Amplifying School Mental Health Literacy Through Neuroscience Education.

Children and adolescents face a wide variety of developmental changes and environmental challenges, and it is estimated that at least one in five children aged 3-17 will experience behavioral or mental health issues. This period of life coincides with major changes in brain structure and function that have profound long-term consequences for learning, decision-making (including risk taking), and emotional processing. For example, continued development of the prefrontal cortex in adolescence is a sensitive period during which individuals are particularly susceptible to risky behaviors, environmental stressors, and substance use.

Using community collaboration to evaluate the cultural relevance of the Resilience Education Program.

In recent years, greater focus has been paid to the mental health needs of children from minoritized racial backgrounds. The culturally specific needs of these children, however, are often not considered within standard mental health treatments for youth. Oriented in the ecological validity framework (Bernal et al.

Qualitative Evaluation of the Impact of a School Mental Health Literacy Curriculum on Student-Teacher Relationships.

Mental health literacy (MHL) programs, which aim to improve knowledge, reduce stigma and promote help-seeking behavior, are a promising approach to meeting the growing mental and behavioral health needs of youth. This study aimed to understand the relational impacts of a MHL curriculum on students and teachers. A MHL curriculum was delivered in middle school classrooms across 11 schools in two diverse school districts in the Mid-Atlantic and Southeast regions.

HER2 and HLA-A*02 dual CAR-T cells utilize LOH in a NOT logic gate to address on-target off-tumor toxicity.

Background: One of the major challenges in chimeric antigen receptor (CAR)-T cell therapy for solid tumors is the potential for on-target off-tumor toxicity due to the expression of CAR tumor antigens in essential tissues and organs. Here, we describe a dual CAR NOT gate incorporating an inhibitory CAR (iCAR) recognizing HLA-A*02 ("A2") that enables effective treatment with a potent HER2 activating CAR (aCAR) in the context of A2 loss of heterozygosity (LOH).

Methods: A CAR-T cell screen was conducted to identify inhibitory domains derived from natural immune receptors (iDomains) to be used in a NOT gate, to kill A2 HER2 lung cancer cell lines but spare A2 HER2 lung cancer cell-lines with high specificity.

Revisiting the Percentage of K-12 Students in Need of Preventive Interventions in Schools in a "Peri-COVID" Era: Implications for the Implementation of Tiered Programming.

As the public health framework has been implemented in schools through multi-tiered systems of support, as in Positive Behavioral Interventions and Supports (PBIS), a prominent interpretation has been that 80% of students will benefit from universal or Tier 1 schoolwide behavior support, around 15% will require added selective or Tier 2 targeted support, and 5% will require the more intensive selective or Tier 3 intervention. The PBIS framework also emphasizes the use of tiered logic, with strengthened efforts at the universal and selective levels when student behavioral or mental health needs exceed expected levels. The prediction that 5% of students will require indicated support was based mostly on students at risk for discipline encounters (i.

Expanding School-Based Motivational Interviewing Through Delivery by Paraprofessional Providers: A Preliminary Scoping Review.

The supply of school mental health (SMH) providers and services cannot meet the demand of students in-need, and this gap is expected to widen in coming years. One way to increase the reach of helpful services for youth is to grow the SMH workforce through task-shifting to paraprofessionals. Task-shifting could be especially promising in expanding Motivational Interviewing (MI) interventions, as MI can be molded to target a number of academic and behavioral outcomes important to schools.

Propelling the Global Advancement of School Mental Health.

Rates of mental health problems and disorders in children and youth have been increasing for at least three decades, and these have escalated due to the pandemic and multiple other societal stressors. It is increasingly recognized that students and families frequently struggle to receive needed care through traditional locations such as specialty mental health centers. Upstream mental health promotion and prevention strategies are gaining support as a public health approach to supporting overall population well-being, better utilizing a limited specialty workforce, and reducing illness.

Holistic Functioning from a Developmental Perspective: A New Synthesis with a Focus on a Multi-tiered System Support Structure.

While research in specific academic disciplines has individually advanced knowledge and practice for promoting multiple aspects of health and well-being in children and adolescents, still missing is an understanding of the interconnectedness of many critical aspects of development and how to intentionally weave these factors to advance a more holistic approach. The need for a more holistic and inclusive approach to child and adolescent development is increasingly evident to promote long-term health and well-being as the overall percentage of children, adolescents, and adults who suffer from mental health disorders is increasing. To address this issue, our authorship team consists of researchers in the areas of developmental psychology, neuroscience, motor development, exercise science, and mental health.

A randomized controlled trial on the interconnected systems framework for school mental health and PBIS: Focus on proximal variables and school discipline.

This study reviews findings for the first randomized controlled trial (RCT) on the Interconnected Systems Framework (ISF) for school mental health (SMH) and Positive Behavioral Interventions and Supports (PBIS). Since its development in the late 2000s, the ISF has been supported by federally funded centers for SMH and PBIS, and, guided by a national workgroup, is being implemented in >50 communities in the United States. This experimental evaluation of the ISF involved an RCT implemented in 24 schools in two southeastern states, with the ISF implemented in eight schools, PBIS alone implemented in eight schools, and typically co-located PBIS+SMH implemented in eight schools.

Advancing School Behavioral Health at Multiple Levels of Scale.

There is a national movement to advance school behavioral health, involving the mental health system partnering with schools' multitiered systems of support. This article underscores the critical need for school behavioral health and presents strategies to advance effective programming at district, state, and regional levels. Themes include diverse stakeholder involvement, teaming, data-based decision-making, implementation of evidence-based practices, screening, coaching and implementation support, progress monitoring and outcome evaluation, and using findings to scale-up effective programming.

Implementation strategies to promote measurement-based care in schools: evidence from mental health experts across the USA.

Background: Despite an established taxonomy of implementation strategies, minimal guidance exists for how to select and tailor strategies to specific practices and contexts. We employed a replicable method to obtain stakeholder perceptions of the most feasible and important implementation strategies to increase mental health providers' use of measurement-based care (MBC) in schools. MBC is the routine use of patient-reported progress measures throughout treatment to inform patient-centered, data-driven treatment adjustments.

Using readiness to understand implementation challenges in school mental health research.

Schools and research partners are increasingly implementing complex, multicomponent interventions and school-wide frameworks to better meet students' social, emotional, behavioral, and academic needs; however, in the research and real-world contexts, implementation is often fraught with many challenges and barriers to success. This study explores implementation barriers encountered during a randomized controlled trial testing effects of one complex intervention strategy-the Interconnected Systems Framework-from the lens of a practical model for conceptualizing organizational readiness-the Interactive Systems Framework for Dissemination and Implementation. Implementation of the Interconnected Systems Framework was explored via focus group and key informant interviews with school and mental health professionals, and research team members responsible for implementing the intervention in randomly assigned study schools.

Teacher-student relationships and mental health help seeking behaviors among elementary and secondary students in Ontario Canada.

This study examined associations between teacher-student relationship quality at school and teachers' responsiveness to students' emotional concerns in a classroom and (a) students' intention to seek help at school for mental health concerns and (b) mental health-related service use. Data for analyses came from the School Mental Health Survey, a cross-sectional survey of 31,120 grade 6-12 students, in 1968 classrooms, attending 248 schools in Ontario, Canada. Three-level (student, classroom, school) binary logistic regression was used to address the study objectives.

Coalescing investments in school mental health in South Carolina.

Background: Improving child and adolescent mental health requires states and jurisdictions to invest in school mental health efforts. In recent years, there has been notable expansion and improvement in school mental health services in the state of South Carolina related to a number of investments that are cumulatively promoting capacity building.

Methods: This narrative overview examines the history of the school mental health movement in one southern state and details efforts by multiple key stakeholders that have coalesced to form a strong system for advancing school mental health.

Between-teacher variance of students' teacher-rated risk for emotional, behavioral, and adaptive functioning.

As schools increasingly adopt universal social, emotional, and behavioral screening, more research is needed to examine the effects of between-teacher differences due to error and bias on students' teacher-rated screening scores. The current study examined predictors of between-teacher differences in students' teacher-rated risk across one global and three narrow domains of behavioral functioning. Participants included 2450 students (52.

Preliminary development and validation of the Interconnected Systems Framework-Implementation Inventory (ISF-II).

As schools increasingly implement multitiered systems of support, there is a pressing need to develop psychometrically sound implementation fidelity measures. The interconnected systems framework (ISF) is a multitiered model blending systems of positive behavioral interventions and supports with promotion, prevention, and intervention strategies of school mental health. The ISF is being implemented in communities across the United States with ongoing evaluation in several randomized controlled trials.

Motivational Interviewing to Promote the Effectiveness of Selective Prevention: an Integrated School-Based Approach.

School Mental Health prevention approaches that use multi-tiered systems are advancing rapidly. However, there is a relative shortage of effective selective prevention programs feasible to implement within the school context. To optimize the effectiveness of selective prevention in this context, a Motivational Interviewing (MI)-based prevention program for an adolescent student population was developed and tested.

A Strategic Plan for Strengthening America's Families: A Brief from the Coalition of Behavioral Science Organizations.

Despite significant progress in research on the treatment and prevention of psychological, behavioral, and health problems, the translation of this knowledge into population-wide benefit remains limited. This paper reviews the state of America's children and families, highlighting the influence of stressful contextual and social conditions on child and family well-being and the concentration of disadvantage in numerous neighborhoods and communities throughout the nation. It then briefly reviews the progress that has been made in pinpointing policies that can reduce stressful contextual conditions such as poverty, discrimination, and the marketing of unhealthful foods and substances.

CAR T cells for brain tumors: Lessons learned and road ahead.

Malignant brain tumors, including glioblastoma, represent some of the most difficult to treat of solid tumors. Nevertheless, recent progress in immunotherapy, across a broad range of tumor types, provides hope that immunological approaches will have the potential to improve outcomes for patients with brain tumors. Chimeric antigen receptors (CAR) T cells, a promising immunotherapeutic modality, utilizes the tumor targeting specificity of any antibody or receptor ligand to redirect the cytolytic potency of T cells.

Building Strong Partnerships: Education and Mental Health Systems Working Together to Advance Behavioral Health Screening in Schools.

In this article, we have introduced a key challenge confronting the fields of education and mental health: the need for early detection of EBDs among students and a framework for early response to their needs. Next, we offered a potential solution: prioritizing strong, integrated partnerships between education and mental health systems. Following this discussion, we provided two illustrations (1) teacher-completed behavior screening within a Ci3T model of prevention in an elementary school setting and (2) student self-reported mental health screening in the high school setting.

Assessing Acceptability of the Term: "Psychopathology" Among Youth Aged 18-25.

A prevailing model for mental health care for youth and families is to provide services within a "psychopathology" focused framework. This approach can compound problems for youth by imparting negative labels on them, and may be associated with iatrogenic impacts of interventions (e.g.

PET of Adoptively Transferred Chimeric Antigen Receptor T Cells with Zr-Oxine.

Chimeric antigen receptor (CAR) T cell therapy is a promising clinical approach for reducing tumor progression and prolonging patient survival. However, improvements in both the safety and the potency of CAR T cell therapy demand quantitative imaging techniques to determine the distribution of cells after adoptive transfer. The purpose of this study was to optimize Zr-oxine labeling of CAR T cells and evaluate PET as a platform for imaging adoptively transferred CAR T cells.

The impact of inter-organizational alignment (IOA) on implementation outcomes: evaluating unique and shared organizational influences in education sector mental health.

Background: Integrated healthcare delivered by work groups in nontraditional service settings is increasingly common, yet contemporary implementation frameworks typically assume a single organization-or organizational unit-within which system-level processes influence service quality and implementation success. Recent implementation frameworks predict that inter-organizational alignment (i.e.

Diagnostic PET Imaging of Mammary Microcalcifications Using Cu-DOTA-Alendronate in a Rat Model of Breast Cancer.

The development of improved breast cancer screening methods is hindered by a lack of cancer-specific imaging agents and effective small-animal models to test them. The purpose of this study was to evaluate Cu-DOTA-alendronate as a mammary microcalcification-targeting PET imaging agent, using an ideal rat model. Our long-term goal is to develop Cu-DOTA-alendronate for the detection and noninvasive differentiation of malignant versus benign breast tumors with PET.