Achieving Behavioral Health Equity for Children, Families, and Communities

In November 2017, the The Forum on Promoting Children's Cognitive, Affective, and Behavioral Health, in collaboration with the Roundtable on the Promotion of Health Equity, convened a workshop on promoting children's behavioral health equity. The workshop used a socio-ecological developmental model to explore health equity of children and families, including those with complex needs and chronic conditions. Particular attention was paid to challenges experienced by children and families in both rural and urban contexts, to include but not limited to poverty, individual and institutional racism, low-resourced communities, and hindered access to educational and health care services. Workshop participants also engaged in solution-oriented discussions of initiatives, policies, and programs that aim to improve social determinants of health, opportunities for behavioral health promotion, and access to quality services that address the behavioral health of all children and families. This publication summarizes the presentations and discussion of the event.

Table of Contents

• Front Matter
• 1 Introduction to the Workshop and Proceedings
• 2 Introduction to Health Equity and Social Determinants of Health
• 3 Opportunities for Advancing Behavioral Health Equity Through State and Local Policy
• 4 Addressing Quality and Access: Promoting Behavioral Health in Rural Communities
• 5 Addressing Historical, Intergenerational, and Chronic Trauma: Impacts on Children, Families, and Communities
• 6 Accelerating the Rate of Learning Through Population-Based Research Strategies
• 7 Creating Partnerships and Engaging Communities
• 8 Implementing Family-Focused Preventive Interventions
• 9 Adopting Restorative Policies and Practices to Achieve Health Equity
• 10 A Pathway Forward for Equity
• References
• Appendix A: Workshop Statement of Task
• Appendix B: Workshop Agenda
• Appendix C: Continuing the Conversation
• Appendix D: Speaker and Committee Biosketches
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