Great news for children’s mental health

Wisconsin Receives Grant for Children’s Mental Health and Suicide Prevention

Thanks to a five-year grant received in 2022 from the U.S. Centers for Disease Control and Prevention (CDC) for children’s mental health and suicide prevention, Wisconsin is a little closer to its goal of being proactive around the issues.

The Wisconsin Department of Health Services will oversee the CDC grant and has contracted with Mental Health America of Wisconsin (MHA) to design and implement the program. In turn, MHA has contracted with the ‘Sources of Strength’ program ‘Connect Strength’ to implement it statewide. Overseeing this initiative will be Katrina Johnson of rural Soldiers Grove.

‘Connect Strength’ and the Wisconsin Comprehensive Suicide Prevention (CSP) Plan

‘Connect Strength’ will focus on the goal of increasing access to Sources of Strength for youth ages 10 to 19 years as part of the Wisconsin Comprehensive Suicide Prevention (CSP) plan. They will also collaborate with initiatives in each county to introduce more communities to the Adult Advisor/Community Training of Sources of Strength.

Changes in School-Based Mental Health Services Grant Funding

“As a result of a decision by the Wisconsin Joint Finance Committee, School-Based Mental Health Services grant funding for children’s mental health and suicide prevention will no longer go just to schools that apply for the grants and have a plan in place,” Johnson explained. “While this means that overall, the funding for the schools that had previously applied for the grants will be about a third of that anticipated, nevertheless, it means that all schools in the state will receive this funding on a per-pupil basis.”

According to North Crawford Elementary Principal, Amanda Killeen, the implications of eliminating the School-Based Mental Health grants are quite tangible. For example, North Crawford originally anticipated receiving $75,000 from the grant and will now receive approximately $17,000 from the statewide per-pupil distribution. Prairie du Chien and North Crawford had applied for a combined total of $150,000 annually for the years 2023-2025.

Johnson emphasized the importance of ensuring that schools use these funds for their intended purpose through good communication between school administrators, teaching staff, and counseling staff, as well as support in developing a plan within the school.

‘Connect Strength’ and the Sources of Strength Program

That’s where Johnson’s group, ‘Connect Strength’, comes into play. The parent group of ‘Connect Strength’ is the Denver-based ‘Sources of Strength’ organization. Johnson has been actively involved in helping to develop this program in schools regionally for the last few years, working with 17 school districts in Southwest Wisconsin. Now her focus has expanded to the entire state.

Recently, ‘Connect Strength’ trainings were offered in Prairie du Chien and Platteville. Last week, three national trainers came to Gays Mills for a four-day Sources of Strength ‘train-the-trainer’ advanced skills event at the Community Commerce Center. The event attracted 52 teachers, school administrators, and non-profit professionals from across Wisconsin, as well as from the Minnesota Association of Children’s Mental Health and a non-profit organization based in Texas.

Upcoming Training Opportunity

‘Connect Strength’ will offer Wisconsin school districts the opportunity to register for the August 21-22 ‘Elementary Sources of Strength Coaches Training’ in Gays Mills. To learn more or to register for the event, visit https://connectstrength.com/events-calendar/.

SDGs, Targets, and Indicators

1. SDG 3: Good Health and Well-being

   • Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
   • Indicator 3.4.1: Mortality rate attributed to cardiovascular disease, cancer, diabetes, or chronic respiratory disease.
   • Indicator 3.4.2: Suicide mortality rate.

2. SDG 4: Quality Education

   • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.
   • Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.

Table: SDGs, Targets, and Indicators

Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The SDGs addressed or connected to the issues highlighted in the article are SDG 3: Good Health and Well-being and SDG 4: Quality Education.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, the specific targets identified are:

– Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

– Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets:

– Indicator 3.4.1: Mortality rate attributed to cardiovascular disease, cancer, diabetes, or chronic respiratory disease.

– Indicator 3.4.2: Suicide mortality rate.

– Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.

These indicators can be used to measure progress towards reducing premature mortality from non-communicable diseases, promoting mental health and well-being, and ensuring the integration of global citizenship education and education for sustainable development in policies, curricula, teacher education, and student assessment.

Overall, the article highlights the importance of addressing mental health and suicide prevention in schools and promoting education for sustainable development to support the well-being and development of children and youth.

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: swnews4u.com

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