conducting asset mapping · 50 responding to youth with mental health needs step 2 conducting asset...

Step 2Conducting Asset Mapping

Contents

Conducting Asset Mapping 49 What Is Asset Mapping? 49 Why Is Asset Mapping Important? 49 Who Is Involved in Asset Mapping? 50 How Do We Conduct Asset Mapping? 50

Case Study: Identifying Resource Needs in Louisiana 55

Step 2 Key Messages 57 Supporting Documents 59

Step 2 Conducting Asset Mapping

A CIT for Youth Implementation Manual • www.nami.org/citforyouth 49

Conducting Asset Mapping

This section includes a step-by-step exercise for conducting asset mapping. You may wish to adapt the process to the unique needs of your community.

What Is Asset Mapping? Asset mapping is a collaborative exercise that helps you create a “map” of the resources available in your community. It focuses on creating a complete picture of a community’s strengths and needs when it comes to serving youth with mental health needs. The asset map template on page 76 provides a model for collecting this information.

Asset mapping will help you create a number of valuable documents for CIT for Youth, including:• a rough map of youth and family services in your community, including intersections with

the juvenile justice system;• a list of resources available in your community;• a list of resource needs, challenges, barriers and gaps;• a list of potential areas for collaboration and coordination among community partners and

broader stakeholders; and• raw data that may be used to create a database or directory of resources.++

Asset mapping is not just about these end products though. Equally important, it allows you to have a dialogue about your community’s resources in a safe, structured environment with others invested in seeing youth succeed.

Why Is Asset Mapping Important?Creating an asset map with your community partners and a broader stakeholder group will help you achieve several important goals, including:• identifying community assets that can benefit CIT for Youth;• identifying resource issues, including overlaps, gaps, bottlenecks, “hidden” resources and

barriers that can impact the implementation of CIT for Youth;• identifying potential areas where coordination and collaboration would benefit CIT for

Youth;• getting to know your community partners and organizations and setting the stage for

lasting working relationships; and• getting to know the local mental health services and supports that are available for youth

and their families.++Before deciding to create a resource directory, investigate to see whether such a directory already exists in your community and whether it is being used effectively. You may want to update an existing directory or brainstorm about how to better use it rather than create a new one.

50 Responding to Youth with Mental Health Needs


All of these outcomes help set the stage for effectively planning and coordinating your CIT for Youth program.

Who Is Involved in Asset Mapping?

“Cast the widest net of stakeholders and let them have input on all the issues.”- Lt. Jeffry Murphy (ret.), former CIT coordinator, Chicago Police Department Your CIT for Youth steering committee should lead and plan the asset mapping session. However, you should include a broader group of stakeholders who provide services and supports to youth in your community. Each will bring a unique perspective, skill set and an array of resources and connections to the table that can contribute to the success of the asset mapping and ultimately, CIT for Youth.

Take time to think about organizations in your community that play a key role in the lives of youth. To help you get started, see the worksheet, Identifying a Broad Stakeholder Group, starting on page 61. This list may look different for each community but it is a strong starting point as you brainstorm about your outreach.

To get a snapshot of the resources that exist in your community, visit Find Youth Info at www.findyouthinfo.org. This website allows you to locate some of the programs available in your community for youth. You may want to invite the leaders of these programs to the mapping session.

You should plan to involve 15-25 stakeholders from your community. If a larger group expresses interest, consider planning two sessions to make the group discussion manageable.

How Do We Conduct Asset Mapping?To conduct an asset mapping session, your steering committee should host one five and a half-hour mapping session or multiple sessions that are two hours or three hours long with a broad stakeholder group. The table, Conducting Asset Mapping, starting on page 52, provides an overview on how to plan for an asset mapping session. The template, Facilitator Instructions for Asset Mapping, starting on page 68, includes in-depth instructions on key steps to hosting an asset mapping session. The Supporting Documents section of this step, starting on page 59, also includes a variety of templates and worksheets to help with this process.

During the mapping session, participants should complete three tasks:• The broad stakeholder group should share information about the resources, services and

supports they provide, the populations they serve or interact with, their service capacity and the areas they see as opportunities for collaboration and coordination.

• Once all of this information is gathered, a mapping facilitator should help the group identify resource challenges—gaps, bottlenecks, overlaps, hidden resources and barriers—that may



hinder the implementation of CIT for Youth and brainstorm ways to resolve these challenges.

• Finally, all the participants should make a commitment to action in which they agree on the steps they can take to address resource challenges.

Important NoteMany communities move forward with CIT for Youth with a less formal process for assessing their resources and needs. For example, some community partners have hosted focus groups with various stakeholders instead of an asset mapping session. The case study, Identifying Resource Needs in Louisiana, starting on page 55, describes one community’s experience conducting a focus group with law enforcement officers to identify their resource needs. We suggest asset mapping because it is a structured way to engage your community partners and a broad stakeholder group in planning and coordinating for an effective CIT for Youth program. However you accomplish your goals, the key is to have a good sense of the resources in your community and to work with your community partners to resolve any resource challenges.



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Case Study: Identifying Resource Needs in Louisiana

by Lt. David Anders, CIT coordinator, Lake Charles Police Department, La.

In June 2008, I offered CIT training to school resource officers (SROs) in Lake Charles, La., that included a limited focus on children and

adolescents. I partnered with McNeese State University in developing and delivering the CIT training. Other CIT community partners included the Lake Charles Memorial Hospital, the State of Louisiana Region V Office of Mental Health, NAMI Southwest Louisiana and the Calcasieu Parish Sheriff’s Office.

Before developing a more focused CIT for Youth training for Lake Charles, I decided to allow NAMI to host a focus group with the school resource officers (SROs) who received the June CIT training. We wanted them to comment on the training they received and to share their thoughts on areas in which additional information would be helpful as they addressed the needs of students with mental health needs. NAMI asked them a wide range of questions about their experiences in schools and with students with mental health needs. NAMI also asked them what they would like to see in a CIT for Youth training.

The responses SROs provided to the questions alerted me and my community partners to several resource issues and needs in our community. The SROs were able to easily identify the gaps in our community-based services and supports that made it hard to get youth the help they needed. Here are just a few of the recommendations SROs made on what needed to be available in communities and schools to effectively address youth with mental health needs:• suicide prevention programs;• case management for families;• training for school personnel on mental illness;• increased and improved school-based mental health services and supports;• public education and awareness of mental illness;• cross training for school personnel and community mental health providers on how to

effectively work together;• involvement of the faith-based community; • transportation services to help youth and their families access mental health care;• crisis services for children and adolescents; and• assistance from Child Protective Services and other community agencies.

The focus group was truly an eye-opening experience. It helped us identify important resource issues in our community that we had to address before implementing CIT for Youth. The SROs provided many creative solutions to the problems they identified, so I had a great roadmap



to follow in moving forward with CIT for Youth. I know that with the inside information and insights we gleaned from the SROs, we will be able to better serve youth in our community.

The feedback we got from the SROs also informed the development of an expanded CIT for Youth training. We were able to develop a training that directly addressed their needs and provided them with the information, resources and support they needed to do their job more effectively.

To see our complete focus group report, visit A Focus Group Report: A Conversation with CIT Trained School Resource Officers at www.nami.org/citforyouth.

To learn more about Louisiana’s CIT for Youth efforts, contact Lt. Anders at [email protected].



Step 2 Key Messages

• Asset mapping is a collaborative exercise that helps you create a “map” of the resources available in your community. It provides a structure to engage your core community partners and a broad stakeholder group in planning for an effective CIT for Youth program. The mapping session will allow you to get to know the resources that exist in your community, identify areas for collaboration and coordination and set the stage for CIT for Youth.

• Your steering committee should bring together a broad stakeholder group to conduct an asset mapping session. After the mapping session, your steering committee should focus on the resources, issues and concerns identified by this broad stakeholder group.

• Many communities have moved forward with CIT for Youth without completing a formal asset mapping. There are many ways to accomplish your goals, but you should strive to develop a good sense of the needs and resources in your community and engage a broad stakeholder group in doing this.



Supporting Documents

WorksheetsIdentifying a Broad Stakeholder Group Brainstorm a broad stakeholder group to include in your asset mapping session and keep track of their contact information.

TemplatesInvitation to a Mapping Session Invite key stakeholders to the asset mapping session.

Organizational Profile Collect information from mapping session participants prior to the mapping session.

Asset Mapping Agenda Create an agenda for the asset mapping session.

Facilitator Instructions for Asset Mapping Use this table for detailed guidance on hosting an asset mapping session.

Asset MapUse to create an asset map for participants to populate during the mapping session.

Asset Mapping Sign-in Sheet Create a sign-in sheet to confirm the contact information of mapping session participants.

Strengths and Needs Analysis Handout Identify strengths and needs during your mapping session.

Strategies for Coordinating and Leveraging Resources Review examples of resource concerns and the approaches communities can take to improve or resolve resource needs during your mapping session.

Additional Resources (Available online at www.nami.org/citforyouth) • CommunityResourceMapping:KnowingYourYouthServicesLandscape• FindYouthInfo.gov • ImprovingSecondaryEducationandTransitionforYouthWithDisabilities:

CommunityResourcesMapping• Let’sTalk:ADialogueforNAMIStateOrganizationsandNAMIAffiliates• The Asset-Based Community Development Institute• AFocusGroupReport:AConversationwithCITTrainedSchoolResourceOfficers



Worksheet: Identifying a Broad Stakeholder Group

Directions: Brainstorm a broad stakeholder group to include in your asset mapping session. This group should include those outside of your core community partners. The list below will help you think about who to engage in the mapping process.

Provider OrganizationsYou can contact these national associations or visit their websites to get contact informa-tion for your state chapter or to find provid-ers in your state who would be valuable par-ticipants in your broad stakeholder group.• American Academy of Pediatrics• American Academy of Child and

Adolescent Psychiatry• American Psychological Association• American Mental Health Counselors

Association• American School Counselors

Association• National Association of School

Psychologists • National Association of Social Workers• National Council for Community

Behavioral Healthcare

State and Local Departments and Service Providers• Child Welfare System• Children’s hospitals • Department of Child and Family

Services• Department of Health and Human

Services• Department of Mental Health• Public Housing Agency• Residential treatment facilities• Substance abuse and addiction

treatment centers

Community-based Services and SupportsYou may or may not have these programs available in your community but if you do, they can be great to have represented at your mapping session.• Assertive Community Treatment (ACT)• Community residential rehabilitation

centers• Independent living programs • Mentoring programs• Mobile crisis units or other crisis

stabilization services • Multisystemic Therapy • Treatment foster care • One-Stop Career Centers• Wrap-around services and case

management

Juvenile Justice System and Courts • Juvenile court judges and court staff• Juvenile probation and parole staff• Juvenile detention facilities• Guardian ad litems

Military Family Organizations• Exceptional Family Member Program• Military installations• National Guard reserve centers

Community Organizations• Big Brothers Big Sisters• Clubhouses • Faith-based organizations• Family Voices • Gay, Lesbian and Straight Education

Network



• National Association for the Advancement of Colored People

• National Council of La Raza• Neighborhood Watch groups• Parent centers • Parents, Families and Friends of

Lesbians and Gays • Protection and Advocacy and Client

Assistance Programs • Youth groups and community centers

Coalitions and State Agencies • State Mental Health Authority• State Law Enforcement Standards and

Training Board• Peace Officer Standards and Training

Board• Coalitions, task forces and other

collaborative efforts



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Template: Invitation to a Mapping Session

Directions: Use this letter to invite key stakeholders to the asset mapping session.*

Dear:

Our community has wonderful opportunities, programs, services and supports available to youth with mental health needs. We also have some important gaps and needs we should address. NAMI Central, in partnership with [partner organization names] is hosting an asset mapping session to better understand the landscape in our community, including how youth with mental health needs access services and supports and may become involved in the juvenile justice system.

This mapping session is the first step in an effort to implement Crisis Intervention Teams (CIT) for Youth, a program designed to improve interactions between youth with mental health needs and law enforcement and link these youth with services and supports they may need in school, at home or in the community. We hope to accomplish this by increasing collaboration and coordination of community-based services and supports.

During the mapping session, we will look at how organizations and agencies serve and interact with youth. Our agenda includes:• creating an asset map;• identifying resource issues such as gaps, overlaps, bottlenecks, hidden resources and

barriers;• identifying opportunities for collaboration and coordination; and• developing a plan to address resource needs.

The mapping session will be held on [date, time] at [location]. Given your organization’s key role in interacting with youth in the community, we would greatly appreciate your expertise at the mapping session to help us complete this important project.

Please RSVP by phone at [phone number] or email at [address] by [deadline].

Prior to the meeting, please take a few minutes to complete the enclosed Organizational Profile and return it to us by [date]. In order to promote information-sharing, we plan to make copies of all Organizational Profiles available to participants at the mapping session.

Thank you for your continued support of youth in our community. If you have questions or need additional information, contact me at [phone number].

Sincerely,[Name, Title]

Enclosure: Organizational Profile

*Adapted with permission from School and Main Institute: www.schoolandmain.org.



Template: Organizational Profile

Directions: Use this form to collect information from mapping session participants before the mapping session. These profiles should be photocopied and distributed to all participants during the mapping session so they are aware of the resources that exist in their community.

Organizational Profile

Organization name:

Contact person:

Contact information:

Mission or purpose:

Geographic area served:

Populations served (e.g., age range, socioeconomic status, religion or cultural group, etc):

Programs, services and activities offered:

1. In what setting(s) do you serve youth and their families (e.g., home, community, school, residential and inpatient treatment and/or juvenile placement and other detention)? What types of services and supports do you provide? (e.g., mental health promotion and education, services and supports for youth with early mental health concerns, ongoing services and supports for youth with mental health needs, crisis intervention services, post-crisis services and supports or others)?

2. What outcomes would you like to see as a result of implementing a CIT for Youth program (e.g., linking youth with services and supports, reducing officer injuries, increasing coordination of services or others)?



3. What opportunities for collaboration should the CIT for Youth steering committee focus on?

4. What do others need to know about your organization’s culture, values and priorities?

5. What are the key responsibilities and obligations you have to children with early mental health concerns or ongoing mental health needs?

6. What unmet needs do you see in the families of children with mental health needs?

7. What do you think your organization does best? What are your greatest strengths?

8. What other organizations in the community do you admire for their effective work with youth with mental health needs and their families? Why?



Template: Asset Mapping Agenda*

Directions: Use this template to create an agenda for your asset mapping session.

*Adapted with permission from School and Main Institute: www.schoolandmain.org.

AGENDAAsset Mapping for CIT for Youth

[Date, Time]

Welcome, Introductions and Orientation

Activity One: Asset Mapping

Break

Activity Two: Strengths and Needs Analysis

Activity Three: Commitment to Action, Part 1

Lunch On Your Own

Activity Three: Commitment to Action, Part 2

Wrap-Up and Thank You

A special thank you to Good Eats Catering for providing complimentary refreshments for today’s meeting. Their support of this initiative is greatly appreciated.



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of a

ctio

n.

Tim

eO

bjec

tive

Act

ivity

Key

Poin

tsPr

epar

atio

n an

d N

otes

35 m

inut

esOr

ient

pa

rtici

pant

s to

th

e da

y

Intro

duct

ions

Wel

com

e,

Intro

duct

ion

and

Orie

ntat

ion

•Op

en th

e da

y wi

th o

ne re

pres

enta

tive

from

the

stee

ring

com

mitt

ee w

elco

min

g pa

rtici

pant

s an

d sp

eaki

ng fo

r th

ree

min

utes

abo

ut th

e ob

ject

ive o

f CIT

for Y

outh

and

th

e be

nefit

s of

par

ticip

atin

g in

ass

et m

appi

ng.

•Ha

ve th

e re

pres

enta

tive

intro

duce

you

as

the

faci

litat

or

and

turn

the

day

over

to y

ou. T

he s

teer

ing

com

mitt

ee

mem

bers

are

now

par

ticip

ants

and

sho

uld

let y

ou ta

ke

cont

rol.

•Br

iefly

intro

duce

you

rsel

f. Re

view

the

agen

da (i

t sho

uld

also

be

plac

ed o

n ta

bles

for p

artic

ipan

ts).

Shar

e an

ov

ervi

ew o

f the

thre

e ac

tiviti

es p

artic

ipan

ts w

ill b

e

doin

g to

day:

1.

cr

eatin

g a

map

of s

ervi

ces

in th

e co

mm

unity

for

yout

h wi

th m

enta

l hea

lth n

eeds

and

thei

r fam

ilies

; 2.

an

alyz

ing

stre

ngth

s an

d ne

eds

base

d on

the

map

; an

d 3.

co

min

g up

with

an

actio

n pl

an.

•Re

crea

te th

e As

set M

ap,

on p

age

76, i

n th

e fro

nt o

f th

e ro

om b

y at

tach

ing

larg

e fli

p ch

art p

ages

or b

utch

er

pape

r to

the

wall

for e

very

-on

e to

see

. The

map

sho

uld

be la

bele

d wi

th th

e co

lum

n an

d ro

w he

ader

s fro

m th

e te

mpl

ate.

•Ha

ve fl

ip c

harts

, mar

kers

, m

aski

ng ta

pe, p

ens

and

a co

mpl

ete

set o

f han

dout

s at

ev

ery

tabl

e.

•La

y ou

t ref

resh

men

ts

(opt

iona

l).



Faci

litat

or In

stru

ctio

ns fo

r Ass

et M

appi

ng (c

ontin

ued)

Tim

eO

bjec

tive

Act

ivity

Key

Poin

tsPr

epar

atio

n an

d N

otes

•Em

phas

ize th

at th

e da

y is

prim

arily

abo

ut th

inki

ng

toge

ther

as

a gr

oup,

not

cre

atin

g a

deta

iled

reso

urce

gu

ide.

The

re w

ill b

e se

vera

l pro

duct

s fro

m th

e

sess

ion.

The

ste

erin

g co

mm

ittee

will

follo

w up

by

sh

arin

g or

gani

zatio

nal p

rofil

es, n

otes

from

the

map

ping

se

ssio

n (in

clud

ing

a vi

sual

of t

he m

ap),

an a

ctio

n pl

an

and

a re

sour

ce g

uide

(onl

y if

appl

icab

le).

•Em

phas

ize th

at th

is is

abo

ut m

ore

than

you

r com

mun

ity

resp

ondi

ng to

a m

enta

l hea

lth c

risis

; it i

s ab

out h

ow th

e co

mm

unity

can

inte

rven

e ea

rly a

nd p

reve

nt a

cris

is.

•Em

phas

ize th

at p

artic

ipan

ts s

houl

d be

can

did

abou

t ch

alle

nges

and

lim

itatio

ns. E

very

com

mun

ity h

as

capa

city

issu

es, b

ut b

y wo

rkin

g to

geth

er o

penl

y we

can

im

prov

e th

e sy

stem

for e

very

one.

•St

ate

that

the

mee

ting

shou

ld la

st a

bout

five

hou

rs a

nd

rem

ind

parti

cipa

nts

to s

ign

in if

they

hav

e no

t alre

ady

done

so.

Invi

te p

artic

ipan

t que

stio

ns.

•As

k pa

rtici

pant

s to

intro

duce

them

selv

es in

60

seco

nds

or le

ss. T

hey

shou

ld s

hare

thei

r nam

e, o

rgan

izatio

n an

d on

e th

ing

that

mak

es th

em p

roud

of t

heir

orga

niza

tion’

s re

spon

se to

chi

ldre

n wi

th m

enta

l hea

lth n

eeds

.

•M

odel

a v

ery

brie

f int

rodu

ctio

n, “

Hi, m

y na

me

is Ja

ne

Smith

. I a

m th

e gu

idan

ce c

ouns

elor

at C

entra

l Hig

h Sc

hool

. I’m

pro

ud o

f the

stu

dent

s I m

ento

r as

part

of

our p

eer c

ouns

elin

g pr

ogra

m.”

•Pl

ace

a si

gn-in

she

et a

t the

do

orwa

y. U

se th

e M

appi

ng

Sess

ion

Sign

-in S

heet

on

page

77

as a

n ex

ampl

e.

•Br

ing

seve

ral b

lank

cop

ies

of th

e Or

gani

zatio

nal P

rofil

e ha

ndou

t, ad

apte

d fro

m th

e te

mpl

ate

on p

age

65, f

or a

ny

parti

cipa

nts

who

may

not

ha

ve fi

lled

it ou

t in

adva

nce.

•Ke

ep ti

me

durin

g in

trodu

c-tio

ns. P

olite

ly c

ut p

eopl

e of

f wh

en th

ey g

o ov

er ti

me.

Allo

t 20

min

utes

for i

ntro

duct

ions

.



Faci

litat

or In

stru

ctio

ns fo

r Ass

et M

appi

ng (c

ontin

ued)

)

Tim

eO

bjec

tive

Act

ivity

Key

Poin

tsPr

epar

atio

n an

d N

otes

60 m

inut

esCr

eate

a v

isua

l of

the

reso

urce

s an

d ne

eds

in th

e co

mm

unity

Asse

t Map

ping

•Or

ient

par

ticip

ants

to th

e wa

ll m

ount

ed a

sset

map

. Use

th

e te

mpl

ate

on p

age

76 a

s a

refe

renc

e. E

xpla

in th

at

it’s

orga

nize

d by

two

dim

ensi

ons:

1.

Wha

t ser

vice

s an

d su

ppor

ts d

o yo

u pr

ovid

e fo

r yo

uth?

(e.g

., m

enta

l hea

lth p

rom

otio

n an

d ed

uca-

tion,

ser

vice

s an

d su

ppor

ts fo

r you

th w

ith e

arly

m

enta

l hea

lth c

once

rns,

ong

oing

ser

vice

s an

d su

ppor

ts fo

r you

th w

ith m

enta

l hea

lth n

eeds

, cris

is

inte

rven

tion

serv

ices

and

/or p

ost-c

risis

ser

vice

s an

d su

ppor

ts).

2.

Whe

re o

r in

what

set

ting

does

you

r org

aniza

tion

enco

unte

r you

th?

(e.g

., sc

hool

, hom

e, c

omm

unity

, re

side

ntia

l and

inpa

tient

trea

tmen

t and

/or j

uven

ile

plac

emen

t and

det

entio

n).

•Ha

ve p

artic

ipan

ts ta

ke a

mom

ent t

o fig

ure

out w

hat

serv

ices

and

sup

ports

they

offe

r to

yout

h wi

th m

enta

l he

alth

nee

ds a

nd w

here

.

•Pr

ovid

e tw

o ex

ampl

es o

f int

erve

ntio

ns a

nd w

here

they

wo

uld

be lo

cate

d on

the

asse

t map

. Ask

for o

ne o

r tw

o ex

ampl

es fr

om th

e gr

oup.

Con

firm

that

eve

ryon

e un

ders

tand

s wh

ere

they

sho

uld

plac

e th

eir s

ervi

ces

and

supp

orts

on

the

map

.

•Ha

ve o

n ha

nd e

xam

ples

of

wher

e se

vera

l ser

vice

s an

d su

ppor

ts w

ould

be

plac

ed o

n th

e as

set m

ap. F

or e

xam

ple,

a

scho

ol c

ouns

elor

mig

ht

coun

sel a

stu

dent

who

ha

s a

men

tal i

llnes

s. T

his

coun

selin

g wo

uld

fit in

the

“ong

oing

ser

vice

s an

d su

p-po

rts fo

r you

th w

ith m

enta

l he

alth

nee

ds”

colu

mn,

in th

e “s

choo

l” ro

w.



Faci

litat

or In

stru

ctio

ns fo

r Ass

et M

appi

ng (c

ontin

ued)

Tim

eO

bjec

tive

Act

ivity

Key

Poin

tsPr

epar

atio

n an

d N

otes

•In

stru

ct p

artic

ipan

ts to

take

a fe

w m

inut

es to

writ

e th

e na

me

of th

e ke

y se

rvic

e(s)

they

offe

r in

one

shor

t wor

d or

phr

ase

on a

Pos

t-it n

ote,

with

thei

r org

aniza

tion’

s na

me

in o

ne c

orne

r. Th

e Po

st-it

not

es s

houl

d no

t be

deta

iled

and

shou

ld re

flect

real

ity (r

athe

r tha

n th

e

best

-cas

e sc

enar

io).

Next

, let

par

ticip

ants

dec

ide

wher

e th

eir P

ost-i

t not

es s

houl

d be

pla

ced

on th

e as

set m

ap.

•As

k pa

rtici

pant

s to

line

up,

a ta

ble

at a

tim

e, a

nd

quic

kly

stic

k th

eir P

ost-i

t not

es to

the

asse

t map

, re

adin

g th

eir n

otes

alo

ud a

s th

ey d

o so

. The

re s

houl

d be

no

long

exp

lana

tions

, jus

t a s

hort

word

or p

hras

e.

•Ne

xt, i

nstru

ct p

artic

ipan

ts to

look

at t

he c

hart

and

id

entif

y an

y ke

y ch

alle

nges

thei

r org

aniza

tion

face

s on

th

e as

set m

ap. O

ffer o

ne o

r two

exa

mpl

es o

f a

chal

leng

e, s

uch

as “

when

a c

hild

exp

erie

nces

a c

risis

in

the

hom

e, o

utsi

de o

f reg

ular

bus

ines

s ho

urs,

ther

e ar

e no

inte

rven

tions

ava

ilabl

e.”

•Re

peat

the

prev

ious

exe

rcis

e by

hav

ing

parti

cipa

nts

put

sign

ifica

nt c

halle

nges

on

Post

-it n

otes

and

stic

king

thei

r no

tes

to th

e as

set m

ap.



Faci

litat

or In

stru

ctio

ns fo

r Ass

et M

appi

ng (c

ontin

ued)

Tim

eO

bjec

tive

Act

ivity

Key

Poin

tsPr

epar

atio

n an

d N

otes

15 m

inut

esBr

eak

•In

vite

par

ticip

ants

to h

ave

refre

shm

ents

(if a

vaila

ble)

.

•As

k pa

rtici

pant

s to

reco

nven

e in

15

min

utes

.

•Br

eak

may

be

shor

tene

d or

le

ngth

ened

to a

ccom

mod

ate

the

day’

s sc

hedu

le.

60 m

inut

esId

entif

y ar

eas

of

conc

ern

Stre

ngth

s an

d Ne

eds

Anal

ysis

•In

stru

ct p

artic

ipan

ts to

wor

k in

sm

all g

roup

s to

ana

lyze

th

e as

set m

ap to

iden

tify

reso

urce

issu

es, i

nclu

ding

bo

ttlen

ecks

, gap

s, o

verla

ps, h

idde

n re

sour

ces

and

ba

rrier

s.

•En

cour

age

dial

ogue

with

par

ticip

ants

of p

rom

inen

t cu

ltura

l com

mun

ities

to u

nder

stan

d th

eir v

iews

, st

reng

ths

and

need

s. T

hey

may

be

awar

e of

bar

riers

to

acce

ssin

g m

enta

l hea

lth s

ervi

ces

and

supp

orts

that

im

pact

spe

cific

cul

tura

l gro

ups.

•Le

t gro

ups

know

they

sho

uld

prep

are

to re

port

back

the

follo

wing

to th

e fu

ll gr

oup:

1.

Th

e bi

gges

t stre

ngth

they

see

in th

e co

mm

unity

; 2.

Th

e bi

gges

t opp

ortu

nity

for c

olla

bora

tion

and

co

ordi

natio

n; a

nd

3.

A qu

estio

n or

pro

blem

for t

he la

rge

grou

p to

co

nsid

er.

•In

stru

ct e

ach

grou

p to

cho

ose

a re

cord

er, a

tim

e ke

eper

an

d a

spok

espe

rson

. The

reco

rder

will

take

not

es a

nd

will

prom

pt th

e gr

oup

to m

ake

sure

that

ther

e is

an

answ

er fo

r eac

h qu

estio

n by

the

end

of th

e ho

ur. T

he

time

keep

er w

ill g

ive re

gula

r upd

ates

to th

e gr

oup

on

time.

The

spo

kesp

erso

n wi

ll pr

esen

t the

gro

up’s

find

ing

to th

e la

rger

gro

up.



Faci

litat

or In

stru

ctio

ns fo

r Ass

et M

appi

ng (c

ontin

ued)

Tim

eO

bjec

tive

Act

ivity

Key

Poin

tsPr

epar

atio

n an

d N

otes

•Le

t par

ticip

ants

kno

w th

ey h

ave

seve

ral r

esou

rces

to g

et

them

sta

rted:

1.

The

Stre

ngth

s an

d Ne

eds

Anal

ysis

han

dout

, whi

ch

give

s th

em s

pace

to w

rite

down

thei

r ans

wers

to

the

thre

e qu

estio

ns.

2.

The

Stra

tegi

es fo

r Coo

rdin

atin

g an

d Le

vera

ging

Re

sour

ces

hand

out,

to h

elp

them

thin

k ab

out t

he

type

s of

con

cern

s th

at m

ight

be

pres

ent i

n th

e co

mm

unity

and

som

e st

rate

gic

appr

oach

es fo

r re

spon

ding

to th

em.

3.

They

can

use

the

asse

t map

in th

e fro

nt o

f the

ro

om to

get

an

over

view

of w

hat’s

ava

ilabl

e in

the

com

mun

ity.

4.

They

can

revie

w or

gani

zatio

nal p

rofil

es fo

r inf

orm

a-tio

n ab

out o

ther

com

mun

ity o

rgan

izatio

ns a

nd

iden

tify

oppo

rtuni

ties

for c

olla

bora

tion.

•M

ake

sure

all

parti

cipa

nts

have

a c

opy

of th

e ha

ndou

ts

adap

ted

from

the

follo

wing

te

mpl

ates

: •

Tem

plat

e: S

treng

th a

nd

Need

s An

alys

is o

n pa

ge

78;

•Te

mpl

ate:

Stra

tegi

es fo

r Co

ordi

natin

g an

d

Leve

ragi

ng R

esou

rces

on

page

79;

and

•Al

l the

org

aniza

tiona

l pr

ofile

s co

llect

ed u

sing

th

e Te

mpl

ate:

Or

gani

zatio

nal P

rofil

es o

n pa

ge 6

5

25 m

inut

esTo

dev

elop

thre

e lis

ts:

1.

Stre

ngth

s;

2.

Oppo

rtuni

ties

for c

olla

bora

-tio

n; a

nd3.

Qu

estio

ns o

r co

ncer

ns fo

r th

e gr

oup.

Com

mitm

ent t

o Ac

tion,

Par

t 1•

Each

gro

up h

as 2

-3 m

inut

es to

repo

rt th

eir fi

ndin

gs to

th

e la

rger

gro

up.

•Af

ter e

ach

repo

rt, a

sk, “

Did

we a

ccur

atel

y ca

ptur

e yo

ur

key

poin

ts o

n th

e fli

p ch

art?

”

•Ta

ke n

otes

on

thre

e la

rge

flip

char

t pag

es (o

ne e

ach

for

stre

ngth

s, o

ppor

tuni

ties

for

colla

bora

tion

and

ques

tions

or

con

cern

s fo

r the

gro

up).

•Ke

ep ti

me.

Ale

rt th

e sp

eake

r wh

en 3

min

utes

is u

p. G

ive

1-2

addi

tiona

l min

utes

to

wrap

up

if ne

cess

ary.



Faci

litat

or In

stru

ctio

ns fo

r Ass

et M

appi

ng (c

ontin

ued)

Tim

eO

bjec

tive

Act

ivity

Key

Poin

tsPr

epar

atio

n an

d N

otes

60 m

inut

esLu

nch

on Y

our

Own

•In

vite

par

ticip

ants

to h

ave

refre

shm

ents

(if a

vaila

ble)

.

•As

k pa

rtici

pant

s to

reco

nven

e in

60

min

utes

.

•Lu

nch

may

be

shor

tene

d or

le

ngth

ened

to a

ccom

mod

ate

the

day’

s sc

hedu

le.

•If

mor

e ro

om is

nee

ded

at th

e fro

nt o

f the

room

, us

e th

e br

eak

to re

arra

nge

so th

at th

ere

is s

pace

for

seve

ral m

ore

blan

k fli

p ch

art

page

s.

70 m

inut

esDe

velo

p pl

ans

of a

ctio

n fo

r the

to

p th

ree

prio

rity

issu

es.

Com

mitm

ent t

o Ac

tion,

Par

t 2•

Assi

st th

e gr

oup

in p

riorit

izing

issu

es th

at h

ave

been

id

entifi

ed. A

sk th

em th

e fo

llowi

ng q

uest

ions

, “W

hat

mos

t urg

ently

nee

ds to

cha

nge

for C

IT fo

r You

th to

be

effe

ctive

?” “

Wha

t cha

nge

will

have

the

bigg

est

impa

ct?”

and

“Ho

w ca

n we

bui

ld o

n ou

r stre

ngth

s to

be

mor

e ef

fect

ive?”

•He

lp th

e gr

oup

iden

tify

the

top

thre

e is

sues

(15

m

inut

es).

•Br

ains

torm

sol

utio

ns to

the

prio

rity

issu

es (3

5 m

inut

es).

•As

k pa

rtici

pant

s if

they

are

will

ing

and

able

to c

omm

it to

mak

ing

chan

ges

that

will

add

ress

the

issu

es (2

0

min

utes

). Re

cord

com

mitm

ents

on

a bl

ank

flip

char

t pa

ge.

•As

k th

e gr

oup

if th

ere

are

any

linge

ring

issu

es o

r co

ncer

ns th

at th

e st

eerin

g co

mm

ittee

sho

uld

addr

ess.

•Ta

ke n

otes

on

flip

char

t pa

ges

for:

•th

ree

prio

rity

issu

es;

•so

lutio

ns; a

nd•

com

mitm

ents

to a

ctio

n.

•Ke

ep a

bla

nk “

park

ing

lot”

sh

eet t

o re

cord

issu

es th

at

can’

t be

addr

esse

d to

day,

but t

hat p

artic

ipan

ts

neve

rthel

ess

feel

are

im

port

ant.



Faci

litat

or In

stru

ctio

ns fo

r Ass

et M

appi

ng (c

ontin

ued)

Tim

eO

bjec

tive

Act

ivity

Key

Poin

tsPr

epar

atio

n an

d N

otes

20 m

inut

esTh

ank

You

and

Wra

p Up

•Ha

ve th

e st

eerin

g co

mm

ittee

than

k pa

rtici

pant

s an

d gi

ve th

em a

brie

f sum

mar

y of

follo

w-u

p st

eps

that

the

stee

ring

com

mitt

ee w

ill ta

ke (e

.g.,

follo

wing

up

with

th

ose

who

com

mitt

ed to

act

ion,

sha

ring

note

s fro

m th

e m

appi

ng s

essi

on [i

nclu

ding

a v

isua

l of t

he m

ap it

self]

, co

mpi

ling

a re

sour

ce g

uide

or m

akin

g de

cisi

ons

abou

t wh

ethe

r pol

icy

chan

ges

or a

dvoc

acy

are

need

ed)

•As

k pa

rtici

pant

s if

ther

e is

any

thin

g el

se th

ey w

ant c

ap-

ture

d fro

m th

is m

eetin

g th

at w

ould

be

valu

able

for t

heir

orga

niza

tions

to h

ave.

•Be

sur

e to

col

lect

com

plet

ed c

opie

s of

the

Stre

ngth

s an

d Ne

eds

Anal

ysis

han

dout

s an

d re

min

d pa

rtici

pant

s to

sig

n-in

if th

ey h

ave

not a

lread

y do

ne s

o.

•If

time

perm

its, c

onsi

der

taki

ng a

gro

up p

hoto

to

incl

ude

in n

ewsl

ette

rs,

prog

ram

upd

ates

or

prom

otio

nal m

ater

ials

.

•Af

ter t

he s

essi

on is

co

mpl

ete,

take

pho

togr

aphs

of

the

asse

t map

and

oth

er

char

ts a

nd tr

ansc

ribe

the

info

rmat

ion

into

not

es fo

r pa

rtici

pant

s.



Tem

plat

e: A

sset

Map

Dir

ecti

ons:

Use

thi

s te

mpl

ate

and

larg

e fli

p ch

art

page

s or

but

cher

pap

er t

o cr

eate

a la

rge

asse

t m

ap fo

r yo

ur m

appi

ng s

essi

on. P

ost

it

at t

he fr

ont

of t

he r

oom

for

part

icip

ants

to

see

and

popu

late

dur

ing

the

sess

ion.

Men

tal H

ealth

P

rom

otio

n an

d

Educ

atio

n

Serv

ices

and

Su

ppor

ts fo

r You

th

with

Ear

ly M

enta

l H

ealth

Con

cern

s

Ong

oing

Ser

vice

s an

d Su

ppor

ts fo

r Yo

uth

with

Men

tal

Hea

lth N

eeds

Cri

sis

Inte

rven

tions

Post

-cri

sis

Serv

ices

an

d Su

ppor

ts

Serv

ices

Chal

leng

esSe

rvic

esCh

alle

nges

Serv

ices

Chal

leng

esSe

rvic

esCh

alle

nges

Serv

ices

Chal

leng

es

Hom

e

Com

mun

ity

Scho

ol

Resi

dent

ial

and

Inpa

tient

Tr

eatm

ent

Juve

nile

Pl

acem

ent

and

Dete

ntio

n



Te

mpl

ate:

Map

ping

Ses

sion

Sig

n-in

She

et

Dir

ecti

ons:

Use

thi

s si

gn-i

n sh

eet

to c

onfir

m t

he c

onta

ct in

form

atio

n of

map

ping

ses

sion

par

tici

pant

s. P

opul

ate

it b

efor

e th

e m

appi

ng

sess

ion

to s

ave

tim

e.

Nam

eO

rgan

izat

ion

Add

ress

Emai

l/Ph

one

Pres

ent?

Is y

our

info

rmat

ion

corr

ect?

May

we

sha

re y

our

info

rmat

ion

with

oth

er

par

ticip

ants

?Su

zie Ja

ckso

nNA

MI A

nyto

wn12

3 M

ain

Stre

etAn

ytow

n, V

A 01

234

suzie

.jack

son@

yaho

o.co

m(8

02) 5

55-1

212

✔Ye

sYe

s



Template: Strengths and Needs Analysis

Directions: Adapt and share this handout with participants when they divide up into groups during the Strengths and Needs Analysis exercise of the mapping session. This will help you identify the strengths and needs of your community.

Your Group’s Report: 1. What is the biggest strength you see in the community’s response to children and

youth with mental health needs?

2. What is the biggest opportunity you see for collaboration and change to respond to children and youth with mental health needs?

3. What is one question or problem you would like the large group to consider?

Some questions to get you started: What themes do you see in the asset map? (e.g., there are plenty of crisis intervention services but no follow-up care).

What are the points of intersection between groups?

Where do you see gaps in services? Overlaps? Bottlenecks? Hidden resources? Barriers?

What is the best way to address these concerns? (See Strategies for Coordinating and Leveraging Resources on page 79 for some examples).

How can we use our strengths and resources to intervene earlier to prevent a crisis?



Tem

plat

e: S

trat

egie

s fo

r Coo

rdin

atin

g an

d Le

vera

ging

Res

ourc

es

Dir

ecti

ons:

Thi

s te

mpl

ate

prov

ides

exa

mpl

es o

f the

typ

es o

f res

ourc

e co

ncer

ns y

ou m

ay e

ncou

nter

dur

ing

the

Stre

ngth

s an

d N

eeds

A

naly

sis

exer

cise

of y

our

map

ping

ses

sion

and

the

app

roac

hes

your

com

mun

ity

can

take

to

impr

ove

or r

esol

ve t

hese

con

cern

s.

Type

of

Con

cern

Issu

e D

escr

iptio

nSt

rate

gic

App

roac

hes

Act

ion

Step

s

Gap

Ther

e ar

e no

you

th c

risis

st

abili

zatio

n se

rvic

es a

vaila

ble

in y

our c

omm

unity

. You

th

need

ing

thes

e se

rvic

es m

ust

trave

l 50

mile

s.

•Ad

voca

te fo

r fun

ding

to in

crea

se a

vaila

bilit

y of

this

se

rvic

e.

•Re

duce

the

need

for c

risis

ser

vice

s by

focu

sing

on

earli

er id

entifi

catio

n an

d in

terv

entio

n.

•Us

e NA

MI p

rogr

ams

(suc

h as

Par

ents

and

Teac

hers

as

Alli

es a

nd/o

r NAM

I Bas

ics)

and

trai

ned

vo

lunt

eers

to h

elp

supp

ort f

amili

es a

nd to

hel

p ch

ild-s

ervi

ng p

rovi

ders

wor

k m

ore

effe

ctive

ly w

ith

yout

h an

d fa

mili

es.

•Us

e br

aide

d or

ble

nded

fund

ing

(e.g

., fu

ndin

g th

at in

volv

es h

avin

g m

ultip

le s

yste

ms

cont

ribut

e to

a c

omm

on fu

nd fo

r res

ourc

e de

velo

pmen

t) to

in

crea

se a

vaila

bilit

y of

thes

e se

rvic

es lo

cally

.

•W

ork

with

nei

ghbo

ring

com

mun

ities

, sha

ring

cost

s an

d se

rvic

es.

•Th

e st

eerin

g co

mm

ittee

will

adv

ocat

e fo

r fu

ndin

g fo

r a c

risis

sta

biliz

atio

n un

it an

d

mob

ile c

risis

uni

ts.

•In

the

mea

ntim

e, s

ever

al s

ervi

ce p

rovi

ders

will

co

mm

it to

poo

ling

thei

r res

ourc

es to

incr

ease

tre

atm

ent o

ptio

ns in

the

com

mun

ity.

Over

lap

Ther

e ar

e fiv

e yo

uth

men

torin

g pr

ogra

ms

in th

e co

mm

unity

. So

me

have

a w

aitli

st o

f in

tere

sted

you

th, w

hile

oth

ers

are

unde

ruse

d.

•Cr

eate

or i

mpr

ove

upon

a c

entra

lized

refe

rral

syst

em to

bet

ter d

istri

bute

the

work

load

to e

xistin

g m

ento

ring

prog

ram

s.

•Re

purp

ose

exis

ting

men

torin

g pr

ogra

ms.

•Sp

ecia

lize

the

men

torin

g pr

ogra

ms

so th

ey s

erve

di

ffere

nt p

opul

atio

ns.

•Th

e m

ento

ring

prog

ram

s wi

ll wo

rk to

geth

er to

cr

eate

a c

entra

lized

refe

rral s

yste

m to

bet

ter

mee

t the

nee

ds o

f all

yout

h ne

edin

g m

ento

rs.

•Th

e m

ento

ring

prog

ram

s wi

ll al

so e

ach

sp

ecia

lize

thei

r ser

vice

s to

mee

t the

nee

ds o

f di

ffere

nt g

roup

s of

you

th.



Type

of

Con

cern

Issu

e D

escr

iptio

nSt

rate

gic

App

roac

hes

Act

ion

Step

s

Bottl

enec

kAt

Cen

tral H

igh

Scho

ol, a

ll st

uden

ts id

entifi

ed w

ith m

enta

l he

alth

con

cern

s ar

e re

ferre

d to

th

e sc

hool

cou

nsel

or. T

here

is

a 2-

3 we

ek w

aitin

g pe

riod

for

a m

eetin

g an

d th

en s

tude

nts

are

ofte

n re

ferre

d fo

r out

side

se

rvic

es a

nd fa

ce a

noth

er lo

ng

waiti

ng p

erio

d.

•Tr

ain

addi

tiona

l pro

fess

iona

ls to

do

work

that

will

he

lp a

llevi

ate

the

bottl

enec

k.

•Re

allo

cate

resp

onsi

bilit

ies

to o

ther

com

mun

ity

partn

ers.

•Cr

eate

a s

trong

er li

nk b

etwe

en s

choo

ls a

nd

com

mun

ity re

sour

ces.

•Cr

eate

a s

atel

lite

men

tal h

ealth

clin

ic in

sch

ools

.

•Em

powe

r and

trai

n ot

her s

choo

l-bas

ed

pers

onne

l (e.

g., S

ROs

and

scho

ol n

urse

s) to

re

fer s

tude

nts

to o

utsi

de s

ervi

ces.

•Im

prov

e th

e tri

age

syst

em b

y m

akin

g a

co

mm

itmen

t tha

t the

sch

ool c

ouns

elor

will

m

eet w

ith s

tude

nts

and

thei

r fam

ilies

with

in

48 h

ours

of b

eing

refe

rred.

•Jo

in w

ith c

omm

unity

par

tner

s to

adv

ocat

e fo

r fu

ndin

g to

incr

ease

the

scho

ol-b

ased

men

tal

heal

th s

ervi

ces

and

supp

orts

ava

ilabl

e to

st

uden

ts a

nd th

eir f

amili

es.

Hidd

en

Reso

urce

sA

loca

l syn

agog

ue o

ffers

re

spite

car

e fo

r fam

ilies

who

ha

ve a

chi

ld li

ving

with

a

serio

us il

lnes

s, b

ut fe

w fa

mili

es

are

awar

e of

and

take

ad

vant

age

of th

is s

ervi

ce.

Fam

ilies

cop

ing

with

men

tal

heal

th c

once

rns

do n

ot k

now

that

they

are

elig

ible

.

•Cr

eate

a re

sour

ce d

irect

ory

to h

elp

scho

ols,

SRO

s an

d ot

hers

pro

vide

mor

e co

mpr

ehen

sive

refe

rrals

.

•De

sign

ate

one

com

mun

ity p

artn

er to

pro

vide

cas

e m

anag

emen

t ser

vice

s to

hel

p fa

mili

es n

avig

ate

reso

urce

s lik

e th

is o

ne.

•In

crea

se o

utre

ach

effo

rts to

the

fam

ilies

mos

t lik

ely

to b

enefi

t fro

m re

spite

car

e.

•In

clud

e th

e sy

nago

gue’

s re

spite

ser

vice

s in

a

com

preh

ensi

ve d

irect

ory

of re

sour

ces

to

dist

ribut

e to

you

th a

nd fa

mili

es.

•Ed

ucat

e ca

se m

anag

ers

abou

t ser

vice

s

avai

labl

e fro

m fa

ith o

rgan

izatio

ns, i

nclu

ding

th

e lo

cal s

ynag

ogue

.

•Us

e NA

MI A

ffilia

te n

etwo

rks

to p

ublic

ize th

e re

spite

ser

vice

.



Type

of

Con

cern

Issu

e D

escr

iptio

nSt

rate

gic

App

roac

hes

Act

ion

Step

s

Barri

ers

Ther

e ar

e no

t eno

ugh

pr

ovid

ers

who

are

avai

labl

e to

offe

r ser

vice

s an

d su

ppor

ts

to y

outh

who

are

Med

icai

d el

igib

le.

•Hi

re fa

mily

faci

litat

ors

to h

elp

fam

ilies

nav

igat

e th

e m

enta

l hea

lth s

yste

m to

acc

ess

serv

ices

and

ov

erco

me

barri

ers.

•En

gage

with

loca

l adv

ocac

y gr

oups

to in

fluen

ce

impl

emen

tatio

n of

hea

lth c

are

refo

rm a

nd m

enta

l he

alth

par

ity.

•Su

ppor

t leg

isla

tion

that

add

ress

es w

orkf

orce

sh

orta

ges

in c

omm

uniti

es.

•En

cour

age

the

broa

d us

e of

tele

med

icin

e an

d te

leps

ychi

atry

, esp

ecia

lly in

rura

l and

fron

tier

com

mun

ities

.

•En

cour

age

colo

catio

n an

d co

llabo

rativ

e ca

re

mod

els

invo

lvin

g pr

imar

y ca

re a

nd s

peci

alty

men

tal

heal

th s

ervi

ces

in y

our c

omm

unity

to s

tretc

h th

e ca

paci

ty o

f men

tal h

ealth

ser

vice

s an

d to

add

ress

th

e cr

itica

l sho

rtag

e of

chi

ldre

n’s

men

tal h

ealth

pr

ovid

ers.

•Us

e th

e NA

MI S

tate

Org

aniza

tion

to tr

ain

and

hire

fam

ily fa

cilit

ator

s.

•W

ork

with

the

NAM

I Sta

te O

rgan

izatio

n to

ad

voca

te fo

r cha

nges

that

will

ben

efit f

amili

es.