Cognitive Behavioral Management and Intervention, hereinafter, “CBMI,” will assist children and young adults in grades 3-12 identify, engage, using coping mechanisms and develop alternative thinking and behaviors to circumvent inappropriate actions and responses to adversity and trauma.  It presents students with skills and tools necessary to adopt proactive and pro-social behavior by identifying thinking distortions, thinking patterns, tactics, and core beliefs that are critical to conflict management and developing social and interpersonal skills.  Role playing methodologies incorporated within “CBMI” is a proven “Evidence Based Practice” (EBP) and is clinically proven to be able to address and combat: 1) suicide prevention, 2) school to prison pipeline, 3) violence (domestic, peer-to-peer, gun), 4) bullying, 5) addictions & mental health related issues, and others.  

In a recent report by the US National Library of Medicine/National Health Institute, extensive research demonstrated that …”[D]epressive and anxiety disorders affect 20–30% of school-age youth, most of whom do not receive adequate services, contributing to poor developmental and academic outcomes. Evidence-based practices (EBPs) such as cognitive behavioral therapy (CBT) can improve outcomes, but numerous barriers limit access among affected youth. Many youth try to access mental health services in schools, but school professionals (SPs: counselors, psychologists, social workers) are rarely trained adequately in CBT methods…” https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6126013/

Adopting this curriculum would help to cultivate pro-social behavior, aid in reducing symptoms and behaviors associated with mental health illness, effective communication, identify and redirect negative classroom behavior, create safer learning environments, teach students to appreciate diversity, and encourage pro-social behaviors.