and high-risk sexual behavior. States and communities need to develop monitoring systems that are capable of providing data on other targeted disorders. In addition, these systems can be used to mobilize support for community-based prevention efforts. For example, annual data on adolescent depression could be used to motivate support for the implementation of evidence-based depression preventions. This requires, however, that data be summarized and delivered to key target audiences in a timely, clear, and useful manner. Web-based systems for delivering this information show great promise (Mrazek, Biglan, and Hawkins, 2004). Ideally, a template for a community monitoring system would be developed at the national level and available to all communities, and the national system recommended by the committee (see Chapter 2) would adopt use of unique identifiers to enable use by state and local networks.


National and state systems will have to be supported by adequate monitoring systems, funding, and trained personnel. In addition, rigorous standards must be developed and implemented to provide clear guidance to states and communities on the readiness for implementation of specific interventions. The committee’s recommendations call for action in each of these areas by federal agencies and by relevant training programs.

  • Monitoring system. There is a need to develop approaches to report on the prevalence of disorders and key risk and protective factors and to report on the utilization of mental health care services across multiple service systems that work with young people (see Chapter 2).

  • Standards. Federal and state agencies need to identify and prioritize the use of evidence-based programs by applying scientific criteria to assess programs (see Chapter 12).

  • Funding. Federal agencies need to increase resources to states and local communities to implement approaches to prevention, ideally partnered with research funding, targeted to communities with greatest need (see Chapters 8, 11, and 12).

  • Training. Guidelines, model training programs, and accreditation standards are needed for training both researchers and practitioners on prevention of MEB disorders and promotion of mental health. Research training programs that facilitate creation of multidisciplinary training teams will advance translational prevention research efforts aimed at integrating developmental neuroscience and preventive intervention research (see Chapters 5 and 12).

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