Screening, Prevention & Intervention

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Screening for behavioral health needs is the best way to help with early identification of students who may be at-risk or in need of additional support. Providing early intervention and care can help individuals who are struggling with mental health symptoms to recover more quickly.

Early Childhood Services

Early intervention offers a greater chance for healing and recovery. Children as young as three years old can benefit from mental health interventions. That’s why Red Oak works with parents and caregivers to support healthy childhood development and build more effective parenting skills. We work with children and families who have experienced:

  • Developmental delays
  • Behavioral issues
  • Unresolved trauma
  • Attachment difficulties
  • Separation anxiety

Health and Wellness Programs

At Red Oak, we recognize that even students without a mental health diagnosis can have significant unmet social and emotional needs that exceed the capacity of even the most dedicated school counseling teams. Red Oak has teamed up with several local schools to provide health and wellness supports to these students. In this model, we have shifted the focus to wellness vs. illness with a goal of preventing a need for more intensive intervention or treatment in the future.

Our wellness programs include groups designed to help participants discover their internal “wellness” strengths, promote protective factors and reduce risk factors through an asset model as opposed to a deficit model. These in-school groups are safe and nurturing environments that cultivate empowerment and development of the youth participants.

Lion’s Quest

Lions Quest Skills for Growing (SFG) is an evidence-based elementary social and emotional learning program that consists of 3 core units of SEL instruction, followed by units on Health and Prevention, and Leadership through Service Learning. The program and lessons are based on the Five SEL Core Competencies from CASEL and use a four-phase instructional design. Central to this is a view of students as active participants, initiating their own learning in a natural way that draws on their innate curiosity.

For more information about bringing this program to your school or community contact Ayme McCain, Director of Prevention at or Joli Oliver at


Screening tools are resources that are designed to quickly help determine if you are experiencing symptoms related to mental health. Red Oak uses screening tools to help identify areas of need and opportunity and to design programming tailored to meet the needs of individuals or groups. Screening tools do not provide a diagnosis, but may indicate a need for further assessment.

Behavior Intervention Monitoring Assessment System (BIMAS-2™)

The BIMAS-2 is a brief, repeatable, universal screening tool that measures social, emotional and behavioral functioning in children and adolescents ages 5 to 18 years. Designed to identify students who might be at risk or in need of further assessment, the BIMAS-2 can also help monitor the effectiveness of system wide interventions implemented within a school building or district.

Developmental Assets Profile (DAP)

The Developmental Assets Profile (DAP) is a survey for youth ages 8 to 18 that provides an assessment of an adolescent’s developmental assets within the contexts of the four External Asset Categories (Support, Empowerment, Boundaries and Expectations, Constructive Use of Time), the four Internal Asset Categories (Commitment to Learning, Positive Values, Social Competencies, Positive Identity), as well as within five social contexts (Personal Assets, Social Assets, Family Assets, School Assets, and Community Assets).

SBIRT (Screening, Brief Intervention, Referral and Treatment) Services

SBIRT is an evidence-based intervention that allows more students access to early intervention and treatment services. SBIRT allows our staff to screen referred students and provide up to four brief interventions for students who could benefit from mental health support. If a student needs a higher level of care, we will then make a referral recommendation to treatment. Not all students who are referred for services need diagnosis and treatment. Sometimes our kids need help identifying what is bothering them, someone to listen, reassure and encourage and a trusted adult to follow up and check in.

Strengths and Difficulties Questionnaire (SDQ)

The Strengths and Difficulties Questionnaire (SDQ) is a screening tool that measures psychological adjustment in children and detects emotional and/or behavioral problems. It addresses 25 attributes across 5 scales (emotional symptoms, conduct problems, peer relationship problems, hyperactivity/ inattention, and prosocial behaviors).

Barberton Community Wellness Collaborative

A Community Coalition-Building Initiative

The Barberton Community Wellness Collaborative (BCWC) focuses on providing access to impactful services that prioritize social emotional learning and develop the whole child. The BCWC partners with schools, families, and the community to provide quality and long-term care to Barberton City School students (PreK – 12th graders) through an intentional, coordinated and collaborative response designed to strengthen their resiliency and address their needs. By supporting their social emotional needs and their educational achievement together, children become well-rounded and healthy students who will successfully transition into adulthood, thereby supporting, sustaining, and enriching their community.

BCWC objectives include:

  • Develop a model school-based behavioral health and wellness program that serves students from early childhood through early adulthood and across the continuum of care
  • Coordinate the efforts of community partners to ensure student needs are met, gaps in care are addressed, and services aren’t duplicated
  • Assess student risk by utilizing validated screening tools to identify risk and protective factors and help to build assets in students throughout the district
  • Improve student engagement and attendance through a focus on the Ohio Department of Education’s domains of social-emotional learning, leadership, and reasoning

For more information contact Ayme McCain, Director of Prevention at or Shalonna Jackson, Health and Wellness Coordinator at

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