizing subscale (Items 8-12) are only applicable to ELEMENTARY students.

* Download MS-Word format (22KB)
* Download PDF format (294 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE) RESULTS: MIDDLE AND HIGH SCHOOL VERSION

Educators may use this sheet to record student names and SRSS-IE scores in the moderate and high-risk categories. Note: the moderate and high-risk category score ranges in this document for the internalizing subscale (Items 8-12) are only applicable to MIDDLE AND HIGH SCHOOL students.

* Download MS-Word format (25 KB)
* Download PDF format (254 KB)

SRSS-IE Coordinator Resources

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Systematic Screening: Considerations and Commitment to Continued Inquiry We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns.

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Special Notice

Lory's Place is now open and groups are resuming! It may look and feel a little different as we work to get back to our preferred level of care for our participants. To ensure everyone's comfort and safety we will remain current with Spectrum Health Lakeland's standard practices.

We ask that everyone keep a social distance of six feet and remain masked, unless speaking within the group setting. When greeted, you will be asked a few key questions, sanitize your hands and offered a mask, unless you prefer to use your own. Also, we want to assure you we are following stringent cleaning protocols as well. Please do not hesitate to reach out at 269.983.2707.

There are as many ways to grieve as there are people and it may be difficult to know where to begin your grief healing journey. Lory's Place provides regularly scheduled peer support group sessions that allow children and adults to interact with peers who have suffered similar loss, or who are experiencing anticipatory grief. Lory's Place also offers a school outreach program, providing staff education and support, as well as peer grief supports in elementary, middle, and high school.

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Lory's Place is now open and groups are resuming! It may look and feel a little different as we work to get back to our preferred level of care for our participants. To ensure everyone's comfort and safety we will remain current with Spectrum Health Lakeland's standard practices.

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The Power of Mindfulness: What You Practice Grows Stronger | Shauna Shapiro | TEDxWashingtonSquare

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Login to the Heyzine administration dashboard to manage, customize, publish and share your flipbooks.

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An evidence-based approach to supporting the mental health and wellbeing of children in the classroom, school and home environments. Choose the implementation option to suit your school.

For a limited time, Australian primary schools can apply for a funded place and receive the Primary School Program at no direct cost to the school.

Smiling Mind is Australia's leading digital-led, prevention focussed mental health not-for-profit. Smiling Mind has been helping minds thrive for over 10 years and are the innovators behind Australia's most trusted mental wellbeing app. Our evidence-based tools support people to learn the skills to maintain their mental health in fun and interactive ways.

If you'd like to support our work, you can make a donation. Every contribution, however large or small makes a difference and we're so grateful for your support.

The Australian Mental Wellbeing Index provides a snapshot insight into the everyday mental wellbeing of Australia. It explores the factors that contribute to mental wellbeing and aims to generate a national conversation about how Australians can take a proactive approach to support mental wellbeing.

We've recently released the second annual report exploring the data collected across 2022-2023. The latest report shows young Australians aged 18-24, are experiencing poorer mental wellbeing than older age groups and poorer levels of focus and concentration may be a key driver of this.

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Smiling Mind is a non-for-profit web and app-based meditation program developed by psychologists and educators to help bring mindfulness into your life.

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Moodfit | Fitness for Your Mental Health

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Improve the fitness of your mood with proven tools & insights using Moodfit's free mobile app. CBT, mood journal, gratitude, mindfulness, inspiration & more.

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Insight Timer - #1 Free Meditation App for Sleep, Relax & More

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The best meditation app with the world’s largest FREE library of more than 190k guided meditations, 17k teachers & the world’s most loved meditation Timer.

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Self-Care Inventory and Planning Worksheet

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Self-Care Inventory and Planning Worksheet

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We believe that human beings are instilled with the need to connect and grow with each other, but not the methods. Here at the International Institute for Restorative Practices (IIRP), we provide our students with the tools they need to effect change within their own lives as well as their schools, their organizations, and their communities. Through intimate learning communities of faculty and students, we teach together, we learn together, and we strive to effect real change. Together.

Restorative practices is a field within the social sciences that studies how to strengthen relationships between individuals as well as social connections within communities. Learn more

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IIRP Graduate School :: Institute for Restorative Practices

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The International Institute for Restorative Practices is the world's first accredited graduate school that specializes in studying the field of restorative practices, providing education, research, and consulting services.

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TOOL: Personal Assessment and Reflection—SEL Competencies for School Leaders, Staff, and Adults

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TOOL: Personal Assessment and Reflection—SEL Competencies for School Leaders, Staff, and Adults

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Grief Support and Counseling - Centrica Care Navigators

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Centrica Care Navigators offers free and open grief counseling to the community, led by licensed grief counselors. Find the support you need.

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Benefits of Choosing Wings of Hope

You are in the driver's seat of your life, making choices about your end-of-life care.

You can focus on your life's purpose, meaning and goals as you approach the end of your life.

You benefit from advanced medical strategies that eliminate or minimize pain and disease symptoms.

Your family members or other caregivers receive specialized care, training and support to help meet your needs.

Your hospice care is a completely covered service, provided at no charge to you. Journeys Palliative Care works with insurance.

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Allegan Area ESA

Evy Houser
Evy.houser@alleganaesa.org
269-512-7800

Allegan AESA - Hillside Learning and Behavior Center

Evy Houser
Evy.houser@alleganaesa.org
269-512-7800

Allegan Public Schools

Becky Corbett
bcorbett@alleganps.org
269-673-6003 ext 3210

Fennville Public Schools

Jodi Scovill
jodi.scovill@fennville.org
269-561-7241

Glenn Public School

Jamie Walle
Jamie.walle@glenn.school
269-512-7970

Hamilton Community Schools

Tracy Haverdink
thaverdi@hamiltonschools.us
(269) 751-5185

Hopkins Public Schools

Scott VanBonn
scottvanb@hpsvikings.org
(269) 793-7261 x5519

Innocademy - Allegan Campus

Kristin Frederick
kristin.frederick@innocademy.com
269-561-4050

Martin Public Schools

Danielle Whitaker
Danielle.whitaker@martinpublicschools.org
269-442-0403

Otsego Public Schools

Renee Vaughn
rvaughn@otsegops.org
269-692-6066

Outlook Academy

Kelly Geary
kgeary@alleganaesa.org
269-512-7880

Plainwell Community Schools

Tammy Glupker
tammy.glupker@plainwellschools.org
269-685-5823

Saugatuck Public Schools

Katie Gibbie
kpalazzolo@saugatuckps.com
(269)857-1444

Wayland Union Schools

Laurie Zywiczynski
lauriez@waylandunion.org
269-792-9153

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Resources For Those Facing Homelessness - Allegan Homeless Solutions

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There are a varierty of resources available for those facing homelessness in Allegan County. Below is a comprehensive list of organizations who can help.

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REVELATIONS IN EDUCATION | Lori Desautels, Ph.D

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How May I Serve You? Revelations in Education

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Lori Desautels, Ph.D.shares educational content, thoughts, teaching experiences, life experiences and writing passages

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Motion | Meet Motion Calendar. Try it for Free

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The app that uses AI to help you get 25% more done. For only 62 cents a day manage your calendar, todos and meetings

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Expressive Arts Therapy Certification - Dr. Jamie Marich

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Our Expressive Arts Therapy Certification program provides the necessary education required for the Registered Expressive Arts Therapist credential.

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Allegan Co. Matrix of Service Youth and Families - November 2022.docx

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Stephanie Brown

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HealtheKnowledge

Cookies must be enabled in your browser

Is this your first time here?

In order to register for courses on this site, you must first create an account

Follow the instructions on the account creation page. If you run into any problems, please contact us.

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Cookies must be enabled in your browser In order to register for courses on this site, you must first create an account Follow the instructions on the account creation page. If you run into any problems, please contact us.

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Stephanie Brown

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them.

Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages]
This resource outlines CDC's specific goals and objectives for ACEs prevention and response. The goals and objectives aim to prevent ACEs before they happen, identify those who have experienced ACEs, and respond using trauma-informed approaches in order to create the conditions for strong, thriving families and communities where all children and youth are free from harm and all people can achieve lifelong health and wellbeing.

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them. Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages] This resource outlines CDC's specific goals and objectives for ACEs prevention and response.

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Stephanie Brown is certified.

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Best Practices in Universal Social, Emotional, and Behavioral Screening: An Implementation Guide

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Best Practices in Universal Social, Emotional, and Behavioral Screening: An Implementation Guide

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TRI at Glasswing International’s Annual Virtual Conference

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The Trauma Resource Institute (TRI) is a nonprofit organization devoted to cultivating trauma-informed and resiliency-focused individuals and communities throughout the world.

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Kutcher Adolescent Depression Scale (12-17 years old)

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Kutcher Adolescent Depression Scale (12-17 years old)

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NICHQ Vanderbilt Assessment Scales (6-12 years old)

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NICHQ Vanderbilt Assessment Scales (6-12 years old)

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Spence Children's Anxiety Scale Website (8-15 years old)

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Spence Children's Anxiety Scale Website (8-15 years old)

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Dr Susan H. Spence, PhD, is Professor Emeritus at Griffith University in Queensland, Australia. Her research in the area of clinical psychology focuses on the causes, assessment, treatment and prevention of anxiety and depression in young people. She is the developer of the Spence Children's Anxiety Scale that is widely used across the world and has been translated into over 20 languages.

You can read more about her work by clicking on the following links:-

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SCAS Home - The Spence Children's Anxiety Scale

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Dr Susan H. Spence, PhD, is Professor Emeritus at Griffith University in Queensland, Australia. Her research in the area of clinical psychology focuses on the causes, assessment, treatment and prevention of anxiety and depression in young people. She is the developer of the Spence Children's Anxiety Scale that is widely used across the world and has been translated into over 20 languages.

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Stephanie Brown

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TRAILS Suicide Prevention Training Slides

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TRAILS Suicide Prevention Training Slides

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TRAILS Student Suicide Risk Management Protocol

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TRAILS Student Suicide Risk Management Protocol

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https://www.spectrumhealth.org/services/mental-and-behavioral-health/blue-envelope

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In response to the increased need to address suicide prevention within the health care setting, Spectrum Health designed a team S.A.F.E. response protocol and consequently trained over 5,000 employees on how to quickly activate patient safety responses by communicating the code words "Blue Envelope." Every person within a physician's office became proficient in how to respond at a moment's notice to a patient who may have thoughts of suicide. Word traveled across the region of this highly successful program, and Spectrum Health began to receive requests to duplicate and customize this protocol. Under the leadership of Ottawa Public Health, Ottawa County Suicide Prevention Coalition was the first county to request a collaboration to create School Blue Envelope. Spectrum Health and representatives from eight Ottawa County schools and the Ottawa County Public Health Department joined forces and created School Blue Envelope so every school employee-from teachers to coaches and bus drivers-would know how to respond to a student who may express thoughts of suicide. School Blue Envelope maintains the foundational premise that suicide is everyone's responsibility, as well as the S.A.F.E. action steps:

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Blue Envelope | Mental and Behavioral Health | Spectrum Health

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In response to the increased need to address suicide prevention within the health care setting, Spectrum Health designed a team S.A.F.E. response protocol and consequently trained over 5,000 employees on how to quickly activate patient safety responses by communicating the code words "Blue Envelope."

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https://tfcbt.org/

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Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for children and adolescents impacted by trauma and their parents or caregivers. Research shows that TF-CBT successfully resolves a broad array of emotional and behavioral difficulties associated with single, multiple and complex trauma experiences. This is the official TF-CBT National Therapist Certification Program, in which clinicians can become certified in the TF-CBT treatment model.
There are several steps to the process to become certified in TF-CBT:

1. Please review TF-CBT Certification Criteria to ensure that you are eligible to apply for certification;

2. Register for the site with a Username and Password;

3. Complete the Certification Application;

4. You will then receive an email indicating that you have met the eligibility criteria and are approved;

5. Take the TF-CBT Certification Program Knowledge-Based Test

If you have any questions about the process, please contact us at: tf-cbt@wpahs.org.

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Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) - Trauma-Focused Cognitive Behavioral Therapy

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Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for children and adolescents impacted by trauma and their parents or caregivers. Research shows that TF-CBT successfully resolves a broad array of emotional and behavioral difficulties associated with single, multiple and complex trauma experiences. This is the official TF-CBT National Therapist Certification Program, in which clinicians...

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Chase Currier,

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Getting Started with Mindfulness You have questions about mindfulness and meditation.Mindful has the answers. What is mindfulness? Mindfulness is the

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https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures

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CAFAS/PECFAS (7-17 years old/4-6 years old)

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CAFAS/PECFAS (7-17 years old/4-6 years old)

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https://www.fasoutcomes.com/Content.aspx?ContentID=12

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> Child And Adolescent Functional Assessment Scale - CAFAS

What is the CAFAS?
The gold standard for assessing a youth's day-to-day functioning across critical life subscales AND for determining whether a youth's functioning improves over time.

Backed by over 20 years of research supporting its validity and sensitivity to detecting change in behaviors.

Widely used to inform decisions about level of care, type and intensity of treatment, placement, and need for referral

CAFAS items (problem behaviors, strengths, and goals) are behaviorally descriptive and anchored, resulting in high credibility

Quickly completed by practitioners (10 minutes), based on information from routine clinical evaluation

Designed for ages 5 to 19 (kindergarten and higher). For younger children please see information about the PECFAS.

How the CAFAS works online
Why use the CAFAS?
See what customers are saying

This is a brief introduction to the CAFAS (DSL or Cable Internet Connection Recommended). See the Software Overview for additional features.

How the CAFAS works online

The CAFAS is quickly completed by an assessor (10 minutes), based on information collected during a typical clinical assessment. The assessor "clicks" the behavior-based items that describe the youth's functioning in each of the domains. For each domain (subscale), the assessor can also quickly identify the youth's strengths and goals.

Results with interpretations are displayed instantaneously, and include: CAFAS scale scores, CAFAS Profile, alerts for critical items, risk behaviors, clinical markers, client types, and outcome indicators. The Client Assessment Report and the Family Report (which includes strengths and goals and shows progress) are generated entirely by the software. The assessor can add optional summary comments to appear on the Client Assessment report.

Based on the CAFAS items (i.e., target behaviors), and strengths and goals selected by the assessor, the software generates a Treatment Plan organized by subscales. The "action plan" section for each subscale is completed by the assessor.

After each assessment, a snapshot of the child's assessment results appear immediately on the Client Dashboard. If the CAFAS is re-administered to track progress (e.g., quarterly), outcome indicators focus attention to progress, or lack thereof.

The Supervisor Dashboard presents aggregated client data for subscale scores as well as a variety of clinical markers (e.g., risk behaviors, client types) and for outcome indicators (improving vs. not improving). It is easy to "drill down" to identify the specific youth who meet the criteria and then "click" to view the child's "Client Dashboard".

Mental health practitioners use the CAFAS to provide a comprehensive assessment, track outcomes and inform decisions about treatment and level of care

Generates outcome indicators and clinical markers honed by years of research, which greatly assists with interpretation

Shows current status and compares scores over time on "real time" dashboard

Puts actionable tools in your hands to figure out "what's going on right now?"...not "what went on last year?"

Automated assessment report and family "take home" report

Guides rapid development of an outcomes-driven treatment plan

Aggregated reports for program evaluation and quality assurance

Integrated export tool makes it easy to send data to funding sources

Webservice interface eliminates duplicate entry

Interested in becoming a CAFAS rater? Learn about our new Online CAFAS Rater Reliability Test.

What is the CAFAS?
The gold standard for assessing a youth's day-to-day functioning across critical life subscales AND for determining whether a youth's functioning improves over time.

Backed by over 20 years of research supporting its validity and sensitivity to detecting change in behaviors.

Widely used to inform decisions about level of care, type and intensity of treatment, placement, and need for referral

CAFAS items (problem behaviors, strengths, and goals) are behaviorally descriptive and anchored, resulting in high credibility

Quickly completed by practitioners (10 minutes), based on information from routine clinical evaluation

Designed for ages 5 to 19 (kindergarten and higher). For younger children please see information about the PECFAS.

How the CAFAS works online
Why use the CAFAS?
See what customers are saying

This is a brief introduction to the CAFAS (DSL or Cable Internet Connection Recommended). See the Software Overview for additional features.

How the CAFAS works online

The CAFAS is quickly completed by an assessor (10 minutes), based on information collected during a typical clinical assessment. The assessor "clicks" the behavior-based items that describe the youth's functioning in each of the domains. For each domain (subscale), the assessor can also quickly identify the youth's strengths and goals.

Results with interpretations are displayed instantaneously, and include: CAFAS scale scores, CAFAS Profile, alerts for critical items, risk behaviors, clinical markers, client types, and outcome indicators. The Client Assessment Report and the Family Report (which includes strengths and goals and shows progress) are generated entirely by the software. The assessor can add optional summary comments to appear on the Client Assessment report.

Based on the CAFAS items (i.e., target behaviors), and strengths and goals selected by the assessor, the software generates a Treatment Plan organized by subscales. The "action plan" section for each subscale is completed by the assessor.

After each assessment, a snapshot of the child's assessment results appear immediately on the Client Dashboard. If the CAFAS is re-administered to track progress (e.g., quarterly), outcome indicators focus attention to progress, or lack thereof.

The Supervisor Dashboard presents aggregated client data for subscale scores as well as a variety of clinical markers (e.g., risk behaviors, client types) and for outcome indicators (improving vs. not improving). It is easy to "drill down" to identify the specific youth who meet the criteria and then "click" to view the child's "Client Dashboard".

Mental health practitioners use the CAFAS to provide a comprehensive assessment, track outcomes and inform decisions about treatment and level of care

Generates outcome indicators and clinical markers honed by years of research, which greatly assists with interpretation

Shows current status and compares scores over time on "real time" dashboard

Puts actionable tools in your hands to figure out "what's going on right now?"...not "what went on last year?"

Automated assessment report and family "take home" report

Guides rapid development of an outcomes-driven treatment plan

Aggregated reports for program evaluation and quality assurance

Integrated export tool makes it easy to send data to funding sources

Webservice interface eliminates duplicate entry

Interested in becoming a CAFAS rater? Learn about our new Online CAFAS Rater Reliability Test.

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Functional Assessment Systems : Child And Adolescent Functional Assessment Scale - CAFAS

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Child And Adolescent Functional Assessment Scale - CAFAS What is the CAFAS? The gold standard for assessing a youth's day-to-day functioning across critical life subscales AND for determining whether a youth's functioning improves over time. Backed by over 20 years of research supporting its validity and sensitivity to detecting change in behaviors.

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https://motivationalinterviewing.org/motivational-interviewing-training

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MINT is a professional organization of independent MI trainers and as such does not provide recommendations for trainers/specific events. If you are looking to engage an MI trainer for your organization or event, please review training profiles, and obtain contact information by clicking on "MINT Trainer Listings". If you are interested in attending a scheduled public training by a MINT member, see the advertised trainings under "Training Events."

Training Events

MI Training Resources:

Becoming a MINT Trainer

Member Forum

MINT will be hosting a TNT, pre-Forum workshops, and a MINT Forum in 2022 at The Palmer House Hilton in Chicago, IL, USA. The TNT will be held from 17-19 October, pre-Forum workshops from 18-19 October, and Forum from 20-22 October. The Forum will also include virtual events and remote access to the on-site events. More information will be posted here as it develops.

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MINT is a professional organization of independent MI trainers and as such does not provide recommendations for trainers/specific events. If you are looking to engage an MI trainer for your organization or event, please review training profiles, and obtain contact information by clicking on "MINT Trainer Listings".

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.