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NYU Child Study Center: Bridges Program

NYU Child Study Center: Bridges Program. Caring Across Communities: Annual Grantee Meeting April 21-23 2009. Bridges: Mission. The mission of Bridges is to enhance the well-being of young children attending our partner NYC public schools. We aim to do this by:

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NYU Child Study Center: Bridges Program

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  1. NYU Child Study Center: Bridges Program Caring Across Communities: Annual Grantee Meeting April 21-23 2009

  2. Bridges: Mission The mission of Bridges is to enhance the well-being of young children attending our partner NYC public schools. • We aim to do this by: • creating and implementing a training program for school staff • teaching/modeling of evidence-based and culturally competent • strategies • providing monthly parent workshops

  3. Bridges: Target Population The 5 target elementary schools are: • located in urban, socioeconomically-disadvantaged communities in Brooklyn, NY • the majority of school staff is White • approximately 90% of students are non-Latino Black • 70% are Afro-Caribbean and 20% are African American. • Afro-Caribbean students come from immigrant families from Jamaica, Trinidad & Tobago, Haiti, Grenada, and St Lucia.

  4. Bridges: Model Overview • Professional Development Days: • Increase knowledge and understanding of childhood mental health, cultural competence and ethnic socialization • Consultation/Classroom observations with teachers and guidance counselors: • effective classroom behavior management

  5. Bridges: Model Overview • Consultations with teachers and guidance counselors: • Increase knowledge of childhood mental health • Behavior Management strategies • Referral process

  6. Bridges: Model Overview • Referral Process • evidence-based and culturally competent individual or group treatment services for children with identified mental health problems • Resource Binder • Compiled binder with local resources

  7. Bridges: Model Overview • Consultations with teachers and guidance counselors: • Parent meetings with teachers when first identified as needing help • Follow up meetings with MHPs to allow parents to participate in and facilitate treatment

  8. Bridges: Model Overview • Monthly Parent Workshops: • ethnic socialization in the home to promote children’s ethnic identity • Parent Representatives & Parent Coordinators working as partners: • School-family partnerships • Community Representatives: • Community-family partnerships

  9. Bridges: Addressing Stigma School Staff Professional Development Days: • Mental Health • Understanding mental health within the context of early childhood • Nature versus nurture • Behavior Management Strategies • Classroom Environment • Modeling/Classroom Assistance

  10. Bridges: Addressing Stigma Consultation: • Identifying students with behavioral problems • Understanding what those behaviors mean • Teaching/Modeling behavior management strategies • Referral Process

  11. Bridges: Addressing Stigma Parent Workshops: • Risk factors • Protective factors • Proactive strategies to build a strong ethnic identity • Family & school partnership

  12. Bridges: Expected Outcomes • Enhanced classroom environments and increase school staff knowledge and skills related to the mental health needs of their students • A culturally sensitive school climate and increase in school staff knowledge and skills related to the cultural diversity of their students and their families • Pre, Post and End of the Year evaluations assess school staffs’ MH knowledge, classroom strategies, cultural competence and ethnic socialization.

  13. Bridges: Expected Outcomes • Strengthen the connection between schools and community agencies • Increased parent involvement in school-based treatment services, schools and communities • Promoted family’s use of ethnic socialization and therefore students’ ethnic identity • School staff evaluations ask questions regarding parental involvement • Parental attendance to workshops will be examined • Parent evaluations of ethnic socialization • Child ethnic identity interviews

  14. Bridges: Challenges • Perceived Principal/administrative buy-in and support • Teachers’ ability to add consultation to his/her workload • Trying to pull in overwhelmed mental health professionals in school • Cultural differences between school staff, NYU staff and target population • Connecting two major segments of project- mental health and ethnic socialization • Better understanding of referral process • Parent workshop timing • Effective qualities of parent representative

  15. Bridges: Successes • ParentCorps history • Relationship of Principal Investigator with schools • Principal/Administrative buy-in and support • Bridges Team • Clinicians: experts on mental health • Community Representatives: community resources and support • Parent Representatives: parental and cultural perspective • Clear theoretical framework of project • Mixture of observations and consultations to see implementation progress • Peer and individual supervision of clinicians

  16. Bridges: Thank you!

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