LGBTQ-TA-Center.org

Welcome to the California Reducing Disparities Project LGBTQ Technical Assistance (TA) Center

In response to former U.S. Surgeon General David Satcher’s call for national action to reduce mental health disparities, the former Department of Mental Health (DMH), with support from the Mental Health Services Oversight and Accountability Commission (MHSOAC), the California Mental Health Directors Association (CMHDA) and the California Mental Health Planning Council (CMHPC), created a statewide policy initiative to identify solutions for historically unserved, underserved, and inappropriately served communities. In 2009, the former DMH launched a statewide Prevention and Early Intervention effort, the California Reducing Disparities Project (CRDP), which focuses on five populations.

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TTA Delivery Methods:

Direct Technical Assistance
Onsite Training
Peer-to-Peer Learning
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Online Courses

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Equity News & Featured Resources

Mentoring LGBTQI and Gender Nonconforming Youth
National Mentoring Resource Center

This review examines research on mentoring for youth who are LGBTQ, intersex, and gender nonconforming (LGBTQI-GNC). A growing body of literature has identified patterns of risks faced by LGBTQI-GNC youth and points also to the types of support that may be most closely associated with facilitating positive outcomes in this population. The considerations in this review offer insight into the potential of mentoring relationships and programs to respond to the unique challenges, risks, and needs of LGBTQI-GNC youth. However, because of the scarcity of research specifically answering questions posed by this review, evidence-based conclusions cannot be reached at this time.

Factors Impacting Implementation of Evidence-Based Strategies to Create Safe and Supportive Schools for Sexual and Gender Minority Students
Elsevier

Evidence-based strategies to ensure school safety and supports for SGM youth in the U.S. remain underutilized nationwide. The Centers for Disease Control and Prevention recommends six evidence-based strategies to improve safety and support for sexual and gender minority (SGM) youth in U.S. schools. This qualitative study highlights several outer- and inner-context factors impacting the ability of high schools and their staff to implement these evidence-based strategies. These can be used to inform the development of implementation strategies to modify school health systems from within to best support evidence-based practices for SGM youth and other stigmatized populations.

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