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The purpose of this study was to better understand the problem of sexual assault among African American women in Maryland, assess their use of available resources in response to sexual assault, and explore their use of alternative sources of care. Researchers interviewed 223 female victims of sexual assault (Part 1 and Part 2) between January 2004 and July 2005 and conducted 21 focus groups (Part 3) with sexual assault resource service providers between 2003 and 2006. Criteria for inclusion in the interview component (Part 1 and Part 2) of the study included: African American or Caucasian female, aged 18 and over, resident of Maryland, and victim of sexual assault. There were four streams of recruitment for the interview portion of the study:

• Victims receiving services at one of 18 rape crisis centers located throughout the state of Maryland;
• Community outreach sessions conducted by rape crisis center community educators;
• Through community service providers, including those working in domestic violence centers, forensic nurse examiners (SAFE programs), probation and parole offices, reproductive health centers, county health departments, community services agencies, Historically Black Colleges and Universities, and local colleges; and
• Through three detention centers housing female inmates.

For Part 3 (Focus Group Qualitative Data), rape crisis center representatives and other community service provider representatives received a letter informing them that a focus group was going to be conducted at the end of their study training session and asked them for their participation. Part 1 (Victim Quantitative Data) includes items in the following categories: Personal Demographics, Details of the Sexual Assault, Medical Care, Law Enforcement, Prosecution/Court Process, Sexual Assault Center Services, Other Counseling Services, and Recommendations for Improvement. Part 2 (Victim Qualitative Data) includes responses to selected questions from Part 1. The data are organized by question, not by respondent. Part 3 (Focus Group Qualitative Data) includes questions on the needs of African American women who have been sexually assaulted, whether their needs are different from those of women of other racial/ethnic backgrounds, unique barriers to reporting sexual assault to police for African American women and their treatment by the criminal justice system, unique issues concerning the use of available resources by African American women, such as post-rape medical care and counseling services, and recommendations on how the state of Maryland could improve services for African American women who are the victims of sexual assault.

Bullying, fighting, and other forms of interpersonal violence occur frequently in elementary schools, and are associated with student distress, poor school functioning, and increases in aggression, delinquency, and other behavior problems. Positive Behavioral Intervention and Supports (PBIS) is a holistic, multi-tiered, evidence-based approach for preventing and reducing aggression and other problem behavior in school. However, the majority of PBIS schools struggle with more intensive interventions, which many students who present aggressive and disruptive behaviors need. School mental health (SMH) offers promise for addressing these limitations in PBIS. However, SMH lacks an implementation structure and as a result a student must effectively be at a crisis level to be referred for services. Because PBIS and SMH have operated separately, the impacts of both initiatives have been limited.

To address these limitations, the Interconnected Systems Framework (ISF) has been developed by leaders from national centers for both initiatives, providing specific guidance on PBIS-SMH interconnection through effective teams, data-based decision making, implementation support for evidence-based practices, and ongoing quality improvement to assure responsiveness to school and student needs. Involving partnerships with school districts and community mental health agencies in two school districts located in South Carolina and Florida, 24 schools implementing PBIS with fidelity were randomly assigned to the three conditions: the ISF, PBIS and SMH, or PBIS alone (8 schools per condition). Data were collected from school records, teacher and student reports, and school implementation teams. The impacts of ISF were compared to the other two conditions on school climate and safety, student exposure to violence, problem behavior and discipline problems, and access to and quality of services.