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Center for the Prevention of Youth Violence

Office of Drug Control Policy

The Partnership for a Drug Free America
Partnership for a Drug-Free America
405 Lexington Avenue, suite 1601
New York, NY 10174
Phone: 212-922-1560

By changing public attitudes about drugs, the Partnership seeks to "denormalizae" drug use, making use less glamorous and less acceptable. Their comprehensive site includes a database of drug information, tips on how to talk to kids about drug use, FAQs (frequently asked questions), and more.


Mental Health

Infrastructure Mechanisms for a Comprehensive Learning Support Center
To download, click here.

The brief reading explores mechanisms tha allow a learning support component to funciton and work effectively, efficiently, and with full integration with other major components of school improvment.


Addressing Barriers to Learning: A Comprehensive Approach to Mental Health in Schools
To download, click here.

A continuing education module; the five units of this continuing education module are designed for training leaders and staff and as a resource that can be used to train other stakeholders. The five units are: 1) Introducotry Concepts related to Mental Health in School: 2) Policy Considerations; 3) Reframing how schools address barriers to learning, including mental health concerns; 4) Rethinking Infastructure (leadership and mechanisms); 5) System Change: Moving Schools Forward.


The American Academy of Child and Adolescent Psychiatry (AACAP)
3615 Wisconsin Avenue, N.W.
Washington, D.C. 20016-30007
Phone: 202-996-7300
Fax: 202-966-2891

Members actively research, diagnose and treat psychiatric disorders affecting children and adolescents and their families.


Center for Effective Collaboration and Practice
1000 Thomas Jefferson Street NW, Suite 400
Washington, DC 20007
Phone: 202-944-5400
Phone 2: 1-888-457-1551
Fax: 202-944-5454
Email: center@air.org

Has resource on improving services to children and youth with emotional and behavioral problems. Supports and promotes a reoriented national preparedness to foster the development, achivement, and adjustment of children with or at risk of developing serious eotional disturbance.


The Center for Mental Health Services (CMHS)
P.O. Box 42557
Washington, D.C. 200015
Phone: 1-800-789-2647

In partnership with States to demonstrate, evaluate, and disseminate service delivery models to treat mental illness, promote mental health and prevent the development of worsening of mental illness when possible. The CMHS oversees a variety of service-related programs and conducts several new programs mandated by Congress.


The Collaboarative for Academic, Social, and Emotional Learning (CASEL)
Department of Psychology (M/C 285)
University of Illinois at Chicago
1007 W. Harrison Street.
Chicago, IL 60607-7137
Phone: 312-413-1008
Fax: 312-355-4480
Email: CASEL@uic.edu

Promotes coordinated, evidence-based social, emotional, and academic learning as an essential part of education from preschool through high school. Includes like "CASEL SELECT" programs that provide outstanding coverage in five essential SEL areas; have at least one well-designed evaluation; and offer high-quality professional
development. CASEL offers resources for both schools and families. Examples: academic and social emotional learning (international bureau of Education, 2003): 10 guidelines of best-practice schools can follow to promote their students' social emotional development and academic learning. Brief summaries of research findings and practical applications are provided for each of the 10 guidelines. This packet includes things parents can do at home and at school to promote SEL and school success, and SEL tips and recommended books for parents.


Data Trends Research and Training Center on Family Support and Children's Mental Health
Research and Training Center
P.O. Box 751
Portland, Or 97207-0751
Phone: 503-725-4040
Fax: 503-725-4180


Division of Adolescent and School Health (DASH)
Phone: 800-CDC-INFO/ (800-232-4636)
TTY: 888-232-6348
Email:
cdcinfo@cdc.gov
Website: http://www.cdc.gov/healthyYouth/about/index.htm

Provides the latest data about youth risk behaviors and effective interventions that address adolescent risk behaviors.


Model School-Based Mental Health Programs that Make Difference
For more information, click here.

The National Association of School Psychologists (NASP) publication Exemplary Mental Health Programs: School Psychologists as Mental Health Providers is in response to growing demand by policy makers and school administratrators for programs that make a sustained contribution to the development and achievement of children. As the federal government makes decisions about funding Safe and Drug Free Schools and Title I, they are demanding that school districts implement programs that are research-based and proven to work.


The National Institute for Mental Health (NIMH)
Science, Writing, Press, and Dissemination Branch
6001 Executive Boulevard, Room 8184, MSC 9663
Bethesda, MD 20892-9663
Phone 1: 301-443-4513 (local)
Phone 2: 1-866-615-6464 (toll-free)
Phone 3: 301-443-8431(TTY)
Phone 4: 1-886-415-8051 (TTY toll-free)
Fax: 301-443-4279 (Fax)
Email:
nimhinfo@nih.gov

A component of the National Institutes of Health (NIH), is the federal agency that conducts and supports research nationwide on mental illness and mental health, including studies of the brain, behavior, and mental health services.


Yale Child Study Center's School Development Program (SDP)
Comer School Development Program
55 College Street
New Haven, CT 06510
Phone: (203) 737-1020
Fax: (203) 737-1023

SDP is the organization charged with implementing the Corner Process in school communities. The Corner Process, a school and system-wide intervention formulated by Dr. James P. Comer, at the Yale University School of Medicine's Child Study Center, aims to bridge child psychiatry and edcuation. The Comer Process provides a structure as well as a process for mobilizing adults to support students' learning and overall developmet. It is a different way of conceptualizing and working in schools and replaces traditional school organization and management with an operating system that works for schools and the students they serve. Dr. Comer uses a metaphor of six developmental pathways to characterize the lines along which children mature- physical,cognitive, psychological, language, social, and ethical. The SDP school community uses the six developmental pathways as a framework for making decisions that will benefit children. In schools using the Comer Process, far more is expected from the students than just cognitive development.

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