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

☐ 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.

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.

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.

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.

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.

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

External: Integrated Services with FQHC's

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