|Aim for Success||
Aim for Success works to Advance cultures that strengthen the capacity of schools and communities to promote mental health and wellness in its children, youth and families through capacity building, universal programming, mentorship and integration
Who We Are
Aim for Success provides services to 7 schools within Drayton Valley. Utilizing evidence based materials, tools and online media, the Aim for Success team works to empower educators directly and provide them with programming to support children and youth focusing on mental health and wellness.
Aim for Success partners to provide local community events and educational opportunities to help reduce the stigma of mental health and bring families together to connect and build stronger communities.
The Aim for Success Team:
The Aim for Success team consists of a coordinator and three success mentors. Together using schools as hubs, the team provides a selection of services that connects the community and programs that promote positive mental health to students and local families.
Together we are helping to build a community of youth who are resilient, mentally well and enjoy life. Healthy and strong children are the core of all strong communities and Aim for Success is committed to investing in our young people.
Each year Aim for Success serves over 1,500 children and youth and over 350 families locally. Each year our program also supports over 100 local professionals through training and development opportunities at no cost.
Why are We Needed
Mental health problems in children and youth are common. Research shows that half of all lifetime cases of mental illness begin by age 14. Therefore, early support and intervention are vital to building resiliency.
Mental Health Capacity Building
Mental Health Capacity Building in Schools is one of the innovative initiatives being implemented throughout Alberta that will improve the health and well-being of children, youth and their families, and strengthen our communities.
This initiative is truly innovative because it brings together a number of people and professionals at the grassroots community level to help children learn how to self-protect their mental health from an early age. Teachers and other school personnel, parents, health care professionals and community organizations all work together, as one, to achieve this goal. And this critical help is provided within the school setting, where children spend most of their time.
The initiative has enjoyed great success so far in that sites that have been developed for children and youth in various schools across the province. The project teams and partners continue to help children, youth and their families achieve success both inside and outside of the classroom, while building and promoting resiliency. Resiliency, the ability to bounce back from setback and cope well with change and adversity, is required for children and youth to succeed in all areas of life. Additionally, these projects are able to provide early intervention services for those students who do require services to help them deal with mental health issues they or their families are experiencing.
MHCB Vision 2015-2017
Focus for the future:
The mission of the MHCB Initiative for 2014-2017 will be to:
Advance cultures that strengthen the capacity of schools and communities to promote mental health and wellness in its children, youth and families through capacity building, universal programming, mentorship and integration.
MHCB projects will have four (4) primary objectives which are consistent with, or stem from the original principles of MHCB:
Increase the community’s capacity to promote the development of positive mental health and wellness in its children, youth and families using schools as hubs.
Increase access to evidence-informed universal mental health promotion & prevention programming.
Establish effective mentorship opportunities for adults who interact with children and youth.
Advance an integrated approach to promoting mental health and preventing mental illness among community partners, government, schools and industry.
Mentorship – The context of the mentorship continuum is the role(s) and functions of project staff. At one end their function is limited to leading programming while at the other end it is mentoring adults, children and youth in the application of knowledge, skills and training in various contexts.
Collaboration – At the community or system level, the impact of programs and services for children and youth is increased dramatically when community stakeholders, schools and industry align policies and practices. This continuum represents a developmental progression beginning with networking and moves through the phases of coordinating, cooperating and collaborating, before ending with integrating