| Name | Roe |
|---|---|
| Last Name | Anderson |
| Home Address | 5001 Sunnyside Ave Chattanooga, TN 37409 United States |
| Organization Name | Girl Stance, Inc (Mind Over Matter (MOM) Digital psychoeducational Program) |
| Describe Your Role In The Organization | Visionary/ President |
| Organization Address | P.O. Box 8782 Chattanooga, TN 37414 United States |
| Website | https://www.girlstance.org |
| Best Phone Number To Reach You | 4234010779 |
| Alternate Phone Number | 4233649052 |
| Email Address | roe@girlstance.org |
| Alternate Email Address | info@girlstance.org |
| Please Describe Your Project In Detail | Mind Over Matter (MOM), inspired by COVID-19 community response, is a digital supplemental program designed for youth, both boys and girls aged 12 and up to explore psychoeducational training that leads to good mental habits, mindful living, and meaningful relationships. With over 100 blended learning resources, students can access meaningful lessons in understanding early signs of mental illness and tips and tools toward accountability, prevention, and change. MOM program is under the umbrella of Girl Stance, Inc a non-profit organization that offers different programs and opportunities to teen girls. We were built on the simple premise that Mindfulness can cross boundaries and enrich lives. Our unique programming has served over 10,000+ youth aged 12 up to 26 in the greater Chattanooga area. The depth and complexity of the work of Girl Stance have created a safe space that is not just about the stretch in yoga, but a space to mentally expand the overall capacity to actualize one’s highest potential. Although the roots of our organization have targeted black and brown girls as benefactors, the premise of our work is timely and relevant to the needs of both boys and girls. MOM is designed to be gender diverse in its approach and will serve the needs of all genders. The course is adopted and built from evidence-based research alongside licensed psychologists. Through the progressive digital supplemental programming, we’ve created unique modules structured to take each participant on a fun transformational journey that includes social-emotional learning, brain health, health and wellness, and proven coping techniques and tools. Students work through interactive standard-aligned lessons that can be utilized as bell ringers, pause breaks, or concept reviews. In partnership with educational facilities, our aim is for counselors and teachers to receive real-time feedback on students' understanding through self-graded pre-and,post-assessments. Courses will be structured by grade level and encouraged to be school-wide participation and ongoing conversation. Educators are equipped to bring learning off the screen with pre-made lesson plans to engage in collaborative discussions and hands-on practice. Additionally, teachers and educators are supported by local and virtual professionals and implementation specialists. Through our virtual programming, we aim to change the trajectory of mental health and guide participants toward simple knowledge and consistent tools for support. Mindfulness studies show that the journey to mental health and reversing mental illness includes an 80% state of awareness, 5% state of action toward change, and 15% accountability and consistency. Mind Over Matter serves as the community's 15% accountability program. We don't just want to provide access to quality mental health education, we wish to reduce the effects of mental illness by 85% in the current at-risk communities and completely eradicate the effects of mental illness by 2030. We plan to do this by armoring youth and adult participants with the knowledge (awareness), hands-on activities (action), and required guided courses (accountability). Draft Course outline Added: Lessons will range from 5- 10 minutes long. Our intentions in each session are to maintain momentum, review and reflect on the material learned prior, and make learning and developing good mental health habits and mindfulness fun, relatable, interesting, and empowering. We aim to give our communities the quality knowledge and education needed to embody a continuous practice that will follow them throughout life and eradicate the cycle of mental illness for generations to come. Please note titles are drafted to give a general idea of the course concept but will be changed in the digital program to appeal to youth participants. We have no intention to diagnose or provide titles, concepts, or tools to self-diagnose. The course will be 100% virtual and participants will be responsible for reliable internet and streaming access. Module 1 (Mindfulness Concepts and Practices) Module 2 (Understanding Strengths and Limitations) -Mindfulness of the body -Thoughts, Thoughts, So many thoughts -Don’t believe everything you think Module 3 (Psychological Awareness) -Mindfulness of the Prefrontal Cortex -Noticing Feeling, and being in the body -Brains and Bias -Health and Wellness (The effects of emotions on the body) Module 4 (Finding Freedom) -Mindfulness of emotions (what are emotions and what to do with them?) -Identifying Your window of tolerance -Working with Intense emotions -The power of restraint Module 5 (Becoming YOU) -What it’s like to be human (You are not broken) -Patience with self -Nonviolence toward self= Nonviolence toward others. Module 6 (All about Community) -Identifying normalized dysfunctional patterns in our communities -Communal Boundaries -Communal Support Program Goals: * Prepare and educate the rising generation of vulnerable youth with the invaluable tools to recognize mental illness and take proactive steps to reduce its effects. * Reduce societal destruction by armoring participants with tools to strengthen inner resources and awareness of proper social behavior. Objective: Upon completion of the final phase of the virtual Mind Over Matter Course, by the end of year 1, 500+ youth participants will have an 85% increase in education regarding early signs of mental illness. Participants will benefit and thrive from course material offered in social-emotional training, mindfulness, meditation, mental health, as well as a soft access/practice to counseling service leading to a life of higher potential. |
| Please explain how your project meets the requirements of the American Rescue Plan | MOM answers the call of the American Rescue Plan to provide alternative mental health resources, education, and tools to reduce societal decline by implementing direct access into schools where kids spend a large portion of their waking hours. As the effects of Covid-19 lingers, we take on the action of addressing the mental needs of at-risk communities. During a time of uncertainty and unrest, it is important to provide resources that encourage healthy executive decision making, violence reduction, a state of ease, hopefulness, and education. We believe by implementing a mandatory supplemental program like MOM into all public schools can reduce the hassle of finding counselors and therapists to address the needs of youth. MOM provides youth with interactive education, scenarios, and tools to cope with or develop the courage to seek additional help through educational awareness. Mental Health among the Black Community in Diaspora during Covid-19! The Covid-19 scourge has had a significant impact on the mental health well-being of the black community. The pandemic has exacerbated an already worse situation due to preventive measures/policies that were implemented by the government including the previous stay at home orders that led to massive loss of jobs/ sources of income and the resultant effects such as homelessness, hunger, and lack of funds to sustain family needs. Now that many supplemental governmental programs have ended or reduced support many families are faced with worsening conditions. Markedly, the COVID-19 pandemic has disproportionately affected people of color due to legal, social, and economic inequities. In particular, the at-risk communities have been adversely affected by high rates of hospitalization, death rates, and infections. The economic downturn and staggering job losses due to the pandemic have resulted in families losing health insurance, financial instability, food insecurity, and loss of housing among those lacking the safety net of savings and family resources. These stresses and losses increase the risks of depression, anxiety, substance use, crime, and suicide, as well as poor physical health. At-risk individuals with preexisting undiagnosed mental illness are among the most vulnerable for a myriad of reasons, including greater chances that they are living in poverty and population-dense conditions, or are homeless or incarcerated. Not only do they experience stigma and marginalization related to their mental illness, but also bias and discrimination related to race and class. Psychological distress among the black community often goes untreated. Historically at-risk communities have normalized the act of rage, anger, and violence as a part of their culture or a means of protection. Thus, early signs of mental illness go undetected and viewed through a biased lens from both Black and White adults from their home environment into school. Individuals with mental illness faced many obstacles in obtaining adequate physical and mental health care. While stigma and minimization of symptoms are often identified as significant obstacles for mental health care, studies have shown that cost and awareness are cited as the biggest barrier; thus, this impacts poor and historically oppressed communities most. Poor mental health has been a significant challenge that has continued to affect vulnerable communities for decades. Ideally, African Americans experience increased rates of mental health challenges such as depression, anxiety, trauma, stress, and other forms of mental instability. All these are a result of the historical injustices such as the lack of appropriate and culturally responsive mental health care, prejudice and racism inherent in the daily environment of Black individuals, and historical trauma enacted on the Black community by the medical field. The Current and Potential Long-term Effects. The ongoing effects of Covid-19 present a significant threat to the long-term mental well-being of the at-risk community. Existing data indicates that the scourge has more than widened the disproportionate access to mental healthcare. With thousands of people of color facing existential vulnerability due to loss or diminished income, homelessness, and instability, many are likely to continue suffering from mental health illnesses. Systemic health care challenges are likely to increase and more will be unable to afford healthcare premiums due to diminished source of income and governmental resources. The mental health implications resulting from the ongoing COVID-19 pandemic are still to be determined, but existing research suggests the outlook and the future impact are concerning. This is worrisome given that global mental health disparities already existed. Mental health disparities occur when the need for services outweighs the availability, and when both need and access are determined by factors such as socioeconomic status. Approximately 11% of the US population reports having symptoms of anxiety, 5% having symptoms of depression, and more than 20% being affected by some type of mental health problem; however, not enough services are available to meet the need. This is an even larger problem in parts of the world where mental health services are nonexistent or severely limited. Social inequalities in health insurance coverage, provider and service access, and income levels are systemic, macro-level contributors to mental health disparities. These social determinants of health play a large role, not only in mental and physical healthcare but also in overall wellbeing and quality of life. Effects of Mental Health and Covid-19 on the Youth Population. Young adults have experienced several pandemic-related consequences, such as closures of universities and loss of income, which may contribute to poor mental health. During the pandemic, a larger than average share of young adults (ages 18-24) report symptoms of anxiety and/or depressive disorder (56%). Compared to all adults, young adults are more likely to report substance use (25% vs. 13%) and suicidal thoughts (26% vs. 11%). Before the pandemic, young adults were already at high risk of poor mental health and substance use disorder, though many did not receive treatment. Non-Hispanic Black adults (48%) and Hispanic or Latino adults (46%) are more likely to report symptoms of anxiety and/or depressive disorder than Non-Hispanic White adults (41%). Historically, these communities of color have faced challenges accessing mental health care. Currently, there is a dearth of literature focused on the impact of COVID-19 on adolescents and their mental health broadly. This scarcity extends to a lack of research on Black adolescents and their mental health during the COVID-19 pandemic. One study did examine the impact of COVID-19 on adolescents ages 13–16 and their mental health, longitudinally.11 This study found that adolescents experienced elevated levels of depression and anxiety and a decrease in life satisfaction after government restrictions due to COVID-19 and the transition to online education. Adhering to the stay-at-home orders and social connectivity was protective against reduced mental health. The adjustments created by COVID-19 do seem to take a toll on adolescents in this context. Sources: (3 NaYonal InsYtute of Mental Health. Mental illness. Updated January 2021. Accessed April 9, 2021. h^ps:// www.nimh.nih.gov/health/staYsYcs/mental-illness.shtml Google Scholar (5 Atkins EV, Sambamoorthi U, Bha^acharya R. VariaYons of depression treatment among women with hypertension. Health Care Women Int. 2015; 36(6):730-750. Crossref, Medline, Google Scholar) (Panchal, N., Kamal, R., Cox, C., & Garfield, R. (2021). The implicaYons of Covid-19 for mental Health and Substance Use. KFF. Available at h^ps://www.kff.org/coronavirus-covid-19/issue-brief/the-implicaYons-of-covid-19- for-mental-health-and-substance-use/) |
| Where would your project take place? | MOM digital program is designed to be a supplemental course implemented in the classroom as bell ringers, class pause time, and concept review. Our goal is to implement MOM in all classrooms in the Hamilton County District from 6th- 12th grade. |
| How much will your project cost in total? | 362365 |
| Do you have any matching funding sources from other local governments, private entities, non-profits, or philanthropic entities for your project? | Yes |
| Please describe the source and list amounts of any other funding. | Phase 1-2 project support is provided by The Community Foundation. Over the course of the project, The Community Foundation funded $62,000. |
| What portion of the project are you asking the city to fund? | We are seeking funding support for the completion and revision of the Hamilton County Department of Education (HCDE) standards and the digital animation and interactive design. Specific Categories include: * Animation Designer * Project Management Software * Evaluation Software * Hosting Platform * Digital Interactive Design * Curriculum evaluation (Instructional Designer (ID) and Subject Matter Expert (SME)) |
| If funded, when would your project start? | January 10, 2022 |
| How long would your project take to complete? | Currently, we are in phase two of the project built which includes the curriculum design. If funded, Mind Over Matter interactive program will successfully launch spring of 2023. |
| What milestones would you use to measure your project’s progress? | The MOM project will be supported through a digital interface to manage and share work progress in real-time. Collaborative partners will be able to access tasks, files, and project status that will support us to fulfill the following steps: - Plan and put data collection methods and mechanisms in place - Use successful research-based programs, interventions, and products - Outline our evaluation process that states outcomes clearly, and considers outcome and process indicators - Revise program objectives to ensure progress toward goals - Exchange knowledge with a deliberate commitment to share best and promising practices |
| How would you ensure accountability and transparency throughout the project lifecycle? | Girl Stance as a corporation is dedicated to ensuring accountability and transparency by engaging stakeholders, community members, and course developers in quarterly updates of the MOM project development. Implementation will include: - program logic models and evaluation plans - community advisory committees engaged in program planning and evaluation - monitoring systems to review information about mental health, including assets and strengths as well as problems for children and youth - communicating intervention results through online “communities of interest” or knowledge exchange networks that support interactive sharing. |
| If successful, how would your project benefit the community? | Our project benefits the community because we offer an indirect and impactful way to change the trajectory of mental health within our communities and guide participants toward simple culturally RELATABLE knowledge and consistent tools without the hassle of traditional therapy. We shift the image and narrative about these vulnerable populations from hopeless to hopeful, from uninformed to educated, and from disenfranchised to empowered. Although our program is rooted in the premise of mindfulness and mental health, our approach provides tools and awareness that reduce violence toward self and violence toward others, thus, reducing community violence. Our evidence-based practices have proven that awareness and mindfulness are tools that improve executive functioning and decision-making alongside emotional awareness and restraint. So not only are we providing psychoeducational training that meets the standards of HCDE, we are indirectly reducing crime rates and other patterns of repression that start internally through awareness. - The community we serve is typically known as less likely to take advantage of mental and emotional health services such as counseling, therapy, and fitness exercise. Culturally, such services are deemed as intrusive, not helpful, and humiliating to a candidate's family and friends. Through MOM, we offer a non-intrusive and non-humiliating way to introduce our community to the importance and benefits of mental and emotional health with a soft focus on age-specific psychoeducation Our skilled facilitators are multifaceted professionals in education, counseling services, and Mindfulness-Based Stress Reduction (MBSR) youth training. - The community we serve is also typically unaware of the common signs of mental illness due to cultural stigmas, superstitions, and normalizing dysfunctional patterns. Not only does being uninformed present a barrier to identifying mental illness among family and community members, but it also contributes to many other factors that negatively impact communities. Research has proven that mental illness plays a significant part in crime rates, child abuse, and homelessness. Through our digital supplemental programming, we aim to provide quality access to psychoeducation and coping tools without the discomfort or stigma associated with counseling. |
| How will you attract community buy-in for your project? | Before providing our services to schools, we would align our efforts with county standards and receive any additional feedback from school leaders and educators on the front end. This will ensure we have included all parties in the planning process and have been informed of best practices in our local schools. Upon the completion of our prototype, we will offer the supplemental program as a pilot for selected schools to measure students’ engagement and response. After making any needed adjustments or changes from data collected during our pilot phase, we will have a model to present to the Hamilton County Board of Education. Also through the media press, we will educate communities on the benefits of our MOM program. Best Practice Model includes: Addressing opportunities for organizational change, policy development, and advocacy by: * being aware of and monitoring upcoming legislation and government initiatives to identify and influence change that incorporates a mental health promotion approach * establishing and maintaining ongoing partnerships with community members, coalitions, and networks. * implementing client and/or staff surveys to assess organizational climate * Working with management, students, and staff to create health-promoting schools and workplaces * identifying policy initiatives to influence school culture. * including many stakeholders on program advisory committees and school councils Implementation will be ongoing throughout the development of the project and will include: * giving opportunities to community members, parents, teachers, and youth to voice issues and engage in dialogue and problem solving * health-promoting schools—policies, education * Engaging district counselors support |
| Name | Dr. Stephanie Young |
| Contact Information | drstephyoung@passiontoprofession.org |
| Name | Melissa Graham |
| Contact Information | GRAHAM_MELISSA@hcde.org |
| Is there anything else you would like us to know about your project? | What makes our digital program different from others? Mind Over Matter’s digital program is rooted in the experiences of Native Chattanoogans. Although our course can serve on an international scope, our founders, facilitators, and program developers are connected to the social fabric of the community. Our digital program is also rooted in the experiences of predominantly Black and Brown youth. We have engaged youth participants to provide feedback, direction, and perspective throughout the development and creation of our program. Our program will serve as one of the first mental health programs co-designed by its benefactors. We listen to the voices and incorporate the ideas of program participants so that we have a better understanding of the cause of the problem, the barriers they face, and their ideas for solving the problem. Participants get enmeshed in the planning processes such as in the design of programs characters, voice-over, and scenario building. Giving benefactors a voice and preparing a “place at the table,” develops their ability to analyze their own strengths and weaknesses, set personal and professional goals, build self-esteem, gain youth buy-in through youth advocacy, and improve leadership skills. Throughout the longevity of our program, we commit to engaging the current youth in improvements and revisions of the digital course. Fun Fact: We found the acronym for Mind Over Matter, MOM fitting. As our intention is that of a mother. In most homes, growing up mothers often battled with children eating the proper amount of vegetables. Mothers became innovative by hiding the vegetable blend in juices, and other desirable snacks while not intruding on the child's lack of desire. Mind Over Matter is a digital MOM. We recognize the potential effects of children not having the proper foundation, education, and tools. We have taken a fun, humorous, and interactive approach to feed our communities the proper resources. |