HSE 7

Submit the final version of the Community Resource Evaluation. It should be a complete, polished paper containing all of the critical elements listed in the Final Project Document.

USE THE DOCUMENTS ATTACHED TO CREATE PAPER. BE SURE TO FOLLOW THE RUBIC ATTACHED. 

HSE 215 Final Project Guidelines and Rubric

Overview
As a human services practitioner, you will mostly likely work with children and families at some point in your career, during which you may need to provide
support to children from birth to adolescence, as well as to their parents or guardians. This necessitates determining age-specific needs and risk and resiliency
factors to recommend programs that are best tailored to address these needs and factors. As there may be gaps in service, you may also, at times, need to
research interventions to fill these gaps. In this final project, you will be asked to do exactly this. Not only will you evaluate a current community or school-based
program for the extent to which its interventions are tailored to meet the client’s needs, but you will also identify gaps in service and research an intervention to
fill these gaps, and create a plan to implement it. This plan will include a way to measure outcomes and incorporate evidence-based practices to ensure the
intervention is meeting its intent.

The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Four, and Five. The final submission is due in Module Seven.

In this assignment, you will demonstrate your mastery of the following course outcomes:

• Assess the extent to which community and school-based resources and intervention programs address the developmental needs of children

• Determine the impact of developmental risk and resiliency factors on treatment and intervention programs for child growth and development

• Formulate intervention strategies that promote improvements in the personal and social function of children living in diverse circumstances

• Explain the use of evidence-based practices and outcomes measurement within child growth and developmental resources

Prompt
For this evaluation, you will identify a community or school-based program in your geographical area or in an area of your choice. You will determine the targeted
age group of the program, and this will be your focus of study. (If the program targets more than one age group, simply choose one of the groups.) Using this age
group and the program, you will determine how the interventions provided within the program either address or do not address the age-specific developmental
needs and risk and resiliency factors of the children. After identifying gaps in services, you will research and select an intervention to address these gaps,
providing justification around the selection.

Specifically, the following critical elements must be addressed:

I. Introduction: Select a community or school-based program that serves children, and describe the targeted age group and related risk and resiliency

factors. Include the following:
A. Provide an introduction by describing the purpose of the evaluation and how it will be completed. Do this by stating the purpose and describing the

process of the evaluation (generally, the sections of your report).

B. Identify one community or school-based program from your geographical area or the area of your choice. Examples include, but are not limited to,
YWCA/YMCA programs, Boys & Girls Club, Big Brothers Big Sisters, Early Head Start, Head Start, mental health services, child development services,
and after-school programs. Be sure to indicate whether the program is community or school-based.

C. Identify the age group served by the program. Typical age groups include infancy (0–3), early childhood (3–5), middle childhood (5–12), and
adolescence (13–18). If the program serves multiple age groups, select and identify one group you will address.

D. Identify the major developmental needs and risk and resiliency factors of your selected age group. Refer to the Definitions handout (linked within
the Milestone One Guidelines and Rubric document) for an explanation of developmental needs, risk factors, and resiliency factors; refer to the
textbook for age-specific developmental needs and risks, and to the assigned web resources for the resiliency factors. This section may be presented
in paragraph or bulleted-list format.

1. Developmental needs include but are not limited to learning to walk and run, reading and writing, gaining independence, and making friends.
2. Risk factors include poor parenting skills, drug use in the household, social isolation, living in a high-crime neighborhood, and others.
3. Resiliency factors include appropriate parenting, good schools, reading and writing supported in the home, healthy meals, appropriate

developmental supports, high self-esteem, and others.
E. Describe the service (intervention) or services (interventions) provided by the program. Your description should provide some detail without

overwhelming the reader. Briefly describing the specific activities provided by the program and their stated purpose, if provided.

II. Analysis: Analyze the selected community or school-based program. Determine which risk and resiliency factors the program address regarding your

targeted age group and why? Describe how well the interventions address personal and social (socioemotional) functioning, and how they could be
improved. Keep in mind that some programs incorporate evidence in their practices, while others may not. It is important that you consider the
accumulation of evidence for the age group you are targeting. Is there sufficient evidence to support inclusion of the interventions? Include at least
three research studies for one intervention.

A. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program?
What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants?

B. In what ways are the program’s interventions tailored to the unique developmental needs, risk and resiliency factors of the targeted age group?
For example, teaching cooperation should take different forms for different age groups. Explain why this is important?

C. In what ways are the program’s interventions not tailored to the unique developmental needs, risk and resiliency factors of the targeted age
group? Are they too generalized, or more appropriate for a different age group?

D. What is the role this program and its interventions play in promoting the improvement of personal and social functioning of children from birth
to adolescence? In other words, how does this program contribute to the development of the future adult? Provide specific examples.

E. Explain how this program and its interventions incorporate or fail to incorporate evidence-based practices. Some questions to consider include
the following: How are evidence-based practices used? Are they incorporated into the program interventions? What evidence is provided that
tell us the practices are effective? What benefit does incorporation of these practices provide? Are there any drawbacks to them not being
incorporated? Where are the opportunities for further incorporation of evidence-based practices, and how did you identify these gaps?

F. How do risk and resiliency factors for the targeted age group influence the type of interventions provided by the program?
G. How do the specific interventions take into consideration risk and resiliency factors?

II. Intervention Plan: Now that you have identified the needs of the target age group and evaluated the efficacy and utility of the community program you

have selected, propose an additional intervention. Your intervention should help strengthen the program by promoting personal and social

(socioemotional) functioning and incorporating outcome measurement and evidence-based practices. You will research current interventions and
recommend an intervention plan that best fits the age group and program.

A. Based on your research, what is an intervention that would add to the effectiveness of the program in promoting personal and social
(socioemotional) functioning for children living in differing circumstances? How would the intervention promote personal and social
functioning?

B. How would you take different cultures into consideration when applying this intervention? Provide an example.
C. What outcomes would be expected from this new intervention? What is one method of measuring whether the intervention met the desired

outcomes, and how would this method be applied to the intervention? How would the outcomes be measured?
D. Does this intervention constitute an evidence-based practice, or include evidence-based practices? What is the evidence that supports the

practice(s)? Alternatively, how could evidence-based practices be applied to this intervention, and what would be the benefit of doing this? How
would the practice(s) support the intervention in meeting the desired outcomes?

E. How will this intervention consider the risk and resiliency factors of the specific age group? How would addressing these factors benefit the
intervention in promoting personal and social functioning?

F. What are ways the intervention will reduce risk and increase resiliency factors? How will the intervention do this?

Milestone One: Draft of Introduction

Milestones

In Module Two, you will submit part I., the introduction, of the program evaluation. This milestone is graded with the Milestone One Rubric.

Milestone Two: Draft of Analysis
In Module Four, you will submit a draft of the analysis section, including all critical elements as listed in section II. In writing your draft, be sure to specify the
chosen age group and their needs that will be addressed by the intervention that you are planning for section III of your program evaluation. Look for specific
evidence-based practices that will support this target group and their development. Include some risk and resiliency factors that you believe the interventions
will address. This draft should be at least 2 pages in length, in addition to a separate references page. This milestone is graded with the Milestone Two Rubric.

Milestone Three: Draft of Intervention Plan
In Module Five, you will submit a draft of the intervention plan, including all critical elements as listed in section III. The plan will add to the effectiveness of the
program in promoting personal and social functioning for children living in diverse circumstances. How will the intervention reduce developmental risk and
increase resiliency? This draft should be at least 2 pages in length, in addition to a separate references page. This milestone is graded with the Milestone Three
Rubric.

Final Submission: Program Evaluation
In Module Seven, you will submit the Program Evaluation in its final form. It should be a complete, polished paper containing all the critical elements of the final
product. It should also reflect the incorporation of feedback gained throughout the course. Your final paper is graded with the Final Project Rubric.

Deliverables

Milestone Deliverable Module Due Grading
One Draft of Introduction Two Graded separately; Milestone One Rubric
Two Draft of Analysis Four Graded separately; Milestone Two Rubric

Three Draft of Intervention Plan Five Graded separately; Milestone Three Rubric
Final Submission: Community Program

Evaluation
Seven Graded separately; Final Project Rubric

Final Project Rubric
Guidelines for Submission: Your community program evaluation must be 4–6 pages in length (plus a cover page and references) and written in APA format. Use
double spacing, 12-point Times New Roman font, and one-inch margins. Include at least five references cited in APA format.

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Introduction Meets “Proficient” criteria, and
details and examples provide
insight into how the program
and factors connect

Provides accurate and detailed
contextualizing information
about the selected program

Provides contextualizing
information on the selected
program, but information is
inaccurate or lacks detail

Does not provide
contextualizing information

5

Analysis: Needs of
Chosen Age Group

Meets “Proficient” criteria and
provides concrete examples to
substantiate claims

Accurately identifies
developmental needs of the
selected age group related to
personal and social functioning

Identifies developmental needs
of the age group, but does not
connect these to personal and
social functioning, is missing
information, or is inaccurate

Does not identify
developmental needs

7.5

Analysis:
Interventions

Tailored

Meets “Proficient” criteria and
incorporates in-depth analysis
and supporting detail or
evidence

Accurately assesses how the
program’s interventions are
tailored to developmental
needs of the selected age group

Assesses how the program’s
interventions are tailored to
developmental needs of the
age group, but with gaps in
accuracy or completeness

Does not assess how
interventions are tailored to
meet developmental needs of
the age group

7.5

Analysis:
Interventions Not

Tailored
Meets “Proficient” criteria and
incorporates in-depth analysis
and supporting detail or
evidence

Accurately assesses how the
program’s interventions are not
tailored to developmental
needs of the age group

Assesses how the program’s
interventions are not tailored to
developmental needs of the
age group, but with gaps in
accuracy or completeness

Does not assess how
interventions are not tailored to
meet developmental needs of
the age group

7.5

Analysis: Personal

and Social

Functioning

Meets “Proficient” criteria and
provides in-depth analysis and
supporting material or evidence

Describes how the program
promotes the improvement of
personal and social functioning
of children, providing concrete
examples

Describes how the program
promotes the improvement of
personal and social functioning
of children, but does not
provide concrete examples

Does not describe how the
program promotes the
improvement of personal and
social functioning of children

7.5

Analysis: Evidence-
Based Practices

Meets “Proficient” criteria and
provides concrete examples to
substantiate claims

Explains how the program
incorporates evidence-based
practices and discusses related
benefits and/or drawbacks

Either does not explain how the
program incorporates evidence-
based practices or does not
discuss related benefits and
drawbacks

Does not explain how the
program incorporates evidence-
based practices and does not
discuss related benefits or
drawbacks

7.5

Analysis: Risk and

Resiliency

Factors

Meets “Proficient” criteria and
provides in-depth analysis and
concrete examples

Accurately describes how risk
and resiliency factors of the age
group influence the type of
intervention selected

Describes how risk and
resiliency factors of the age
group influence the type of
intervention, but information is
inaccurate or incomplete

Does not describe how risk and
resiliency factors of the age
group influence the type of
intervention

5.5

Analysis: Intervention
and Risk and

Resiliency Factors
Meets “Proficient” criteria and
provides in-depth analysis and
concrete examples

Accurately describes how the
intervention takes into
consideration risk and resiliency
factors of the age group

Describes how the intervention
takes into consideration risk
and resiliency factors of the age
group, but description is
inaccurate or incomplete

Does not describe how the
intervention takes into
consideration risk and resiliency
factors of the age group

5.5

Intervention Plan:
Personal and Social

Functioning

Meets “Proficient” criteria and
provides supporting material or
evidence to justify assertion of
promoting personal and social
functioning

Identifies an additional
intervention that promotes
personal and social functioning
in diverse circumstances,
providing justification

Identifies an additional
intervention, but does not
specify how it promotes
personal and social functioning
of diverse children

Does not identify an
intervention plan and does not
specify how it promotes
personal and social functioning
of diverse children

7.5

Intervention Plan:
Cultures

Meets “Proficient” criteria and
provides in-depth analysis and
supporting material

Explains how the intervention
would consider different
cultures, providing a concrete
example

Explains how the intervention
would consider different
cultures, but does not provide a
concrete example

Does not explain how the
intervention would consider
different cultures

7.5

Intervention Plan:
Outcomes

Meets “Proficient” criteria and
provides supporting material or
evidence

Identifies at least one
appropriate intervention
outcome, and provides in-depth
illustration of how a method of
collecting outcomes would be
applied to the intervention

Identifies at least one
appropriate intervention
outcome, and provides
illustration of how a method of
collecting outcomes would be
applied to the intervention, but
illustration is incomplete

Does not provide an appropriate
intervention outcome in-depth
illustration of how a method of
collecting outcomes would be
applied to the intervention

7.5

Intervention Plan:

Evidence-Based
Practices

Meets “Proficient” criteria and
provides supporting material or
evidence

Illustrates how the intervention
is evidence-based, and/or how
an evidence-based practice
could be applied to the
intervention and the impact on
the outcomes

Illustrates how the intervention
is evidence-based, or how an
evidence-based practice could
be applied to the intervention
but not the impact on the
outcomes

Does not illustrate how the
intervention is evidence-based
or how an evidence-based
practice could be applied to the
intervention or the impact on
the outcomes

7.5

Intervention Plan:
Risk and Resiliency

Factors
Meets “Proficient” criteria and
provides in-depth analysis and
concrete examples

Accurately explains how the
intervention strategy accounts
for the risk and resiliency
factors for the age group

Illustrates how the intervention
strategy accounts for the risk
and resiliency factors for the
age group, but illustration is
inaccurate or incomplete

Does not illustrate how the
intervention strategy accounts
for the risk and resiliency
factors of the age group

5.5

Intervention Plan:
Reduce

Developmental Risk

Meets “Proficient” criteria and
provides in-depth analysis and
concrete examples

Accurately illustrates how the
intervention strategy will
reduce risk and increase
resiliency for the age group

Illustrates how the intervention
strategy will reduce risk and
increase resiliency for the age
group, but information is
inaccurate or incomplete

Does not illustrate how the
intervention strategy will
reduce risk and resiliency
factors for the age group

6

Articulation of
Response

Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format

Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization

Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas

Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas

5

Total 100%

2-2 Final Project Milestone One 4

T’Erica Huff

2-2 Final Project Milestone One: Draft of Introduction

Southern New Hampshire University

It is very obvious for youths and children to develop different forms of emotional distress when they are growing and maturing. For instance, it is normal for children develop nervousness about education or school or youths to experience intermittent depression periods which are naturally transient (Panter‐Brick, Catherine, et al. 523-541). In case these symptoms are persistent, then there is need to come up with interventions or programs that will help them overcome their distress. Even when majority of the youths look healthy, emotionally and physically, nearly one out of four or five adolescents experience lifetime mental disorder, which can make them become subjects of discrimination or developing undesirable attitudes. Just like physical health, mental health does not refer to mental disorder or absence of a disease. It involves the emotional well-being, social-well-being, psychological well-being. It entails a youth’s ability to engage and establish in fulfilling relationships, adapting to change, being able to realize their abilities, see that all their needs are catered for, and being able to successfully navigate in life’s complexities, while developing important skills that will help them cope and navigate in various scopes of life.

The Mental Health Program as a non-profit organization for college students who might be experiencing mental health problems. Its aim is to train and equip both the adults and youths with skills that they can employ to fight and overcome this condition (DeWit, David J., et al. 647-656). The program realizes that most students and youths are victims of mental health conditions that result from different risk factors such fear of failing exams, being bullied, being mistreated at home and in school, lack of successful inter-persona relationships, among others. The program takes hesitation and fear out of initiating a conversation concerning the problem and abuse of substance through comprehending and offering an action plan, which trains individuals on how to respond safely, effectively and responsibly to mental health problems among youths.

The Mental Health program for youths is a school-based program that covers teenagers between the ages of 13-18 and aims at improving and helping youths to cope with different mental issues affecting them in school and back at home. The program identifies that the absence of different risk and protective factors are major contributors to youth’s mental health condition and there is need to implement measures that will help support positive mental health, while minimizing or preventing issues that come with mental health conditions (Wasserman, Camilla, et al. 2018). It identifies that youths who have mental health issues are likely to have problems back at home, in the community, in school, and when engaging in interpersonal interactions.

Some of the measures taken by the program in an effort to combat mental health problems among youths include:

1. Informing adults concerning the general mental health issues among teenagers.

2. Helps to reduce stigma among youths.

3. Trains adults on how to identify symptoms and signs of mental health and the use of substances and their effects on them.

4. Helps youths to self-examine themselves and learn how to overcome mental health problems such as distress and anxiety.

5. Offers a channel through which youths can speak their mind and share their problems amongst themselves or with an adult either a teacher or a parent.

6. It also promotes social interactions and activities that will help youths not to engage in negative behaviors such as drugs abuse.

7. Adults are also equipped with skills that they can apply and assist youths facing or experiencing mental health challenges, like suicide (Dunne, T., Bishop, L., Avery, S., & Darcy, S. 587-512).

The program has successfully helped numerous youths in the community. Its efforts and impacts are felt by all people. Students have also benefited greatly since they are able to communicate and solve their mental health problems.

REFERENCE:

DeWit, David J., et al. “The role of program-supported mentoring relationships in promoting youth mental health, behavioral and developmental outcomes.” Prevention Science 17.5 (2016): 646-657.

Dunne, T., Bishop, L., Avery, S., & Darcy, S. (2017). A review of effective youth engagement strategies for mental health and substance use interventions. Journal of Adolescent Health, 60(5), 487-512.

Panter‐Brick, Catherine, et al. “Insecurity, distress and mental health: experimental and randomized controlled trials of a psychosocial intervention for youth affected by the Syrian crisis.” Journal of Child Psychology and Psychiatry 59.5 (2018): 523-541.

Wasserman, Camilla, et al. “Interactions between youth and mental health professionals: The Youth Aware of Mental health (YAM) program experience.” PloS one 13.2 (2018): e0191843.

1

DRAFT OF ANALYSIS

4-2 FINAL PROJECT MILESTONE TWO

T’ERICA HUFF

SOUTHERN NEW HAMPSHIRE UNIVERSITY

In our current age, young adolescents who are of between ten to nineteen years of age, have a lot of needs that need to be addressed as they develop. As adolescents develop into adulthood there is a lot of conflict in between. This is because they are trying to discover their personality and also understand themselves from a much deeper perspective. 

Having a negative or positive environment, will either contribute positively or negatively towards their growth. Some of the needs that adolescents require are self-identity and good mental health. Many adolescents suffer from a lack of self-identity or awareness when they are developing (Kieling, 2011). This makes them get involved in so many things such as drug abuse, fornication, they get depressed, simply because they are confused and do not know how to handle the new person they are developing into. 

Therefore, adolescents require guidance so that they can be able to understand the different changes they are experiencing. These are physical, emotional, mental changes. Physically they become different; some parts of their bodies develop more. Emotionally they want to feel accepted. And mentally they are fighting between what is right and what is wrong while being influenced by their fellow peers. Having a negative environment also adds to the causes of poor mental health issues. This is because as time goes by many teenagers get into depression due to what experiences they have involved themselves in. Also, mostly adolescents do what they see other people who are older than they do, therefore if they are not aware of themselves it was easy for them to be swayed or influenced. 

Different practices can be used to address these needs that occur in adolescents. For example, when it comes to self-identity one of the things that can be done is taking personality tests. There are different types of personality traits. One can only be able to discover their personality type by taking a personality test. It takes them a step ahead towards getting to know exactly who they are (Williams & Chapman, 2011). Writing down their weaknesses and strengths helps them understand who they are and what they need to do for them not to be swayed by other people.

  As for good mental health, the youths need to have mentorship programs that will help them in gaining direction when it comes to their lives. Having a mentor that they can talk to when in times of confusion or when faced with challenges will come a long way in helping the adolescents. This is because they will not get advice from their peers who may not offer more help to them or they may end up misleading them. 

Getting help from someone who has been there and has experienced the struggles that come with being an adolescent is more suitable to help them maneuver the same struggles they are facing. 

Some of the risk factors that will be addressed by the above approach include drug and substance abuse depression and suicide. Most adolescents when they are not in control of their lives or are not receiving any guidance tend to abuse drugs, others get depressed with others to commit suicide. They look at these as a haven for them when it’s not. Getting to help during this stage of transition in their lives is very important.

REFERENCES
Kieling, C. (2011). Child and Adolescent Mental Health Worldwide: Evidence for Action. Retrieved from Science Direct: https://www.sciencedirect.com/science/article/pii/S0140673611608271
Williams, K. A., & Chapman, M. V. (2011). Comparing Health and Mental Health Needs, Service Use, and Barriers to Service Among Sexual Minority Youths and Their Peers. Retrieved from Academic.OUP: https://academic.oup.com/hsw/article-abstract/36/3/197/718918

1

Intervention Plan Draft

Intervention Plan Draft

5

5-2 Final Project Milestone Three

T’Erica Huff

Southern New Hampshire University

Adolescent is an age characterized by rapid growth vulnerabilities, fortitude, and maturing individuality. Fortunately, majority of young people pass the stage healthy, while several of them do not. Mental health for adolescent: should focus on interventions and prevention strategies that aim at improving the mental health condition of youths, who are at risk or have developed mental health issues.

Some of the interventions and preventive programs that can be used to curb mental health conditions in young people include:

1. Mental Health GAP Action Programme (mhGAP)

This program offers evidence-based assistance concerned with the management and assessment of critical neurological, mental, and abuse of substance in non-specialist environment. It focuses on issues associated with adolescent all the time, such as Adolescent and Child Mental and Behavioral conditions and also on suicide or self-harm. This can be attained through suicide monitoring and training skills for adolescents and children (Schleider, Dobias, Sung, & Mullarkey, 2020). It is only used by nurses, doctors, or any health professional and health manager and planners.

2. Assisting the Adolescents to Thrive

His involves preventive and promotive interventions designed to be introduced to schools, social care, digital or community care, and health care. They are psychosocial strategies that aim at improving the psychological wellness while reducing vulnerability to poor mental health results, which target youths individually, as a group, or people providing care to them or their families.

3. Early Adolescent Skills for Emotions (EASE)

It aims at adolescents between the ages of 10-14 years who have great distress and are also impaired in their functioning. It is delivered by supervised or trained non-professional organizers to groups of adolescents and in separate, their care providers, living in adversities.

4. Sustainable Technology for Adolescents to Reduce Stress (

STARS

 ; digital intervention)

This aims at involving final users from the initial through human oriented design that helps to educate the creation of the strategy and helps to minimize impairing psychological anguish that is faced by youths between the ages of 15 to 18 years living in towns.

5. Parental Help

When youths have a close, warm, and open relationship with their parents, they will always be free to open and tell their parents the distress they are going through. Parents can help by listening and taking their feelings and lastly helping them to overcome their challenges.

6. Professional Help

In case a child is having issues at school, a school nurse, teacher, counselor, or a psychologist can be of help (Weist, Lowie, Flaherty, & Pruitt, 2001). However, it is right for youths to go and visit a health visitor. They can also help referring them to further assistance.

7. Talking it Through

Young people should take actions of talking their feelings and also try to understand the challenge for them to come up with the best strategies to handle their problems.

8. Medication

A lot of medications done on mental health are focused on adults instead of children. It is important to assess young people and children by engaging an expert before being prescribed to any medication (Weisz, Sandler, Durlak, & Anton, 2005). It is true that when talking is involved as a therapy for children it can be effective for them, though drugs medication can also play an important part.

By employing the interventions given, youths will be able to overcome their mental health conditions and also control the effects of the situation. The interventions aim at making sure that young people are able to manage their mental problems and help them recover from mental challenges such as distress. The interventions focus on low income and minority groups who have been victimized. It also targets a community that is basically ready to help youths who have been dragged to substance abuse, domestic violence or bullying.

REFERENCES
Schleider, J., Dobias, M., Sung, J., & Mullarkey, M. (2020). Future Directions in Single-Session Youth Mental Health Interventions . Journal of Clinical Child & Adolescent Psychology, 264-278.
Weist, M., Lowie, A., Flaherty, T., & Pruitt, D. (2001). Collaboration Among the Education, Mental Health, and Public Health Systems to Promote Youth Mental Health. Psychiatric Services.
Weisz, J., Sandler, I., Durlak, J., & Anton, B. (2005). Promoting and Protecting Youth Mental Health Through Evidence-Based Prevention and Treatment. American Psychologist, 628.