{"id":442,"date":"2022-09-29T14:18:25","date_gmt":"2022-09-29T14:18:25","guid":{"rendered":"https:\/\/necmhttc.org\/powerprogram\/?page_id=442"},"modified":"2024-11-13T20:36:35","modified_gmt":"2024-11-13T20:36:35","slug":"the-program","status":"publish","type":"page","link":"https:\/\/necmhttc.org\/powerprogram\/the-program\/","title":{"rendered":"The Program"},"content":{"rendered":"

[et_pb_section fb_built=”1″ fullwidth=”on” admin_label=”Page Header” _builder_version=”4.18.0″ background_image=”http:\/\/necmhttc.org\/powerprogram\/wp-content\/uploads\/sites\/7\/2022\/09\/about-banner-1920.jpg” parallax=”on” global_colors_info=”{}”][et_pb_fullwidth_header title=”About The Program” text_orientation=”center” admin_label=”Hero Section” _builder_version=”4.18.0″ title_font=”Montserrat|on|||” title_font_size=”60px” title_line_height=”1.4em” content_font_size=”22px” content_line_height=”1.8em” subhead_font=”||||” subhead_font_size=”30px” background_color=”rgba(255, 255, 255, 0)” use_background_color_gradient=”on” background_color_gradient_stops=”#cc4927 0%|rgba(204,73,39,0.5) 100%” background_color_gradient_start=”rgba(58,52,226,0.93)” background_color_gradient_end=”rgba(73,108,220,0.7)” custom_button_one=”on” button_one_text_size=”16px” button_one_bg_color=”#6eba01″ button_one_border_width=”2px” button_one_border_color=”#6eba01″ button_one_border_radius=”0″ button_one_letter_spacing=”2″ button_one_font=”Montserrat|||on|” button_one_use_icon=”off” custom_button_two=”on” button_two_text_size=”16px” button_two_border_width=”2px” button_two_border_color=”#ffffff” button_two_border_radius=”0″ button_two_letter_spacing=”2″ button_two_font=”Montserrat|||on|” button_two_use_icon=”off” module_alignment=”left” animation_style=”fade” button_one_text_color_hover=”#6eba01″ button_two_text_color_hover=”#6eba01″ button_one_border_color_hover=”#ffffff” button_two_border_color_hover=”#ffffff” button_one_border_radius_hover=”0″ button_two_border_radius_hover=”0″ button_one_letter_spacing_hover=”2″ button_two_letter_spacing_hover=”2″ button_one_bg_color_hover=”#ffffff” button_two_bg_color_hover=”#ffffff” global_colors_info=”{}” button_one_text_size__hover_enabled=”off” button_two_text_size__hover_enabled=”off” button_one_text_color__hover_enabled=”on” button_one_text_color__hover=”#6eba01″ button_two_text_color__hover_enabled=”on” button_two_text_color__hover=”#6eba01″ button_one_border_width__hover_enabled=”off” button_two_border_width__hover_enabled=”off” button_one_border_color__hover_enabled=”on” button_one_border_color__hover=”#ffffff” button_two_border_color__hover_enabled=”on” button_two_border_color__hover=”#ffffff” button_one_border_radius__hover_enabled=”on” button_one_border_radius__hover=”0″ button_two_border_radius__hover_enabled=”on” button_two_border_radius__hover=”0″ button_one_letter_spacing__hover_enabled=”on” button_one_letter_spacing__hover=”2″ button_two_letter_spacing__hover_enabled=”on” button_two_letter_spacing__hover=”2″ button_one_bg_color__hover_enabled=”on” button_one_bg_color__hover=”#ffffff” button_two_bg_color__hover_enabled=”on” button_two_bg_color__hover=”#ffffff”]<\/p>\n

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Find out more about the Power Program, why it was created, who it was created for, and the framework.<\/p>\n

[\/et_pb_fullwidth_header][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”About the Program” _builder_version=”4.18.0″ background_color=”#f2f2f2″ custom_padding=”90px||60px|” animation_style=”fold” animation_direction=”bottom” animation_intensity_fold=”4%” global_colors_info=”{}”][et_pb_row _builder_version=”4.18.0″ background_color=”#f2f2f2″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_width_px=”710px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ background_position=”top_left” custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_blurb title=”Why Power, Why Now?” url=”#” image_icon_width=”60px” admin_label=”Why Power, Why Now – New” _builder_version=”4.18.0″ header_font=”Montserrat||||” header_text_color=”#1f1f1f” header_font_size=”22px” header_line_height=”1.8em” body_font_size=”16px” body_line_height=”1.9em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” text_orientation=”center” animation_style=”fold” animation_direction=”bottom” animation_intensity_fold=”30%” icon_font_size=”60px” global_colors_info=”{}”][\/et_pb_blurb][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb url=”#” image_icon_width=”60px” admin_label=”Why Power? Why Now? 1″ _builder_version=”4.18.0″ header_font=”Montserrat||||” header_text_color=”#1f1f1f” header_font_size=”22px” header_line_height=”1.8em” body_font_size=”16px” body_line_height=”1.9em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” text_orientation=”center” animation_style=”fold” animation_direction=”bottom” animation_delay=”300ms” animation_intensity_fold=”30%” icon_font_size=”60px” global_colors_info=”{}”]<\/p>\n

Even prior to the onset of the COVID-19 pandemic, the United States faced a public health crisis related to the number of youth with mental health needs and the limited availability of providers to address these needs (U.S. Department of Health and Human Services, 2020). Schools have been identified as a setting with unique potential for hosting prevention and intervention services (National Association of School Psychologists [NASP], 2015) and, indeed, continue to represent a common entry point for youth to receive mental health services (Juszczak et al., 2003; Zakszeski & DuPaul, 2017). Yet many schools struggle with how best to deliver mental health services, particularly in the context of provider shortages (e.g., NASP, 2021).<\/p>\n

Multi-tiered systems of support (MTSS) frameworks guide schools in allocating prevention and intervention practices of various intensities using data regarding students\u2019 needs (Barrett et al., 2017).<\/p>\n

[\/et_pb_blurb][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb url=”#” image_icon_width=”60px” admin_label=”Why Power, Why Not 2″ _builder_version=”4.18.0″ header_font=”Montserrat||||” header_text_color=”#1f1f1f” header_font_size=”22px” header_line_height=”1.8em” body_font_size=”16px” body_line_height=”1.9em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” text_orientation=”center” animation_style=”fold” animation_direction=”bottom” animation_intensity_fold=”30%” icon_font_size=”60px” global_colors_info=”{}”]<\/p>\n

Within this framework, primary prevention practices are provided to all students at Tier 1, and universal screenings of students\u2019 social, emotional, and behavioral risk are conducted to identify students to receive targeted supports at Tier 2. Historically, more attention has been placed on interventions addressing conduct-related concerns as opposed to emotion-related concerns (McIntosh et al., 2014). Recently, several intervention programs targeting emotional symptoms have been developed, evaluated, and made available for use with elementary and middle school populations (Allen et al., 2019; Cook et al., 2015; Zakszeski, 2019). However, few programs with ecological validity for school-based, Tier 2 implementation are available for high school populations, in which mental health needs are both prominent and variable over time (Moore et al., 2019). For such a program to be adopted and its implementation sustained, it must evidence feasibility and contextual fit, particularly given prominent barriers to service delivery in high school settings (Martinez et al., 2019).<\/p>\n

[\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Page Content” _builder_version=”4.18.0″ custom_padding=”90px||90px|” locked=”off” global_colors_info=”{}”][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”Description of the Program” url=”#” image_icon_width=”60px” admin_label=”Description of the Program” _builder_version=”4.18.0″ header_font=”Montserrat||||” header_text_color=”#1f1f1f” header_font_size=”22px” header_line_height=”1.8em” body_font_size=”16px” body_line_height=”1.9em” background_size=”initial” background_position=”top_left” background_repeat=”repeat” text_orientation=”center” animation_style=”fold” animation_direction=”bottom” animation_delay=”300ms” animation_intensity_fold=”30%” icon_font_size=”60px” global_colors_info=”{}”]<\/p>\n

The POWER (Positive Outcomes With Emotion Regulation) Program is a school-based intervention program designed to promote emotion regulation skills for high school students with or at risk for developing mental or behavioral health needs. The POWER Program is a transdiagnostic program, meaning it incorporates techniques that have been found to be effective across adolescents with different types of emotion-related mental and behavioral health disorders (e.g., anxiety, mood, trauma- and stressor-related, and conduct disorders). The POWER Program includes empirically supported techniques grounded in motivational interviewing, behavioral skills training, cognitive-behavioral therapy, and acceptance and commitment therapy.<\/p>\n

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The POWER Program is designed for implementation:<\/p>\n