The Society of Care recognizes and helps address the challenges each child faces in reaching a productive adulthood and achieving purposeful living. We provide therapeutic service while aiming to build stronger systems of care. Our efforts are:

  • Culturally competent
  • Family driven
  • Youth guided
  • Individualized
  • Confidential


System Of Care 


A spectrum of community-based services and supports for children and youth with or at risk for mental health or other challenges and their families, that is organized into a coordinated ◊network, builds meaningful partnerships with families and youth, and addresses their cultural and linguistic needs, in order to help them function better at home, in school, in the community, and throughout life

 B. Stroul, G. Blau, R. Friedman (2010) – Updating the System of Care concept and philosophy. Washington D.C.: Georgetown University Center for Child & Human Development, National Technical Assistance Center for Children’s Mental Health


The system of care model is an organizational philosophy and framework that involves collaboration across agencies, families, and youth for the purpose of improving services and access and expanding the array of coordinated community-based, culturally and linguistically competent services and supports for children and youth with a serious emotional disturbance and their families. The system of care philosophy is built upon these core values and guiding principles.

Core Values

Family Driven

The system of care should be family driven, with the needs of the child and family dictating the types and mix of services provided. Family driven means that families have a primary decision-making role in the care of their children, as well as in the policies and procedures governing care for all children in their community, state, tribe, territory, and nation. This includes:

  • Choosing supports, services, and providers
  • Setting goals
  • Designing and implementing programs
  • Monitoring outcomes
  • Determining the effectiveness of all efforts to promote the mental health of children and youth.

Youth Guided

The system of care should be youth guided. Youth guided means that youth are engaged as equal partners in creating systems change in policies and procedures at the individual, community, state, and national levels.

Cultural & Linguistic Competence

The system of care should be culturally and linguistically competent, with agencies, programs, and services that are responsive to the cultural, racial, and ethnic differences of the populations it serves. Cultural competence is the integration and transformation of knowledge, behaviors, attitudes, and policies that enable policy makers, professionals, caregivers, communities, consumers, and families to work effectively in cross-cultural situations. Cultural competence is a developmental process that evolves over an extended period of time.

Individualized & Family Based

Each child or adolescent served within a system of care should have an individualized care plan developed by the family team, with leadership from the child’s parents or legally responsible adult and the child or youth. The family team includes traditional service providers and also engages non-traditional and informal providers and supports. The individualized care plan refers to the procedures and activities that are appropriately scheduled and used to deliver services, treatments, and supports to the child and the child’s family.

 Needed services and informal supports should be available within the community, and be accessible and culturally and linguistically competent. Community-based services are enhanced by building partnerships with service systems and resources in the community and ensuring that management and decision-making responsibility are from community stakeholders.

Evidence Based

Empirically supported treatments (ESTs) and evidence-based treatments (EBTs), both frequently referred to as evidence-based practices (EBPs), are important components of a service delivery system. Additionally, there are other practices that may not be empirically based that work in culturally diverse communities that must be considered and used if appropriate. These practices may be called practice-based evidence (PBE) or community defined evidence (CDE).