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Decrease Children & Youth visits to ER & County MH 

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Decrease Children & Youth visits to ER & County MH 

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Think approximately $300,000 for 3 years

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Provide a narrative summary of the challenge or problem identified and why it is important to solve for the community. Describe what led to the development of the idea for this INN Project and the reasons this project has been prioritized over alternative challenges identified during the Community Program Planning Process.

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Provide a narrative overview description of the Project, how the Project is being/will be

implemented, the relevant participants/roles within the project, what participants typically

experience, and any other key activities associated with Project development and implementation. A table includes two columns: Challenge/Problem & Potential Solution

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Identify which of the three INN project General Requirements the project is/will be implementing.

☐ Introduces a new practice or approach to the overall mental health system, including, but not

limited to, prevention and early intervention

☐ Makes a change to an existing practice in the field of mental health, including but not limited

to, application to a different population

☐ Applies a promising community driven practice or approach that has been successful in a

non-mental health context or setting to the mental health system.

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Briefly explain how the selected approach has been determined to be appropriate

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Briefly explain how the selected approach has been determined to be appropriate

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Total Number of Individuals Served Annually & Cost/Person

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Total Number of Individuals Served Annually & Cost/Person

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Sexual Orientation & Disabilities

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A. Describe the Project’s learning goals/specific aims and what potential contributions will be made to the expansion of effective practices.

B. What does the County want to learn or better understand over the course of the INN Project, and why have these goals been prioritized?

C. How do the learning goals relate to the key elements/approaches that are new, changed or adapted in this Project?

D. For continuing projects, include any modifications to the project learning goals/specific aims in response to lessons learned during project implementation.

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A. Explain how the Project is consistent with the priorities identified in the Community Program Planning Process.

B. Provide a description of how the current/proposed project relates to the General Standards of

the MHSA.

*Community Collaboration:

*Cultural Competence:

*Client and Family Driven:

*Wellness, recovery, and resilience focused:

*Integrated service experiences for clients and their families, i.e., the client, and when

appropriate the client’s family, accesses a full range of services provided by multiple agencies, programs, and funding sources in a comprehensive manner:

C. Explain how the Project evaluation is/will be culturally competent and includes/will include meaningful stakeholder participation.

D. Describe how community stakeholders are meaningfully involved in all phases of INN projects, including evaluation of INN projects and decision-making regarding whether to continue INN projects.

E. If individuals with serious mental illness receive/will receive services from the

continued/proposed project, describe the County’s plan to protect and provide continuity of care for these individuals upon project completion.

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I would love to see Spanish clinical supervision support for clinicians who are supporting the local Latine community. I would like to see more support and equitable services for people of color. Bilingual and bicultural clinicians have different needs and experiences. They have to work harder due to needing to translate documents and help clients understand what mental health is. There are multicultural differences within the Latine community and a clinical needs to practice cultural humility to better understand these differences.

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crisis prevention response: Mental health professional to respond to school site to assess for suicidality/homicidality and collaborate with school resource officer and other school staff to implement response plan that includes communication with family, involved staff, safety planning, and/or transport for 5150 evaluation?

Offer universal education district wide regarding warning signs of suicide including suicide awareness focus groups with students and trainings with school staff. Trainings provided by SCOE.

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There are 16, 703 Latinos living in Shasta County, and are the fastest-growing ethnic community in California, yet they continue to be marginalized and underserved. More training is needed to understand the multi-cultural and sociocultural, needs/barriers that the Latine community experiences. Research suggests that mental health stigma is a big factor in the Latine community not asking for outside help. This is aside from fears like deportation and racism. The language barrier and lack of infrastructure to support people of color need attention. I would love to see community outreach that helps the local Latine community learn and access services that are free and available to them regardless of immigration status.

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Employ a triage nurse, or an FNP at SCOE to assess families who are involved in services through SCOE Bridges and/or Community Connect.

Additionally, working with a cadre of pro bono service providers, develop a phone tree that is accessible through text, where students could contact someone directly to help process crisis situations with a short turn around, versus texting the national 988 hotline.

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Providing trauma focused groups to youth, families and couples.

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Providing trauma focused groups to youth, families and couples.

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Have a clinician available at our new location on a rotating shift in the event that a family is in need of drop-in therapeutic support. 

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Have a clinician available at our new location on a rotating shift in the event that a family is in need of drop-in therapeutic support. 

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Ethics of all mental health professionals includes providing pro bono work. Gather a collective of providers willing to offer a set number of pro bono sessions, train collective on standardized suicide prevention and response. Target population would be students who have reported suicidal ideation or have had close family members or friends die by suicide.

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Developing and strengthening connections with all school-based counselors in Shasta County.

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Developing and strengthening connections with all school-based counselors in Shasta County.

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Universal: Promotion of 211, Soluna, Bright?, Triple P Drop In and Group

Tier 2 Targeted: New - Parent Support Group (Child/Youth with BH Concerns), Series of Navigation Trainings - When to find help, how to find help, what to look for, etc... Community Connect - Specific to High Worries from School - Direct Response/HandOff with Case Management. Community Connect - Specific to SUD referrals + Certificated Group Referrals, 2 ASIST Training for Schools

Middle School/High School Teacher Cafes with a Focus on their MH and their students' MH. Provider Map

Tier 3 Intensive: Hmm? to Crisis

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There could be a greater support for the LGBTQIA+ community in Shasta County. Art therapy/expressive therapy could be beneficial in a group setting. This would help in two ways: increase a sense of support/community and allow more impact per session.

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Youth & Parent Councils. Funded, stipends, food. One focus community activities to promote mental health and connection to these programs if needed.

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Identify high school students with interest in psychology/mental health careers. Train in basic active listening skills and peer support. Utilize student team to offer peer counseling to other high school or middle school students with adult supervision.

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Internal: Community Schools, Community Connect, Triple P, CTE Social Work Pathway, School Counselors

External: Integrated Services with FQHC's

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Short term/intensive program for Students dealing with MH crisis, current or ongoing, respond with comprehensive assessment including NMT components(ER mapping) will need additional clinicians trained in NMT

onsite, on call over the phone only, and mobile ways to respond.

Attend meeting at schools to support families, utilize interns as support staff for family support/case management . Community Connectors as support on site. Education and family support

Could offer therapy, EMDR, NMT work individual or group

Drop in support groups for lower level interventions, anxiety, coping skills, social skills,

also collaborate with the local LGBTQ+ organizations

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text phone tree with local providers to provide pro bono crisis response linking local need with local providers

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Our Lady of Mercy has a big immigrant following. In my experience, they are dealing with similar mental health problems. Their kids of these parents are in the Enterprise district. They are under-insured and the support that they get in the community is through Google translate and does not capture the cultural context of needs of the client. A support group at Mercy could help eliminated the infrastructure barrier and access barrier.

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Dedicated staff for evenings and weekends

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Dedicated staff for evenings and weekends

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identifying a staff roster with availablity for only evenings and weekends for response.

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Jeannie said to hire me.

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Provide Education & Support to the Undocumented/Immigrant Community (students & their families) in order to Empower Towards Future Success

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Provide Education & Support to the Undocumented/Immigrant Community (students & their families) in order to Empower Towards Future Success

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Providing education and support to the undocumented students and their families in our schools by breaking the cycle of poverty while also providing critical services and resources. Supporting English learners is about more than just language. It's about empowering them with the knowledge that they can use to be successful while waiting for that legal status. Beginning with our elementary schools to our high schools. Educating the student and their families with resources in the community (College to attain certificates or degrees, FASFA, CAADA, own their own small business through a professional or business license, and many more other resources that are currently available to them) in order to assist in decreasing fear, poverty, and isolation and prepare the student and their families for a more positive and successful future. For example, by providing this knowledge to school counselors in order to better support and connect the undocumented student to these critical services and resources including specific service designed to meet the needs of the student and their families. To include family and community engagement in schools, language access, cultural competency, equity, refugee resettlement, immigrant integration, and mental health. Provide synchronous professional development by approaching each opportunity for training and professional development to districts, teachers, and staff at the school and discuss the strengths and areas for growth as well as the strengths and needs of teachers, administrators, or other employees. All working together with the common goal of how to better support our undocumented/immigrant students and their families and better equip them with the tools and knowledge for future success.