This section will provide brief descriptions of programs and practices (i.e. instruments, assessments, etc.) that have been recommended to the EMHD Initiative by the External Workgroup, CMHS Internal Workgroup or EMHD Partners. These programs and practices are being highlighted because they show promise in reducing disparities and/or indicate cultural competent practices that promote a reduction in disparities.
If you would like to have a promising program or practice added to the list, please contact contact Ms. Aldith Steer at AFYA Inc., or call AFYA at (301) 957-3040.
Technical Assistance Partnership for Child and Family Mental Health (TAP) coordinates a Cultural and Linguistic Competence Community of Practice whereby information and opportunities are shared among system of care communities to help them enhance efforts to integrate and implement cultural and linguistic competence. The following Communities of Practice are active: African Heritage Learning Community (AHLC), Asian American, Native Hawaiian, and other Pacific Islander (AANHOPH) Learning Community, Latino Learning Community and Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, or Two-Spirit Learning Community.
The RAICES/Promotoras Project: Culturally Competent Research on Children's Mental Health with Latino Communities was undertaken by the University of South Florida, Louis de la Parte Florida Mental Health Institute, in Tampa. Through the RAICES project funded by NIDRR a training curriculum was developed integrating the "Promotora" outreach model with the local school-based case management program. Promotoras are community members who use their knowledge of local resources and their neighborhood's health and social issues to promote healthy living and help community residents access needed health and social services. Promotoras often work as cultural brokers by helping providers better understand targeted Latino communities.
The RAICES project targets at-risk limited English speaking and Spanish monolingual Latino children or those with serious emotional disturbance enrolled in grades K-5. Very often, such children and their families fail to link with available services because of language, cultural and other barrier