School personnel and community-based practitioners often express a need for individual consultation and coaching in order to learn about and implement the Every Moment Counts initiatives and MTSS framework in their setting or region.

As founding director of Every Moment Counts, I have over 10 years experience in building capacity of school providers to do this work. The building capacity process that I have developed involves knowledge translation within Communities of Practice (i.e. people who come together to do shared learning and work) in order to implement new ways of doing to improve practice. Such a process involves learning and applying the information over time (e.g. usually from 2 to 6 months).

For the Every Moment Counts team, this is our passion - and we maintain a steadfast commitment to seeing change leaders in schools and throughout the community both nationally and internationally. In the long run, this achieves better mental health outcomes for our children and youth. Our outcome studies have documented significant changes in knowledge, beliefs, and actions related to applying a public health & MTSS framework in addressing mental health.1,2

If you are interested in exploring consultation options with Every Moment Counts, please use the Contact form. We look forward to connecting!

Every Moment Counts provides consultation on implementing the public health & MTSS framework approach to improving mental health for children and youth

Supporting research:
1Bazyk, S., Demirjian, L., LaGuardia, T., Thompson-Repas, K., Conway, C., & Michaud, P. (2015). Building capacity of occupational therapy practitioners to address the mental health needs of children and youth: Mixed methods study of knowledge translation. American Journal of Occupational Therapy, 69, 6906180060p1–6906180060p10 
2 Bazyk, S., Pataki, K., & DeBoth, K. (2020). Building Capacity of Occupational Therapy Students to Address the Mental Health Needs of Children and Youth during a Level II Fieldwork in a School Setting, Journal of Occupational Therapy, Schools, & Early Intervention, DOI: 10.1080/19411243.2020.1776186