NJ Health Department Announces $250,000 Grant Opportunity for Statewide Program to Support Youth Mental Health Through Parent and Professional Engagement

Funding to provide training and education to train parents/caregivers and professionals working with children and adolescents to help support well-being of New Jersey youth

TRENTON –

Recognizing the pivotal role parents and caregivers play in shaping the mental health and well-being of youth, the New Jersey Department of Health (NJDOH) is accepting applications from youth and parent/caregiver serving organizations interested in operating a new statewide program to help equip parents, caregivers, and youth-serving professionals with the training and education to better support children and adolescents navigating mental health, sexual health, and substance use challenges.

A Request for Applications seeks organizations with the capacity to develop and implement a centralized web-based hub for parents, caregivers and youth-serving professionals to access virtual and in-person evidence-based trainings through the Statewide Parent and Professional Engagement Program (S-PEP). The RFA will be available from Sept. 15 through Oct. 27, 2023.

The grant award will total $250,000, with an additional three-year continuation based on agency performance of prior years and availability of funds. A single award is scheduled for December 2023, and the official launch for training registration is set for Spring 2024.

Central to S-PEP will be Teen Speak, an innovative, motivational interview-based training tailored for parents and caregivers. Teen Speak, which is currently offered to a limited extent by NJDOH and aids parents and caregivers in broaching sensitive topics with adolescents, will now include more of a focus on mental health, sexual health, and substance use.

S-PEP will also incorporate Motivational Interviewing Training for Empowering Youth (MITEY) toward change, which equips youth-serving professionals – educators, coaches, mentors, and more – with the information, skills, and tools necessary to engage their children and teens in conversations that increase resiliency. Because these individuals are strong influences outside of the home, MITEY Change aims to empower them to use motivational interviewing strategies to provide effective and efficient risk coaching to youth.

Recent studies by the Kaiser Family Foundation in 2022 revealed that 85% of parents and caregivers in the U.S. express concern over depression’s impact on their teenagers. According to a statewide survey by the Rutgers Eagleton Center for Public Interest Polling in March 2022, about half of all parents of middle and high school students are very or moderately concerned about their child’s risk for depression and about one-third about their child’s risk for suicide. S-PEP underscores the belief that while parents and caregivers often understand their children’s needs, a gap remains in their ability to effectively address sensitive topics and identify potential threats to their children’s mental health.

Details about the S-PEP RFA will be available starting Sept. 15, 2023, at: https://healthapps.state.nj.us/noticeofgrant/noticegrants.aspx.

Eligible applicants must be a New Jersey-based agency such as a: private, nonprofit health or social service agency with a not-for-profit 501(c)(3) tax exempt status; local health department; public school; or education agency. Interested applicants must attend a required Technical Assistance meeting to be held on Sept. 22, 2023. Registration information is available in the RFA.

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SDGs, Targets, and Indicators Analysis

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

• SDG 3: Good Health and Well-being
• SDG 4: Quality Education
• SDG 5: Gender Equality
• SDG 10: Reduced Inequalities

The article discusses the New Jersey Department of Health’s initiative to provide training and education to parents, caregivers, and professionals working with children and adolescents to support their well-being. This aligns with SDG 3, which focuses on ensuring healthy lives and promoting well-being for all at all ages. It also connects to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. Additionally, the article mentions the importance of addressing mental health, sexual health, and substance use challenges, which are relevant to SDG 5 on gender equality and SDG 10 on reducing inequalities.

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

1. 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.
2. 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.
3. Target 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences.
4. Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

The targets identified are directly related to the issues discussed in the article. Target 3.4 focuses on promoting mental health and well-being, which aligns with the goal of providing training and education to support children and adolescents’ well-being. Target 4.7 emphasizes the acquisition of knowledge and skills for sustainable development, which is relevant to the education and training programs mentioned in the article. Target 5.6 highlights the importance of universal access to sexual and reproductive health, which is connected to the focus on sexual health in the training program. Target 10.2 aims to promote social inclusion and reduce inequalities, which is addressed by providing support to parents, caregivers, and professionals working with youth.

3. Are there any 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 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.
• Indicator 5.6.1: Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use, and reproductive health care.
• Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.

The article does not explicitly mention indicators, but the identified targets can be measured using the indicators mentioned above. These indicators provide specific metrics to assess progress towards the targets. For example, Indicator 3.4.1 measures the mortality rate attributed to non-communicable diseases, which is relevant to Target 3.4 on reducing premature mortality. Indicator 4.7.1 assesses the extent to which education for sustainable development is integrated into national policies, curricula, teacher education, and student assessment, aligning with Target 4.7 on promoting sustainable development through education. Indicator 5.6.1 measures the proportion of women making informed decisions about sexual and reproductive health, which relates to Target 5.6 on ensuring universal access to sexual and reproductive health. Indicator 10.2.1 measures the proportion of people living below a certain income threshold, reflecting progress towards Target 10.2 on promoting social inclusion.

SDGs, Targets, and Indicators Table