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Vision 21 Integrated Services for Victims Program: Increasing Access to Mental Health Services for Victims of Crime (Vision 21 ISV Program), consists of three purpose areas: (1) developing a suicide prevention gatekeeper training curriculum to increase the capacity of crime victim advocates to help prevent suicide; (2) increasing access to services for victims of domestic violence and sexual assault who have a serious mental illness; and (3) increasing access to mental health services for traditionally underserved victims of crime. The Vision 21 ISV Program will promote a collaborative approach to the delivery of direct services by requiring crime victim services providers and clinical mental health service providers to form strategic partnerships to develop and implement project developed under purpose areas 2 and 3 of this program.

This targeted 5-year cooperative agreement is to be awarded to create a national center of excellence to develop, implement and evaluate curriculum in child welfare agency settings that will: Support the child welfare workforce to better understand social and emotional needs of children and families involved in the child welfare system. Support the child welfare workforce to better screen and assess for social and emotional needs of children and families. Support the child welfare workforce to understand the effective interventions and active ingredients of those interventions and how to ensure children and families receive those interventions. Increase exposure to active ingredients and Evidence Based Practices for agency staff through enhanced curriculum and practicums. Provide professional development opportunities for agency staff by developing, delivering, and evaluating course offerings, continuing education, and certificate programs aimed at addressing the shortage of child welfare practitioners prepared to deliver evidence based child and family treatment. Provide curriculum aimed at assisting case managers to make excellent decisions about how to refer and evaluate the effectiveness of the services provided to the children and families in their care. Develop decision making tools for agency leadership that might assist them in assessing their current mental health service array. These tools would provide direction about the cost and effectiveness of the mental health services in their current service array, assist the administrator in evaluating if the current mental health services are achieving intended outcomes, and provide guidance on best practice in implementing evidence based treatment services.

In 2014, the NCAA begins a new initiative, the NCAA Innovations in Research and Practice Grant Program. While other NCAA-affiliated research efforts address student-athlete health and safety, in the current cycle this new grant program will support research and data-driven pilot programs designed to enhance student-athlete well-being and mental health. Potential topics include, but are not limited to, managing transitions (e.g., from recruit to first-year student; transferring between universities; adapting from youth sports to college sports environment; developing independence from parents), identity development, stress management, substance use, bystander intervention, cultivating healthy relationships, career exploration and sport exit strategies. The NCAA will award $100,000 in grants for the 2014 calendar year to scholars or practitioners conducting studies or piloting on-campus programs that benefit student-athletes and NCAA member institutions. Grant recipients will be invited to present their work to hundreds of key stakeholders in intercollegiate athletics and members of the media in January of 2015 at the NCAA Convention in Washington, D.C.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this National Institute of Mental Health (NIMH) R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs and advance the priorities outlined in the Office of AIDS Research (OAR) Annual Strategic Plan and the research program priorities of the NIMH Division of AIDS Research (DAR).

The Executive Office of the President, Office of National Drug Control Policy (ONDCP), and the Department of Health and Human Services (HHS), Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Substance Abuse Prevention (CSAP) are accepting applications for Fiscal Year (FY) 2019 Drug-Free Communities (DFC) Support Program grants. By statute, the DFC Support Program has two goals: Establish and strengthen collaboration among communities, public and private non-profit agencies, as well as federal, state, local, and tribal governments to support the efforts of community coalitions working to prevent and reduce substance abuse among youth*. Reduce substance abuse among youth and, over time, reduce substance abuse among adults by addressing the factors in a community that increase the risk of substance abuse and promoting the factors that minimize the risk of substance abuse.

To that end, the foundation is accepting applications for its Programs & Services Grants program, which provides grants to fund programs and services in its focus areas of intellectual disabilities, learning disabilities, mental health, and substance-use disorders. Programs & Services grants support organizations working to improve the lives of children and young adults in Erie and Niagara counties in western New York and Barnstable, Dukes, Essex, and Nantucket counties in eastern Massachusetts.

Supported by the Elaine Schlosser Lewis Fund, the program offers an annual $15,000 award for a child and adolescent psychiatry resident or junior faculty member who has an interest in beginning a career in child and adolescent mental health research. The program is designed to support a young investigator at a critical stage, encouraging a future career in child and adolescent psychiatry research.

The NEPQR-SET program aims to enhance to enhance nurse education and strengthen the nursing workforce through the expansion of experiential learning opportunities, including the use of simulation-based technology, including equipment, to advance the health of patients, families, and communities in rural and medically underserved areas experiencing diseases and conditions that affect public health such as: high burden of stroke, heart disease, behavioral and mental health, maternal mortality, HIV/AIDS and or obesity.

Bringing Theory to Practice Project, an independent project established by the Association of American Colleges and Universities, is accepting proposals from universities and colleges in the United States for projects aimed promoting the nexus of engaged learning, civic engagement, and psychosocial well-being among college and university students. Seminar grants of up to $1,000 will be awarded for projects that bring together diverse members of the campus community to discuss the civic mission of the institution and how the full expression of that mission can be achieved. Proposals will be accepted on a quarterly-deadline system (June 15, September 15, December 15, and March 15), with awards announced two weeks after each deadline. Program Development grants of up to $10,000 will be awarded to enhance or extend a program that is consistent with BTtoP's objective of promoting engaged learning, civic engagement, and the psychosocial well-being of students. Institutional matching support is required for all grants. Proposals will bee accepted on a quarterly-deadline system (June 15, September 15, December 15, and March 15), with awards announced six to eight weeks after each deadline.

The INSPIRE awards program was established to address some of the most complicated and pressing scientific problems that lie at the intersection of traditional disciplines.  It is intended to encourage investigators to submit bold, exceptional proposals that some may consider to be at a disadvantage in a standard NSF review process; it is not intended for proposals that are more appropriate for existing award mechanisms.

The program awards grants for graduate student projects in family and/or couple dynamics and/or multi-generational processes. Work that advances theory, assessment or clinical practice in these areas shall be considered eligible. Preference will be given to projects using or contributing to the development of Bowen family systems. Priority also will be given to those projects that serve to advance Dr. Gerson's work.

BEA will award up to $10,000 per year in conference grants. Awards must support organizations or groups of psychologists planning conferences and workshops intended to enhance the quality of graduate and professional education. Proposals must address how the conference or workshop would lead to improvements in graduate and postgraduate training and education.

This Dear Colleague Letter is to alert all basic science and engineering communities, including education researchers, to the Foundation's interest in receiving proposals that, while investigating fundamental questions, seek to pose and test hypotheses that could inform research in forensic sciences. The interest spans both disciplinary and interdisciplinary research. Additionally, the wide public interest in forensics can provide an effective vehicle for basic research in science education. International partnerships, where appropriate, are encouraged, as are synergistic interactions with forensics and/or law enforcement agencies and organizations. Proposals for workshops to explore fundamental science drivers and their relevance to forensics are also welcome. 

Research projects in any phase of development are eligible for funding (e.g., materials design, data collection, manuscript writing). However, the proposed project must have a high probability of producing a product that will be presented and/or published in a peer-reviewed outlet in a timely manner.  The proposal should also align with the Executive Committee's preferred theme: applying the science of learning. The grant program is open to members of the Society for the Teaching Psychology who teach Psychology at 4-year colleges and universities, 2-year colleges, or high schools. Preference will be given to applicants who have not been awarded these funds in the previous 3 years. 

The Society for The Teaching of Psychology (Division 2 of APA) is pleased to announce a program of small grants to promote communication and collaboration between psychology teachers from different institutions. Specifically, this program is intended to bring together individuals to engage in planned activities to promote the teaching of psychology or who desire to work together to think about the ways in which the teaching of psychology can be improved. Proposed activities could take the form of conferences or small meetings devoted to teaching-related topics, or could take the form of collaborative activities between specific individuals from different institutions that are intended to improve the teaching of psychology in some way (e.g., bringing together high school and college psychology students for an interactive or experiential program, development of programs devoted to mentoring future psychology teachers, programs to bring together and utilize specialized teaching resources from different institutions). Grant funds can be used to defray the costs of the collaborative activities or the meetings involving representatives from different institutions (e.g., materials, equipment, fees, travel, food). Activities funded by this program may result in peer-reviewed publications, but do not necessarily have to have this goal. Research collaborations that focus on the Scholarship of Teaching and Learning (SoTL) are no longer eligible for funding through this grant program; those interested in obtaining funding to support SoTL should apply to STP's "Scholarship of Teaching and Learning Research Grant" program. Non-SoTL research collaborations that include a significant teaching component can be submitted for consideration; proposals for research collaborations that will have no impact on teaching or include no teaching-related activities are also not appropriate for this program.

Proposed fellowships must fit the Grant Foundation's research interests. The foundation currently supports research to understand and improve the everyday settings of youth between the ages of 8 and 25 in the United States. Specifically, the foundation funds studies that enhance the understanding of how youth settings work, how they affect youth development, and how they can be improved; and when, how, and under what conditions research evidence is used in policy and practices that affect youth, and how its use can be improved. To be eligible, applicants must be influential mid-career practitioners, policy makers, or researchers, and propose one or two tax-exempt private and governmental organizations that are willing to "house" and mentor the fellow. For the purposes of this program, a mid-career professional is defined as having eight to twenty years of cumulative experience in his/her current role as a researcher, policy maker, or practitioner.

CAREER: The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. Such activities should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from junior faculty members at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NIGMS R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs. To this end, this funding opportunity announcement (FOA) encourages the development of innovative educational activities for pre-kindergarten to grade 12 (P-12), pre-service and in-service teachers (Teachers) and students from underserved communities with a focus on Courses for Skills Development, Research Experiences, Mentoring Activities, Curriculum or Methods Development and Outreach. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Information on current SEPA projects can be found at: https://www.nigms.nih.gov/Research/crcb/sepa/Pages/default.aspx and http://nihsepa.org. Applicants are strongly encouraged to consult with the SEPA Scientific/Research Contact to be advised on the appropriateness of the intended P-12 STEM or ISE project for SEPA program objectives and the priorities of the NIGMS.

In the belief it is time to apply fresh thinking on how we dedicate and apply resources to positively impact the quality of students' lives, the foundation will award grants of $3,500 to one or more institutions of higher education to create or improve underlying campus infrastructure (e.g., networks, resources, tools, structures) in a manner that raises the well-being of students as evidenced through creative programming and outcomes research initiatives.

We are pleased to announce three new Generation Rx requests for proposals, targeting four of the states that have been especially hard hit by the opioid epidemic: Ohio, Kentucky, Tennessee, and West Virginia. Please find brief details, downloadable RFPs, budget template and FAQs below. We invite you to review each of these grant opportunities, and apply for one or more to address the needs in your community. Prevention Education for Youth Best Practices in Pain Medication Use and Patient Engagement: Community-Level Response to the Opioid Crisis: The Cardinal Health Foundation has engaged content specialists to provide technical assistance to grantees and to create learning communities. We also anticipate convening grantees within the next 12 months for further learning.