Center for School Mental Health University of Maryland School of Medicine

Center for School Mental Health
University of Maryland School of Medicine
Division of Child and Adolescent Psychiatry
In collaboration with
The IDEA Partnership funded by the
Office of Special Education Programs
(OSEP), sponsored by the National Association
of State Directors of Special Education (NASDSE)
Special
Journal
Offer
The 1 4th Annual Confer ence on Advancing School Mental Health
Featuring 12 Specialty Tracks
School Mental Health:
1) Child Welfare and School
Mental Health (CW)
2) Connecting School Mental
Health and Positive Behavior
Supports (PBS)
3) Connecting School Mental
Health with Juvenile Justice
and Dropout Prevention (JJD)
4) Education: An Essential
Component of Systems of Care
(SOC)
5) Family-School-Community
Partnerships (FP)
6) Improving School Mental
Health for Youth with
Disabilities (YD)
7) Learning the Language:
Promoting Effective Ways for
Interdisciplinary
Collaboration (LL)
8) Psychiatry and Schools (PS)
9) Quality and Evidence-Based
Practice (EBP)
10) School Mental Health for
Military Families (MF)
11) Social, Emotional and Mental
Health in Schools (SEM)
12) Youth Involvement and
Leadership (YIL)
Promoting Success for All Students
The CSMH is supported by cooperative
agreement U45 MC 00174-10-0 from
the Office of Adolescent Health,
Maternal and Child Health Bureau
(Title V, Social Security Act),
Health Resources and Services
Administration, and by a number
of Maryland organizations.
November 2-4, 2009
Hilton Minneapolis Hotel • 1001 Marquette Avenue • Minneapolis, MN
The mission of the Center for School Mental Health (CSMH)
is to strengthen policies and programs in school mental health
to improve learning and promote success for America's youth.
For a description of each session go to the homepage of the website,
http://csmh.umaryland.edu
A special THANK YOU to
the entire Minnesota Conference
Planning Team for providing
wonderful insight, guidance, and
support to the 14th Annual Conference
on Advancing School Mental Health!
Changes to the Conference Program
Changes have been made to the conference program since the original brochure was published
and posted on our website. New sessions have been added; sessions have been canceled. We
apologize for any inconvenience this may cause. If you would like to contact the speaker, in order
to receive materials, from any canceled sessions, please leave your contact information at the
Registration Table. For participants who were enrolled in the canceled sessions, please feel free to
make a new selection. For added sessions, all participants are invited to attend.
Added Sessions
__________
Conference Session IV – Tuesday (2:45 – 3:45pm)
Cognitive Behavioral Intervention for Trauma in Schools: Outcome Findings and
Implementation Factors
Conference Session V – Tuesday (4:00 – 5:00pm)
Social/Emotional Concerns of Students who are Homeless and Highly Mobile: What
Does This Mean for Educational Achievement?
Canceled Sessions
_____________
Conference Session IV – Tuesday (2:45-3:45pm)
Moving School Mental Health Providers Toward Trauma-Informed, Evidence-Based
Practice
Conference Session V – Tuesday (4:00 – 5:00pm)
From the Bottom Up: Collaborative Postvention Planning in Schools
------------------------------Back by Popular Demand: Advanced Specialty Tracks!
Specialty tracks are available for those interested in gaining more intensive training in
one specialty area. Participants can choose to either attend the full track or to attend
select presentations.
Below is the Guide for Advanced Specialty Tracks
(Each seminar title is followed by the corresponding specialty track abbreviation)
• Child Welfare and School Mental Health (CW)
• Connecting School Mental Health and Positive Behavior Supports (PBS)
• Connecting School Mental Health with Juvenile Justice and Dropout Prevention (JJD)
• Education: An Essential Component of Systems of Care (SOC)
• Family-School-Community Partnerships (FP)
• Improving School Mental Health for Youth with Disabilities (YD)
• Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration (LL)
• Psychiatry and Schools (PS)
• School Mental Health for Military Families (MF)
• Social, Emotional and Mental Health in Schools (SEM)
• Quality and Evidence-Based Practice (EBP)
• Youth Involvement and Leadership (YIL)
Monday, November 2, 2009
__________________________________________________________
1:30 – 5:00 PM
Intensive Training Sessions: Registration is open to all participants
1. Disobedient, Disruptive, Defiant and Disturbed Students: Behavioral
Interventions for Challenging Students (PBS)
Attempting to close the “Behavioral Intervention Gap” in most schools for “Tier 2 and
3” students, this workshop describes numerous strategic and intensive behavioral
interventions needed by challenging students. The components of an evidence-based
Positive Behavioral Support System are discussed as the prevention system that helps
the interventions to work.
Howard Knoff, PhD - Arkansas Department of Education Special Education Unit, Little
Rock, AR
2. Utilizing Positive Behavior Support in a Therapeutic, Educational Setting (PBS)
This session will focus on Central Susquehanna Intermediate Unit’s initiative to promote
systems of School Wide Positive Behavior Support. An overview of the components to
SWPBS will be provided. Participants will learn how the 5 Star Program addresses the
universal, secondary and tertiary needs of students in an academic setting.
Stephanie Burke, MSW, Nan Cooper, MSW, Rachel Scholl, MSW - Central Susquehanna
Intermediate Unit, Lewisburg, PA
3. Selecting, Training, and Supporting Paraprofessionals to work with Emotionally
Disturbed Youth in Inclusive Classrooms (YD)
This will be a dynamic workshop that delivers essential information and engages the
participant in the process of selecting, training and supporting paraprofessionals.
Presentation and active discussion will provide participants with the tools necessary to
build and deliver effective trainings for paraprofessionals. This workshop will focus on
the following topic areas; professional identity, developing therapeutic relationships,
special education process and collaborating with classroom teachers, behavioral
treatment and data collection, terminating therapeutic relationships and collaborating
with families.
Kristie Reed, LICSW, MSW, Jennifer Uttecht, PsyD - HowardCenter Child, Youth, and
Family Services, Burlington, VT
4. Beginning with the End in Mind: Creating Shared Vision to Guide Effective
Collaboration (LL)
Effective collaborative work relies on the shared vision of its partners, yet most of our
child- and family-serving organizations and systems have different visions and missions
from one another. Collaborative initiatives that fail to find a shared agenda often end in
confusion, frustration, conflict, and burn-out. This fun, interactive presentation will
teach participants a simple, yet effective process for building a shared vision or agenda
among diverse stakeholder groups in order to facilitate positive and productive
partnerships.
Debbie Mintz, MSW - HowardCenter Child, Youth, and Family Services, Burlington,
VT
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Monday,
November 2, 2009
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5. Integrating School-based Health and Mental Health Care: Promoting
Collaboration for Student Success (PS)
In this session we look at practical ways to integrate health, medical, and mental health
care, using empirically-supported approaches to assessment and treatment of psychiatric
comorbidity often found in students with asthma, overweight, substance abuse,
pregnancy, and other common conditions. Various collaborative care approaches will
be discussed, including practice and program examples.
Dan Rifkin, MD - Envision New Mexico, Dept. of Pediatrics (UNM School of
Medicine); Office of School and Adolescent Health (NM Dept of Health); UNM & First
Choice Community Healthcare School-Based Health Centers, Albuquerque, NM
Paula LeSueur, CFNP - New Mexico School-Based Health Center (SBHC); Medicaid
Program, Office of School and Adolescent Health (New Mexico Dept of Health);
Envision New Mexico, Albuquerque, NM
6. Embracing the Paradox: Fidelity, Adaptation, Cultural Relevancy and
Evidence-Based Practices (EBP)
This workshop will focus on implementation of evidence based practices with fidelity,
the development of strategic adaptations, and cross-cultural competency. Through
research and case examples, participants will also engage in self-reflections, discussion,
language deconstruction/ reconstruction activities, and the development of personal
action plans. Real-life examples will demonstrate implementation of an evidence based
social skills program with fidelity and cultural adaptations that increase cross-cultural
relevance, promote a value of diversity, and expose children to diversity. The program
is being implemented in a rural school district with a primarily Caucasian population
with varying socioeconomic status.
Dana Crawford, Med, Jennifer Elfstrom, MA, Paul Flasophler, PhD, Rochelle Fritz,
MA, Erin Paternite Kraan, MS, Julie Platten, BA, Holli Sink, MA - Miami University
Center for School-Based Mental Health, Oxford, OH
7. Improving Academic Outcomes: Building the Case for Quality, Evidence Based
Mental Health Strategies in Schools (EBP)
This intensive session will help participants learn how to initiate and maintain evaluation
efforts and use the results to build the case across multiple systems for the value of
expanded school mental health (ESMH) in enhancing behavioral health and academic
outcomes. This session will draw lessons from the National System of Care Study,
findings on system of care and education partnerships and will provide discussion of
two ongoing evaluations of ESMH programs, Baltimore City, Maryland and
Minneapolis, Minnesota. Presentations and discussion will highlight the challenges of
launching and maintaining a successful evaluation.
Bruno Anthony, PhD - Georgetown University Center for Child and Human
Development, Washington DC
Joyce Sebian, MEd - National TA Center for Children’s Mental Health at Georgetown
University, Washington DC
Mark Sander, PsyD, LP – Hennepin County - Minneapolis Public Schools, Minneapolis,
MN
Christina Walwrath-Greene, PhD, MHS - Macro International Inc., New York, NY
2
Monday, November 2, 2009
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8. The Coordination Continuum: Building Infrastructure for Sustainable Mental
Health Programs and Services (SEM)
Effective collaboration and coordination in the new schools of the 21st century will
require a new brand of leadership, establishing sustainable, inclusive governance
structures and systematic, data-driven decision making processes. Boundaries between
schools, families, and communities will dissolve. Come learn what’s involved!
Marcia Rubin, PhD - American School Health Association, Kent, OH
9. Effective Social Marketing of School Mental Health to Educational Leaders
(SEM)
Effective social marketing to school leaders is essential for development and
sustainability of School Mental Health (SMH) programs and services. Using principles
of social marketing and hands-on activities, participants will learn how to develop
messages and strategies to communicate with school leaders about the importance of
SMH.
Carl Paternite, PhD - Miami University Center for School-Based Mental Health,
Oxford, OH
Laura Hurwitz, MSW - National Assembly on School-Based Health Care, Washington,
DC
Olga Price, PhD - George Washington University Center for Health and Health Care
in Schools, Washington, DC
Lisa Rubenstein, MHA - Center for Mental Health Services, Rockville, MD
10. Identifying and Promoting Competencies in Interdisciplinary Collaboration
among Education and Mental Health Professionals (LL)
Interdisciplinary collaboration between professionals in the school-based mental health
field is critical to the success of the field. The workshop will present training curriculum,
workforce competencies, and professional development experiences being developed
to improve training of pre-service and in-service professionals in the field of schoolbased mental health.
Joni Williams Splett, BA, Melissa Maras, PhD- Center for Advancement of Mental
Health Practices in Schools
Annahita Ball, MSW, Dawn Anderson-Butcher, PhD- Social Work Department, Ohio
State University
Elizabeth A. Mellin, PhD- Pennsylvania State University
3
4
Tuesday, November 3, 2009
__________________________________________________________
7:20 – 8:20 AM
Practice Group Sessions: Open to all participants
Connecting School Mental Health and Positive Behavior Supports
Connecting School Mental Health with Juvenile Justice and Dropout Prevention
Education: An Essential Component of Systems of Care
Family-School-Community Partnerships
Improving School Mental Health for Youth with Disabilities
Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration
8:20 - 8:35 AM
Welcome and Greetings
Mark Weist, PhD, Director, Center for School Mental Health
“Creating an Environment Where Everyone Can Learn: Addressing Bullying and
Harassment in Our Schools”
Kevin Jennings, Assistant Deputy Secretary, Office of Safe and Drug Free Schools,
U.S. Department of Education
8:35 - 9:35 AM
Keynote Address: Jordan Burnham, National Mental Health Awareness
Campaign’s Speaker’s Bureau
“The Heard: Talking Mental Health and Schools”
9:35 - 9:40 AM
Break
9:40 - 10:40AM
Conference Session I
1. School Mental Health and Foster Care: A Training Curriculum for Teachers,
Clinicians, and Child Welfare Staff (CW)
This session aims to inform participants about a training curriculum for effectively
integrating school mental health and foster care. Participants will be given free access
to the curriculum and will be trained on effective implementation strategies. Participants
will have numerous opportunities to discuss when and how to best implement each of
the modules within the curriculum.
Nicole Evangelista, PhD, Maura Mulloy, PhD, Nancy Lever, PhD, Center for School
Mental Health, Baltimore, MD
2. Shut Up About … Your Perfect Kid: The Movement of Imperfection (PBS)
These sisters are among the growing number of parents raising children with disabilities.
They’ll keep the audience laughing as they reveal how their Asperger’s and bipolar
children transformed their lives. Their anecdotes and advice will keep the audience
engaged while stressing the importance of laughter in raising children with disabilities.
Patricia Konjoian, BA, Gina Gallagher, BS - Shut Up Industries, Inc., Maynard, MA
3. Why Try? Innovative Interventions that Provide Hope and Motivate Youth to
Overcome Poverty, Violence and Failure (JJD)
The presentation provides the audience with several methods to teach emotional
intelligence and life skills. This workshop emphasizes a strength-based approach to
helping youth overcome their challenges using “multiple intelligence” methods
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Tuesday,
November 3, 2009
______________________________________________________________________________________
emphasizing the youths’ learning styles, to teach in ways that youth will understand and
remember.
Christian Moore, MSW - The WhyTry Organization, Orem, UT
4. Policy: A Strategy for Cross Agency System Building and Making Shared
Decisions (SOC)
Many states and communities are working to implement comprehensive, communitybased systems for children with mental health needs, and their families. One essential
component is the role which public policy plays in enhancing the building of
collaborative systems and sustaining the work that has already been completed.
Understanding what public policy can do is critical for system builders as they struggle
to make shared decisions to achieve the best outcomes. This conference session will
provide a conceptual framework and definition of policy, examples of different kinds
and levels of policies that can be used to build and sustain system efforts and the
important role of family advocacy in moving policy forward.
Joan Dodge, PhD - National Technical Assistance Center for Children’s Mental Health,
Washington DC
Barb Hutchinson, BA – Education Development Center
5. Meeting the Mental Health Needs of Students with Emotional and Behavioral
Challenges in School Settings (YD)
This presentation describes the Full Purpose Partnership, an urban, school-wide model
designed to prevent and respond quickly to socio-emotional and academic challenges.
Based on an integration of learning, system of care, and PBIS principles, preliminary
evidence suggests that students with emotional disturbance are spending more time in
general education.
Jeffrey Anderson, PhD, Alison Howland, PhD - Indiana University, Indianapolis, IN
6. Nursing and School Psychology: A Model for School-Based Collaborative Care
(LL)
This session will explore the intersection points and barriers to collaborative practice
between school nurses and school psychologists as an exemplar of developing seamless
care across multidisciplinary care providers in schools. Teaching methods will include
lecture, active discussion and case examples to demonstrate overcoming practice barriers
and increasing interdisciplinary collaboration.
Esther Seibold, DNSc,RN, Melissa Pearrow, PhD - University of Massachusetts College
of Nursing and Health Sciences, Boston, MA
7. Illinois Statewide Family Leadership and Support Initiative - From Conception
to Development (FP)
The Illinois Children’s Mental Health Partnership has developed a statewide initiative
for family leadership and support that will provide/promote:
1. Family/parent/caregiver involvement at the direct practice, staff and board levels
2. Family/parent/caregiver involvement in state and regional advocacy
3. Information for family/parents/caregivers
4. Leadership development for family/parent/caregivers in the region.
Kim Miller, MSW, Collette Lueck, MSW- Illinois Children’s Mental Health Partnership,
Peoria, IL
6
Tuesday, November 3, 2009
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8. Getting Better All the Time: Promising Evaluation Strategies from a Six-Year
Evaluation of the San Francisco Wellness Initiative (EBP)
This presentation provides information to evaluation and program personnel on the
methods used to (1) develop support and buy in for the evaluation process, (2) promote
and improve data quality, (3) demonstrate the quality and impact of services, (4)
effectively address key program improvement issues, and (5) promote sustainability
and continued funding.
John Shields, PhD, MSW , Kelly Whitaker, MPA - ETR Associates, San Francisco, CA
9. Navigating the Barriers of Initiating & Providing a Preventative &
Interventional Longitudinal Program for Families & Students of Head Start (EBP)
Presenters will discuss year one validated results of an innovative and easily replicated
family-based wellness program (preventative and therapeutic intervention) in a public
school setting designed for a cohort of 150 families.
Ryan Hansen, MBA, Brad Uhing, PhD - Avera McKennan Hospital and Univ. Health
Center, Sioux Falls, SD
10. Improving Health and Mental Health Literacy among Youth: A Four School
Pilot Study (SEM)
We report on the results of a four-school implementation of an on-line health and mental
health resource for young people (www.yoomagazine.net). The program is novel in that
the program evaluation tools are integrated with the resource being disseminated,
thereby allowing program administrators to monitor uptake and utilization in real time.
Tim Roling, BA - Moberly Public Schools, Moberly, MO
Ed Morris, PhD - University of Missouri Center for the Advancement of Mental Health
Practices in Schools, Columbia, MO
Darcy Santor, PhD - Provincial Centre of Excellence for Child and Youth Mental Health,
Ottowa, Ontario, Canada
Alexa Bagnell, MD - IWK Health Centre, Halifax, Nova Scotia, Canada
10:40 - 10:50 AM
Break
10:50 - 11:50AM
Conference Session II
1. School-Based Diversion Strategic Innovations from the Models for Change
Mental Health/Juvenile Justice Action Network (JJD)
This panel will highlight the work of the John D. and Catherine T. MacArthur
Foundation’s Models for Change Mental Health/Juvenile Justice Action Network to
create school-based diversion programs, based upon the successful Mobile Urgent
Treatment Team (MUTT) model in Milwaukee, WI, that employs mobile mental health
responders to school-based incidents involving youth in school.
Kathleen Skowyra, BA - National Center for Mental Health and Juvenile Justice, New
York, NY
Linda Teodosio, JD - Summit County Juvenile Court, Akron, OH
Pamela Gulley, PhD - Ohio Department of Youth Services, Columbus, OH
Tim Marshall - Connecticut Judicial Branch, Wethersfield, CT
Kelly Warner King, JD - Center for Children & Youth Justice, Seattle, WA
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Tuesday,
November 3, 2009
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2. A Framework of Support for Meeting Students’ Mental Health Needs in Schools
and Communities (SOC)
This session will provide a framework and strategies for integrating education and
mental health supports with initiatives like systems of care, positive behavioral
interventions and supports and response to intervention. A model for the creation and
support of a continuum of services, where all students have access to an array of supports
and services will be highlighted.
Sandra Keenan, MEd, CAGS - American Institutes for Research, Orange Park, FL
3. Cultural Considerations in School-Based Work with African American
Adolescents with Emotional/Behavioral Concerns (YD)
This session provides a structured forum for discussing cultural considerations in schoolbased work with African American youth with emotional/behavioral concerns. Results
of a focus group study with school and community-based professionals will be
presented, and used to guide an idea-generating activity about culturally-responsive
ways to meet these students’ unique needs.
Zewelanji Serpell, PhD, Trakita Wilkerson, BS - Virginia State University Psychology
Department, Petersburg, VA
4. It Works! Promoting Strengths and Success – Child and Family Teams from the
Family’s Perspective (SOC)
What works in promoting success for children and youth at home, in school and
community? Practical strategies offered for implementing a cross-agency System of
Care strengths-based process and curriculum on Child and Family Teams & familydriven meetings for service planning and support. Improved system, youth and family
outcomes will be highlighted.
Susan Robinson, MEd - North Carolina Division of Mental Health, Developmental
Disabilities and Substance Abuse Services, Raleigh, NC
Libby Jones, Matthew Jones - North Carolina Families United, Greensboro, NC
5. Community-University Partnership (PS)
In this presentation we will give an overview of five collaborative projects to
demonstrate creative ways in which the expertise of academic psychiatry departments
can be put to use in support of improving student mental health within school settings.
Ann Vander Stoep, PhD, Kelly Thompson, MSW, Aaron Lyon, PhD - University of
Washington, Seattle Children’s Hospital, Seattle, WA
6. Some Secrets Should be Shared: Implementing an Evidence-Based Suicide
Prevention Program in Your School (EBP)
Workshop participants will be introduced to an evidence-based middle and high school
suicide prevention curriculum that teaches youth how to recognize the warning signs
of depression and suicide in themselves or a friend using the ACT model (Acknowledge,
Care, and Tell). An overview of the Signs of Suicide research will be provided.
Candice Porter, MSW, LICSW - Screening for Mental Health, Inc., Wellesley Hills, MA
7. Universal Wellness Instruction (SEM)
Can universal instructional design improve student wellness? The Columbus School
District has implemented a series of Wellness Courses that have replaced traditional
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Tuesday, November 3, 2009
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Health and Physical Education classes at the secondary level. Learn how to create a
system change that has resulted in substantial decreases in substance use, binge drinking,
and suicidal ideation.
Joanne Grassman, MSE, Jason Adams, MSE, David Fischer, MSE-Columbus School
District, Columbus, WI
8. Using Cognitive Behavioral Intervention for Trauma (CBITS) as a TIER II
Intervention in an Integrated RTI-PBS Model in a Large Public School System
(SEM)
Presenters will describe how University of New Orleans and the University of Montana
are implementing CBITS as a Tier II level intervention and integrating it successfully
into a comprehensive RTI-PBS model in the largest school system in Louisiana.
LaCresiea Olivier, MSW, Marilyn Zimmerman, Matt Taylor, MA- University of New
Orleans, New Orleans, LA
9. Effective Classroom Programs for Students with Autism Spectrum Disorders
and Co-morbid Mental Health Concerns (YD)
Up to 70% of students with ASD have co-morbid mental health concerns. Educators
and mental health professionals should collaborate to identify and program for these
students. This presentation will provide needed information on assessment, curriculum
design, goal development, instructional methods, materials use, teacher language level,
and data collection methods.
Mary Ann McIntyre, MA, Maureen Bradshaw, MSE - Arkansas State Department of
Education, Division of Special Education, Fayetteville, AR
10. Addressing Trauma and its Impact on Development and Learning (SEM)
This workshop will address trauma and its impact on development and learning.
Emphasis will be placed on recognizing warning signs and symptoms, as well as
understanding caregiver trauma. Classroom strategies to help traumatized children heal
will be offered. Case examples will highlight how collaborations between mental health
and educational staff can help build emotionally responsive school climates.
Margaret Shoemaker, LICSW, Cheryl Cowan, LICSW - Washburn Center for Children,
Minneapolis, MN
Cheryl Flugaur-Leavitt, LICSW, Leo Bulger, MSW - Minneapolis Public Schools,
Minneapolis, MN
11:50 – 12:15 PM
Lunch Break (Pick up box lunches)
12:15 – 1:15 PM
Practice Group Breakout Sessions (Please select one session to attend)
Connecting School Mental Health and Positive Behavior Supports
Connecting School Mental Health with Juvenile Justice and Dropout Prevention
Education: An Essential Component of Systems of Care
Family-School-Community Partnerships
Improving School Mental Health for Youth with Disabilities
Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration
Psychiatry and Schools
Quality and Evidence-Based Practice
9
Tuesday,
November 3, 2009
_______________________________________________________________________________________
School Mental Health and Child Welfare
School Mental Health for Military Families
Social, Emotional and Mental Health in Schools
Youth Involvement and Leadership
1:15 - 1:30 PM
Break
1:30 - 2:30 PM
Conference Session III
1. Secondary and Tertiary Supports for Youth with Emotional and Behavioral
Disorders: Case Examples from New Hampshire (PBS)
APEX II in New Hampshire is a dropout prevention project that applies the 3-tiered
PBIS model to impact the educational outcomes and climate in high schools. This
presentation will include several case examples of how high risk youth were assisted at
the secondary and tertiary levels using RENEW, a proven individualized school-tocareer model.
JoAnne Malloy, MSW, Jonathon Drake, MSW, Maria Agorastou, PhD- University of
New Hampshire Institute on Disability, Concord, NH
2. Creating School Environments to Promote Children’s Emotional Regulation and
Social Participation (YD)
Youth with disabilities (e.g. autism, ADHD) may experience everyday sensations (e.g.
touch, movement, sound) with more or less intensity than typically developing peers
resulting in problems with emotional regulation, attending, and social participation.
Strategies for modifying school environments to reduce barriers to learning will be
presented.
Susan Bazyk, PhD - Cleveland State University, Cleveland, OH
Lisa Crabtree, MS - Towson University, Towson, MD
3. Assessing Interdisciplinary Collaboration in School Mental Health Programs:
A Tool for Partnerships, Researchers, Evaluators, and Funders (LL)
Interdisciplinary collaboration is a critical component for school mental health
programs, however, there are few tools available for accurately assessing the strength
of collaborative practice and identifying strategies for improvement. The Index of
Interdisciplinary Collaboration for School Mental Health Programs will be introduced
as tool for linking interdisciplinary collaboration to improved outcomes.
Elizabeth Mellin, PhD - Pennsylvania State University, University Park, PA
Laura Bronstein, PhD - Binghamton University, Binghamton, NY
Dawn Anderson-Butcher, PhD, Anna Ball, MSW - Ohio State University, Columbus, OH
4. The Ka’Upena Project in Hawaii (FP)
The Ka ‘Upena pilot project designed by the North Hawaii Community of Practice, is
a joint effort between Honokaa High School, its families and community. Launched in
2008, the project identifies “at-promise” youth and strives to engage and provide
interventions for these students during their critical transition to high school.
Susan Wood, CA - North Hawaii Community Children’s Council, Honokaa, HI
Stan Ha’o, BA, Arthur Souza, MA, Shelbie Kaholoaa - Hawaii Department of Education,
Honokaa, HI
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Tuesday, November 3, 2009
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5. Success with Less: Using Data to Inform Program Decisions in Troubling
Economic Times (EBP)
This session will examine the use of clinical outcome and program evaluation data to
advocate for school mental health program sustainability in fiscally restrictive times.
Data will be presented from the Department of Mental Health’s School Mental Health
Program located in Washington, D.C.
Barbara Parks, MSSA, Joel Dubenitz, PhD, Meghan Sullivan, PhD - Department of
Mental Health, Washington, DC
6. Clinical Consultation with Educators: A Resiliency Based Model (SEM)
In this interactive workshop, experienced social workers present an innovative model
for relationship-based educator consultation. This practice model increases educators’
social-emotional literacy as well as educator and student resiliency. Information sharing
and interactive learning experiences will allow participants the opportunity to practice
mental health consultation with educators.
Terese Brennan-Marquez, MSW, Heather Sorensen, LCSW - The Cleo Eulau Center,
Mountain View, CA
7. Lunch Line Connections and More: Adults Adopting Students in a Middle
School Setting as a Means of Fostering a Sense of Connectedness (SEM)
“Johnny’s seated at your table today, you may line up for lunch first.” Suzy’s name is
printed on the cook’s plastic apron honoring her birthday. Recognizing kids in ordinary
ways yields extraordinary results. Participants will actively review how one middle
school created an adopt- a- student program and how this strategy could be implemented
in any setting.
Douglas Knick, EdD - Luther College, Decorah, IA
Tammie Knick, LSW - GFW Middle School, Fairfax, MN
8. Addressing Disproportionality in Special Education (EBP)
This presentation will specify the role of the use of evidence-based practice to address
disproportionality in schools and districts. Evidence-based practices will be identified.
Disproportionality will be defined. Participants will examine effective pre-referral
strategies and recommendations to eliminate disproportionality through support from
school personnel, families, and community stakeholders.
Daryl Gates, MA - National Education Association, Shreveport, LA
Bruce Mulder, MEd - National Education Association, Minneapolis, MN
9. Focus Groups: A Source for Guiding Program Development, Progress, and
Evaluation (EBP)
This presentation will highlight the effective implementation of focus groups to guide
school mental health program development, progress, and evaluation. Resources and
best practice strategies will be shared and a case example will be used to illustrate the
importance and utility of focus group data.
Kerri Stiegler, MS, Sylvia Huntley, BSW, Mark Weist, PhD - Center for School Mental
Health, Baltimore, MD
Michael Lindsey, PhD - University of Maryland School of Social Work, Baltimore, MD
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Tuesday,
November 3, 2009
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10. Building Support for School-Based Mental Health through Dialogue Guides
In this interactive session we will generate stakeholder developed ‘dialogue starters’
that will enable attendees to begin conversations around critical issues at the state and
local level. The Dialogue Guides that are created onsite will be available in electronic
form free of charge to practitioners and consumers across the country through the IDEA
partnership. Join us for this unique opportunity to have your voice heard in shaping the
national dialogue!
Joanne Cashman, EdD - IDEA Partnership, Alexandria, VA
2:30 - 2:45 PM
Break
2:45 - 3:45 PM
Conference Session IV
1. Integrating Positive Behavior Support and Outcomes Data into a School-based
Mental Health Program (PBS)
The Illinois Children’s Mental Health Partnership has developed a unique approach to
working with schools across Illinois to develop and implement an integrated three tier
mental health and School-wide Positive Behavior Interventions and Supports (PBIS)
model that includes data collection, ongoing technical assistance and coaching, and
quality improvement. Examples of specific challenges and strategies for successful
administrator and teacher engagement will be highlighted.
Collette Lueck, MSW- Illinois Children’s Mental Health Partnership, Peoria, IL
2. The Progressive Development of School Mental Health Following a Tragic School
Shooting (JJD)
Tragically, a student from our middle school shot and killed a teacher at an off-campus
event. As a result, the school district developed the Center For Learning and Behavior,
CLuB program, which is a non-punitive way of providing temporary educational and
supportive services for students who may be experiencing psychological difficulties or
low academic success.
Annette Rilling, EdD, Jennifer Hardy, MEd - General McLane School District, Edinboro, PA
John Kennedy, MA - The Achievement Center, Erie, PA
3. Integrating Nonbillable Supportive and Consultation Services into a Sustainable
Financial Model for School-based Mental Health Services (SOC)
The successful integration of mental health services in schools requires significant
collaboration between mental health providers and education staff. This presentation
will outline the development of a financing strategy aligning the efforts of major
stakeholders. The implemented financial model integrates third-party billing with public
and private support and will be described.
Tom Steinmetz, MA - Washburn Center for Children, Minneapolis, MN
Jim Johnson, MSW, LICSW - Minneapolis Public Schools, Minneapolis, MN
4. Toward an Understanding of External Placement Decision- Making for Students
with Emotional and Behavioral Disorders (YD)
Students with emotional and behavioral disorders are overrepresented in highly
restrictive educational settings despite a mandate to serve students in the Least
Restrictive Environment appropriate. To better understand placement decision-making,
publicly disseminated documentation will be synthesized, with attention given to the
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social, policy, and economic implications associated with placement decision-making.
Stephen Becker, MA, Erin Paternite Kraan, MS - Miami University Center for SchoolBased Mental Health, Oxford, OH
Christianna Andrews, MEd - University of Maryland Center for School Mental Health,
Baltimore, MD
5. Strategies for Building Culturally Sensitive Family Involvement in School
Mental Health Programs (FP)
Minnesota has a long history of state and local partnerships to support the development
of co-located and co-linked school mental health services. Funding to support these
efforts have historically come from county agencies, family service and mental health
collaboratives, special education, local school districts, and state and federal grants. The
panel includes representatives from six community mental health agencies (two serve
rural areas and four are located in metropolitan Minneapolis-St. Paul). The panelists
will share lessons learned concerning their experiences in developing school mental
health programs that are culturally sensitive and family friendly. The importance of
engaging both school staff and families in support of the therapeutic process will be
discussed and the benefits to multiple stakeholders will be described. Schools in
Minnesota are enthusiastic about these programs and value the tools that mental health
providers offer them as a means to better support student learning and development.
Marcia Tippery, PhD - Minnesota Department of Human Services, St. Paul, MN
Kelly Tousignant, MA - Family Networks
Terry Raddatz, PhD, LP - Scott County Mental Health Center, Minnetonka, MN
Pam Johnson, MA, LP, LMFT - Human Services, Inc., Oakdale, MN
David Baraga, PhD, LP - Central Minnesota Mental Health Center, St. Cloud, MN
Kris Lofgren, BA - Range Mental Health Center, Virginia, MN
6. Are Psychotropic Medications Overprescribed for School Children? (PS)
The view that psychotropic medications are being overprescribed has concerned many
communities. Prescription data and epidemiologic studies will be reviewed in order to
shed light on this controversy. Discussion will focus on the meaning of the findings of
these studies and the implications of the data for school-based psychiatric practice.
Lois Flaherty, MD – Univ. of Maryland Center for School Mental Health, Baltimore, MD
7. Cognitive Behavioral Intervention for Trauma in Schools: Outcome Findings
and Implementation Factors (EBP)
This workshop will provide an overview of Cognitive Behavioral Intervention for
Trauma in Schools (CBITS), the only evidence-based, school-based intervention
designed to address the consequences of violence exposure and symptoms of Child
Traumatic Stress. In addition to briefly reviewing CBITS session content and supporting
materials, the presenter will present outcome findings from several implementing sites,
and will review methods used to increase the success and fidelity of implementation.
Sharon Stephan, PhD - University of Maryland School of Medicine, Baltimore, MD
8. Army School Mental Health Team in Hawaii (MF)
Results of the School Mental Health Team at Schofield Barracks, Hawaii will be
presented. This is a collaborative effort between Tripler Army Medical Center and the
Hawaii Department of Education. At Schofield, School Mental Health has become
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integral to a comprehensive system of care serving Soldiers and Families.
Michael Faran, MD, PhD - Military Child and Adolescent Center of Excellence,
Madigan Army Medical Center
Albert Saito, MD - Tripler Army Medical Center, Honolulu, HI
9. Preparing Children and Parents During the Preschool Years for Positive Mental
Health: The OCEAN Inc. Head Start Model (SEM)
The factors that may negatively impact the mental health of preschool and school aged
children will be discussed. The O.C.E.A.N., Inc. Head Start Program will be explored
as a model for developing positive mental health and resiliency. Parent partnership and
mental health components of the program will be emphasized.
Stephen Levine, PhD - Georgian Court University, Lakewood, NJ
Dianne Santucci-Wright, BA - O.C.E.A.N. Inc., Barnegat, NJ
10. Differential Utilization of Wellness Services Across Ethnicities: Risk Factor and
Outreach Strategies for Engaging Chinese, Asian, and Pacific Islander Youth in
Mental Health Related Services (SEM)
This presentation focuses on barriers to service utilization within Asian and Pacific
Islander (API) student groups and promising outreach strategies designed by schoolbased mental health practitioners and community partners to promote accessibility, reduce
stigma, and address the social and emotional needs of all API youth.
Kelly Whitaker, MPA, John Shields, PhD - ETR Associates, San Francisco, CA
Yolanda Anyon, MSW - University of California School of Social Welfare, Berkeley, CA
3:45 - 4:00 PM
Break
4:00 – 5:00 PM
Conference Session V
1. The Family Check-Up: School Based Implementation to Reduce Aggressive
Behaviors in Young Children (PBS)
This presentation will discuss the Family Check-Up within a school utilizing Positive
Behavior Supports to address disruptive behaviors in children. The theoretical model
will be presented, along with the intervention process. Case examples will help
participants conceptualize the implementation process, intervention design, and ongoing
monitoring.
Dana Darney, MS, Elise Hendricker, MA, Joni Splett, BA, Michael Coutts, BA, Wendy
Reinke, PhD - University of Missouri, Columbia, MO
2. The Impact of School Behavior Problems and Mental Illness on School Dropout
(JJD)
Most youth in detention facilities have significant mental health and educational issues
that affect their behaviors and lead to negative outcomes. Detained youth with a
combination of school behavioral and mental health problems are more likely to drop
out of school than those with only school behavioral issues.
Kenneth Rogers, MD, Malika Closson, MD - University of Maryland, Baltimore, MD
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3. A Unique Approach to Intensive Intervention for Students in Special Education
(YD)
A cost benefit analysis of school mental health services will be presented. Participants
will learn innovative ways to navigate across systems to improve service delivery.
Dana Cunningham, PhD - University of Maryland, Center for School Mental Health,
Baltimore, MD
Nichole Hobbs, MS - Prince George’s County Public Schools, Adelphi, MD
4. An Interdisciplinary Approach to Interventions with Individuals with Autism
(LL)
Meeting the needs of children and youth on the autism spectrum requires
interdisciplinary collaboration and a shared school-family-community agenda to support
learning. This course describes interdisciplinary programs for this population that
provide university students with practice in shared language and research experiences.
Lisa Crabtree, MS, Barbara Demchick, MS -Towson University, Towson, MD
5. Effective Parent Involvement in School Mental Health (FP)
This presentation will highlight successful strategies for increasing and truly engaging
parents in schools and school mental health. Presenters will share best practice
guidelines and will share resources that can readily be used in implementing these
strategies in other schools. The session will include an interactive activity and
opportunity for cross stakeholder discussion.
Jennifer Cox, MSW, Kerri Stiegler, MA, Mark Weist, PhD - University of Maryland,
Center for School Mental Health, Baltimore, MD
6. A Framework for Implementing Evidence-Based Interventions Effectively in
Schools: Lessons Learned from Safe Schools/ Healthy Students (EBP)
Informed by the seminal literature addressing best practices in program selection and
implementation, and considering the key findings from Safe Schools/Healthy Students
grantees, a framework to support planning and implementation of evidence-based
programs will be described. The interactive presentation will include case examples
with many opportunities for discussion and commentary.
Jennifer Kitson, EdS, Deborah Haber, MEd - Education Development Center Inc.,
Newton, MA
Elizabeth Freeman, MSW, LICSW - American Institute for Research, Washington, DC
7. From the Bottom Up: Collaborative Postvention Planning in Schools (SEM)
CANCELED-WE APOLOGIZE FOR THE INCONVENIENCE
8. Supporting Students with Early Symptoms of Psychosis to be Successful in
Schools (SEM)
Children at risk for psychotic illnesses experience early symptoms that negatively affect
school performance and social participation. The Portland Identification and Early
Referral (PIER) Program, designed to assist school personnel in the early identification
of psychosis and how to make accommodations to promote school performance, will
be presented.
Donna Downing, MS, OTR/L - Mary Morris, MOTR/L - Maine Medical Center,
Portland, ME
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9. Student Self-Injury: Meeting the Needs and Preventing Contagion (SEM)
Self-injury has become more prevalent in schools and has recently been labeled the
“next teen disorder.” This workshop will provide participants with an overview of selfinjury, a conceptual framework to guide initial assessments, and information on school
response.
Elizabeth Jones, PhD - Western Kentucky University, Bowling Green, KY
Melissa Hakman, PhD - Oklahoma City University, Oklahoma City, OK
10. A Practical, Evidence-Based Approach to Youth Suicide Prevention: Results of
a Three Year Program Development Effort (EBP)
The incidence of suicide in youth is a rising epidemic worldwide. Evidence-based
prevention programs in schools must play a vital role in universally preventing youth
suicide. Widely-accessible and user-friendly training methods for school professionals
on developing and implementing evidence-based, prevention programs will be presented
and activities from training curriculum conducted.
Jim Koller, PhD, Kristin Birks, MA, Stephanie Coleman, BA, Ann Tweet, BA, Joni Splett,
BA - Center for the Advancement of Mental Health Practices in Schools, Columbia, MO
Dan Lowry, PhD - Missouri Partnership for Education Renewal, Columbia, MO
11. Social/Emotional Concerns of Students who are Homeless and Highly Mobile:
What Does This Mean for Educational Achievement? (SEM)
This session will provide information and opportunity for discussion of social/emotional
issues for children and youth who are homeless and highly mobile and the impact these
issues have for their educational progress. Resiliency factors will be highlighted as
documented by results of individual students over a five year period.
Elizabeth Hinz, MSW – Minneapolis Public Schools, Minneapolis, MN
5:30 – 6:30 PM
Poster Board Session
Assessing Integrity of Behavioral Consultation Interviewing
Melissa Dvorsky, Julie Sarno Owens, PhD, Jennifer L. Storer, Margaret A. Mahoney,
Anna R. Keith, and Catherine M. Golden, MS, Ohio University, Athens, OH
Awareness of Difference and Emotional Depression in Children and Adolescents
with Autism
Joel Gaffney, MA and Ethan Remmel, PhD, Western Washington University
Behavioral Vital Signs: Mental Health Screenings in Mississippi’s Schools
John Young, PhD, University of Mississippi, University MS
Robert Latzman, MA, University of Mississippi Medical Center, Jackson, MS
Laurie Heiden, MED, John Damon, PhD, and Terry Hight, PhD, Mississippi Children’s Home Services, Jackson, MS
Conflict Resolution: The Impact of a School-Wide Mediation Program
Catharine Weiss, PhD, Kelly Foster, LCPC, Matthew Page, BS and Nancy Lever,
PhD, University of Maryland, School Mental Health Program/Center for School
Mental Health, Baltimore, MD
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Connecting Students & Families to Community Services: The Community Resource Initiative
Carrie Mills, PhD, University of Maryland, Center for School Mental Health, Baltimore, MD
Susan Marshburn, Coordinator of Interagency & Nonpublic Placements and Mary
Tillar, Director of Special Education, Anne Arundel County Public Schools, Division
of Special Education, Annapolis, MD
Consistency Between Parents and Teacher Perceptions of Home-School Interaction Across Time
Margaret A. Mahoney, BA, Julie Sarno Owens, PhD, Melissa R. Dvorsky, Jennifer L.
Storer, BS, and Kathryn S. Muhleman, Ohio University, Athens, OH
Consulting School Psychiatrists: School Mental Health Roles and Possibilities
Bettina Bernstein, DO, School Based Behavioral Health, Intercommunity Action, Inc,
Child Guidance Resource Centers, Wynnewood, PA
Cyberbullying and Life Satisfaction: Examining Developmental and Role-Related Differences
Meghan Hobbs, Hilary Denune, Dawna Cricket Meehan, PhD, and Paul Flaspohler,
PhD, Miami University, Oxford, OH
DC Student Assessment and Resilience Team (DC START)
Debby Rager, LICSW and Sabine Herisse, MS, Office of the Deputy Mayor for Education, DC Government, Washington, DC
Developing Safe School Partnerships: Spotlight on Mental Health and Juvenile
Justice
John Rosiak, MA, National Center for Mental Health Promotion and Youth Violence
Prevention, Rockville, MD
Does Mastery of Goals Effect Outcomes in a Psychosocial Intervention?
Joanna M. Sadler, MA, Christine E. Brady, MA, Allison Zoromski, BA, and Steven W.
Evans, Ph.D., Ohio University, Athens, OH
Educator Readiness to Adopt School Mental Health Approaches
Annahita Ball, MSW, Ohio State University, Columbus, OH
Elementary School Success Profile Model of Assessment and Prevention
Kristina C. Webber, PhD, Aaron Thompson, MSW, Kate Wemann, BS, Natasha Bowen,
PhD and Heather Bower, MSA, University of North Carolina, Chapel Hill, NC
Enhancing the Education, Health, and Mental Health of Children, Youth and
Families by Promoting Coordinated Linkages
Sandra Keenan, EdD, American Institute for Research, Washington, DC
Barb Zandlo-Hutchinson BA and Jennifer Kitson, EdS, Education Development
Center, Newton, MA
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An Evaluation of a Therapeutic Adventure-Based Summer Camp and Self-Perceptions of At-Risk Urban Youth
Nicole M. Evangelista, PhD, Kerri Stiegler, MS, and Nancy Lever, PhD, University of
Maryland, Center for School Mental Health, Baltimore, MD
Implementing a Complex Model of Learning Supports: Implications for Expanded School Mental Health
Annahita Ball, MSW, Jennifer Storer, BS, Aidyn Iachini, PhD, Allison Riley, MS, and
Dawn Anderson-Butcher, PhD, Ohio State University, Columbus, OH
Jennifer Storer, BS and Julie S. Owens, PhD, Ohio University, Athens, OH
Interventions for Disruptive Behavior: Positive Effects On
Jennifer Storer, BS, Julie Sarno Owens, PhD, Margaret Mahoney, BA, Melissa
Dvorsky, and Katherine Muhlman, Ohio University, Athens, OH
School-Based Emotional Health Screening
Ann Vander Stoep, PhD, Elizabeth McCauley, PhD, and Kelly Thompson, MSW, University of Washington/Seattle Children’s Hospital, Seattle, WA
Eric McCormick, MSW, University of Washington, Seattle, WA
School-Wide PBIS in High School; Students and Staff Working Together to Improve School Culture and Outcomes
Maria Agorastou, PhD, JoAnne Malloy,MSW, Jonathon Drake,MSW- University of
New Hampshire Institute on Disability, Concord, NH
A Statewide Survey of School Mental Health Services
Matthew Page, BS, and Nancy Lever, PhD, University of Maryland, Center for School
Mental Health, Baltimore, MD
Rachael Faulkner, MSW, Mental Health Association of Maryland, Baltimore, MD
Brian Bartels, MA, CAS, NCSP, Maryland State Dept of Education, Baltimore, MD
Teaching Self-Control in Early Childhood: Classroom-Based Promotion of
Friendships, Executive Functioning, and Positive Social Expectations
Jennifer Betkowski, MA, Center for School Mental Health, Baltimore, MD
David Schultz, PhD, University of Maryland Baltimore County, Catonsville, MD
Treatment of High School Students with ADHD: Parent and Teacher Satisfaction
Joanna M. Sadler, MA, Christine E. Brady, MA, Allison K. Zoromski, BA, Carrie E.
Light, Brandon K. Schultz, and Steven W. Evans, PhD, Ohio University, Athens, Ohio
Working with Kids on the Edge in Schools: High Stakes Negotiation
Nancy Rappaport, MD, Cambridge Health Alliance, Cambridge, MA
6:30 – 8:00 PM
18
Complimentary Networking Reception & Entertainment
(Come… enjoy the entertainment and a taste of Minnesota food!)
Wednesday, November 4, 2009
_________________________________________________________
7:20 - 8:20 AM
Practice Group Sessions (Open to all participants)
1. Psychiatry and Schools
2. Quality and Evidence-Based Practice
3. School Mental Health and Child Welfare
4. School Mental Health for Military Families
5. Social, Emotional and Mental Health in Schools
6. Youth Involvement and Leadership
8:20 - 8:30 AM
Welcome and Greetings
Cal R. Ludeman, Minnesota Department of Human Services Commissioner
8:30 - 9:30 AM
Keynote Address: Bruce Chorpita, PhD, University of California, Los Angeles
“Evidence-based Practice and School Mental Health”
9:30 - 9:40 AM
Break
9:40 - 10:40 AM
Conference Session VI
1. Reconnecting Student and Teacher Perceptions of School Rules: A Reasonable
Proactive Behavior Management Strategy for Students with Challenging Behaviors
(PBS)
A PBIS data-based tracking system used by students, teachers, social workers,
counselors, doctors, and parents to assist students in setting goals, self-reporting
behavior, and comparing data with teachers to evaluate progress. Using binomial
distribution test, nine of ten cases showed significant reduction in disruptive behavior
and office referrals.
Aaron Thompson, MSW, Kristina Webber, MSW – Univ. of North Carolina, Chapel Hill,
NC
2. Teen Substance Abuse as a Risk Factor for Delinquency (JJD)
This presentation is an overview of The Insight Program, which addresses the issue of
substance abuse and its academic impact on adolescents. Based on current research, this
model consists of education, intervention, referral, coordination, and school based
support services designed to reduce risk factors that lead to delinquent behavior.
Allyne Zappalla, MSW, Suzanne Petersen, MA - Loudoun County Public Schools,
Ashburn, VA
3. Emotional and Behavioral Disorders and Social Maladjustment: Where Have
we Come and Where are We Going (YD)
Within the federal definition of emotional and behavioral disorders (EBD), the phrase
socially maladjusted presents unique challenges. This presentation will examine the
controversy surrounding this clause and review publically disseminated documents to
understand current practices and policies. As EBD and social maladjustment are often
indistinguishable, diagnostic challenges will be emphasized.
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Allison Cloth, PhD - Ohio University Department of Psychology, Athens, OH
Stephen Becker, MA - Miami Univ. Center for School-Based Mental Health, Oxford,
OH
Olivia Christensen, BS - James Madison University, Alvin V. Baird Attention and
Learning Disability Center, Harrisonburg, VA
4. Understanding the School-Based Perspective of the Green Acres Conflict: Farm
Living vs. City Life and the Impact of Geographic Location on School Climate
(EBP)
This presentation focuses on the variations of the unique needs identified by school
communities in diverse geographic locations (i.e. urban, rural, suburban). Through
empirical data and case examples, participants will explore best practice methods used
to meet the social, emotional, and behavioral needs of specific school populations.
Julie Platten, BA, Hilary Denune, BA, Dawna-Cricket Meehan, PhD, Erin Paternite
Kraan, MA, Paul Flaspohler, PhD - Miami University Center for School-Based Mental
Health, Oxford, OH
5. The DESSA: A New Assessment of Social Emotional Competencies (SEM)
This workshop will provide a comprehensive overview of the development,
administration, scoring and interpretation of a recently published measure of socialemotional competencies in elementary school aged children, the Devereux Student
Strengths Assessment (DESSA).
Use of DESSA results in screening, student progress monitoring, and Social Emotional
Learning (SEL) program evaluation will be stressed.
Paul LeBuffe, MA - Devereux Center for Resilient Children, Villanova, PA
Jack Naglieri, PhD - George Mason University, Department of Psychology, Fairfax,
VA
Valerie Shapiro, MSS - University of Washington, Seattle, WA
6. School-Based Resilience: How an Urban Public High School Mitigates Risk and
Promotes Students Social-Emotional Development and Academic Success (SEM)
This session presents findings from a qualitative case study that examined school-based
resilience within an urban public high school that educates primarily low-income,
African American students. The student interviews will be the centerpiece of this session
– their words will be used to depict the school-based factors and interactions that helped
them to overcome adversity and achieve healthy social-emotional development and
academic success. Practical applications of these findings to other school settings will
be discussed.
Maura Mulloy, PhD – Univ. of Maryland, Center for School Mental Health, Baltimore,
MD
7. Students Creating a Culture of Success (YIL)
The General McLane High School attempts to utilize the success of positive student
role models as leverage to create an atmosphere of excellence and acceptance. Active
student ownership and involvement in school programming and administrative decisionmaking serve to stimulate prosocial student behaviors and diminish those that are
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maladaptive. To achieve this, the General McLane High School has implemented a
student-generated code of ethics, Principal’s Cabinet, Link Crews, and Not Here AntiBullying Campaign.
Jennifer Hardy, MEd, Richard Scaletta, MEd, Julie Snell, MEd - General McLane
School District, Edinboro, PA
8. Integrating Mental Health and Education in Minnesota: Emerging Policy and
Practice (LL)
Expanded School Mental Health programs are most effective when there is a strong
integration and collaboration between the school-based mental health therapists and
education staff. However, there are many barriers to achieving successful integration.
This presentation will outline efforts at the policy and practice levels to support and
enhance successful integration.
Glenace Edwall, PhD - Minnesota Department of Human Services, St. Paul, MN
Jim Johnson, MSW, LICSW - Minneapolis Public Schools, Minneapolis, MN
Mark Sander, PsyD - Hennepin County/ Minneapolis Public Schools, Minneapolis, MN
9. Improving Educational Outcomes for Children with a Fetal Alcohol Spectrum
Disorder (FASD): A Collaborative Model (YD)
This presentation will discuss a collaborative partnership representing educational,
medical and community perspectives that is working jointly to effectively address all
aspects of FASD and thereby striving to improve educational outcomes and future
successes for children with FASD.
Christopher Boys, PhD, LP, Pi-nian Chang, PhD, LP - University of Minnesota,
Minneapolis, MN
Kathryn Dole, MS, OTR/L - Minneapolis Public Schools, Minneapolis, MN
Sue Terwey, MS - Minnesota Organization on Fetal Alcohol Syndrome, St. Paul, MN
10. Pineapple, Mochi Crunch, and Macadamia Nuts: Using Food and Fun to
Engage Military Families
In this session, creative methods that have been used to successfully engage students
and parents in activities to promote healthy families will be presented. A principal’s
perspective will be provided. Collaborative efforts and effective strategies for
identifying needs and building an effective system of care will be shared.
Kelena Freudenberg-Flores, LCSW - Tripler Army Medical Center, Honolulu, HI
Joe Lee, Principal – Wheeler Elementary School, Honolulu, HI
10:50 - 11:50 AM
Conference Session VII
1. Instituting a Behavior Management Plan Using a Creative Arts Approach (PBS)
This presentation describes the creation and implementation of a highly effective
behavior management plan. Participants will be part of an art experiential demonstrating
the positive effects of structure and consistency. Handouts will include the outline of
the behavior management plan and copies of staff and student expectations.
Karen Gibbons, LCAT - Graham Windham School Based Mental Health Program, New
York, NY
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2. Care Team: An Intervention Model for High Risk Students and Families (JJD)
This intervention model addresses the needs of our most vulnerable students. The
collaboration between the Juvenile Dept, the Police Dept, our mental health coordinator
and the school is the core of our success. This systematic approach has a significant
impact on student success, as supported by three years of data.
Leslie Rodgers, MSW, Martha Guise, MEd, Roger Will, MS - Hillsboro School District,
Hillsboro, OR
Jon Biles, BS - Washington County Juvenile Department, Hillsboro, OR
Patrick Hess - Hillsboro Oregon Police Department, Hillsboro, OR
3. Closing the Gap - Together! (SOC)
Join representatives from the Erie County Department of Mental Health, the Buffalo
Public School District, United Way of Buffalo & Erie County and Catholic Charities as
we explore our journey from a fledgling coalition to a system-wide, paradigm-shifting
collaboration that is achieving positive outcomes for children in eight of Buffalo’s
highest need schools. This interactive presentation will examine: 1) key strategies for
building collaborative systems of care; 2) how to align multidisciplinary system
outcomes and; 3) how to navigate bumps along the way.
Jill Ann Robbins-Jabine, BS, Pam Brown, BS - United Way of Buffalo & Erie County,
Buffalo, NY
4. Professional, Family and Student Collaboration: Improving Outcomes for
Students Coded “Emotionally Disturbed”(YD)
The Maryland State Department of Education (MSDE) has long recognized that while
they spend more money on students coded “emotionally disturbed” than any other
disability group, these students have the poorest outcomes – including a drop-out rate
of 50%. We will discuss the partnership formed by MSDE, the Maryland Coalition of
Families for Children’s Mental Health and the Maryland Mental Hygiene Administration
to tackle five identified critical issues and develop recommendations to improve results
for these students.
Ann Geddes, PhD, Nell Geddes, Maryland Coalition of Schools for Children’s Mental
Health, Columbia, MD
Karla Saval, MEd, Maryland State Department of Education, Baltimore, MD
5. Mental Health and School Collaborative Partnerships (LL)
Participants in this interactive session will learn how schools and community mental
health providers overcame the challenges faced when implementing the Illinois
Guidelines for School-Community Partnerships. This resulted in schools being able to
extend their partnerships to include other child serving systems, and expanding services
for students and their families.
Lisa J. Betz, MSW - Illinois Department of Human Services, Chicago, IL
6. The Lessons Continue: Adapting Trauma-Focused, Evidence-Based Programs
and Practices in Schools to Immigrant and Refugee Communities (EBP)
Using evidence-based programs within school-based mental health programs is
considered by many to be the gold standard. A lack of evidence about the effectiveness
of interventions used with immigrant and refugee youth and families leaves practitioners
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at a loss about how to provide the best care possible. The presenters will describe the
lessons they have learned in implementing three different evidence-based traumafocused programs with three different immigrant/refugee communities across the US.
Successful strategies for identifying, training, implementing, and evaluating these
programs will be highlighted.
Kristen Huffman-Gottschling, LCSW - World Relief Chicago, Chicago, IL
Joshua Kaufman, LCSW - Los Angeles Unified School District, Los Angeles, CA
Mark Sander, PsyD - Hennepin County/ Minneapolis Public Schools, Minneapolis, MN
7. Addressing Barriers to Learning for Lesbian, Gay, Bisexual, and Transgendered
(LGBT) Youth (SEM)
This presentation describes Out for Equity, a school-based support program for LGBT
youth, as well as discussion about a recent research study that included survey data
collected to measure students’ sense of connection to school and focus group data about
students’ perceptions of school climate.
Annie Hansen, PhD - University of Minnesota, Minneapolis, MN
Alan Horowitz, MA - Out for Equity, St. Paul Public Schools, St. Paul, MN
8. Integrating Mental Health and Education Systems (SEM)
Wesley Spectrum School Based Behavioral Health Services and Keystone Oaks School
District will present an overview of the ways they have integrated the mental health and
educational system to reduce barriers to learning for students. Key areas include forming
relationships, adopting a shared language, and intervening at the Tertiary Level to
achieve individual success as well as improvement in overall school culture.
Barb Saunders, MS, Amanda Cooper-Kardasz, MSW, Jean Getz, LCSW, Paul Hallum,
MA - Wesley Spectrum Services, Pittsburgh, PA
9. From the Chicken, the Pig, and the Pepper to Hmong Youth Self-Identity and
Mental Health (YIL)
Concordia University St. Paul’s model Hmong Culture and Language Program is
developing students’ self-identity and preserving elders’ ways from the chicken, the pig
and the pepper of life in Laos and Thailand to build resiliency, hope and good mental
health in the United States for Midwest K-12 Hmong students.
Sally Baas, EdD, Nao Thao, BS - Concordia University, St. Paul, MN
10. Reducing Restraint and Seclusion in Schools: Advancing Policy and Advocacy
Regarding Restraint and Seclusion (EBP)
Little is known about the degree to which restraint and seclusion are used in public
schools. State policies, various training programs available, and efforts to reduce the
use of restraint and seclusion in school settings will presented in this session. Time will
be set aside for interaction with participants.
Michael Couvillon, PhD - Drake University, Des Moines, IA
Kaye Otten, PhD - Lee’s Summit Schools, Lee’s Summit, MT
Brenda Scheuermann, PhD - Texas State University, San Marcos, TX
Reece Peterson, PhD - University of Nebraska, Lincoln, NE
Michael Rozalski, PhD - SUNY School of Education, Geneseo, NY
Dan Stewart, JD - Minnesota Disability Law Center, Minneapolis, MN
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11:50 – 12:20 PM
Lunch & Awards
Juanita Evans Memorial Award for Contributions in School Mental Health
This annual award is given to an individual or group who has significantly impacted
the advancement of school mental health policy, research, and/or practice.
Presenter: Mark Weist, PhD, Director, Center for School Mental Health, University of
Maryland School of Medicine, Baltimore, MD
For their work in advancing school mental health for military families:
Linda Yoshikami, Principal – 1st Sgt. Samuel K. Solomon Elementary School,
Wahiawa, HI
Brenda Vierra-Chun, Principal –Wheeler Middle School, Wahiawa, HI
Joe Lee, Principal – Wheeler Elementary School, Wahiawa, HI
Michael Faran, MD, PhD - Director, Military Child and Adolescent Center of Excellence, Madigan Army Medical Center
Albert Saito, MD - Tripler Army Medical Center, Honolulu, HI
National Community of Practice on Collaborative School Behavioral Health
Update
Presenter: Joanne Cashman, PhD, IDEA Partnership, Alexandria, VA
12:20-1:20 PM
Plenary Panel Presentation
Center for Adolescent Research in Schools
Will review the Center for Adolescent Research in Schools (CARS) study, which is
funded by the Institute of Education Sciences to develop a multicomponent intervention
to promote mental health and school success for students with emotional disabilities
(ED).
Lee Kern, PhD - Lehigh University, Bethlehem, PA
Steve Evans, PhD - Ohio University, Athens, OH
1:25 – 2:25 PM
Conference Session VIII
Designing Integrated Interventions to Support Students with Asperger Syndrome
(PBS)
Students with Asperger Syndrome present with a range of superior cognitive abilities
and well developed academic skills. However, their difficulties in social understanding,
self regulation and information processing often negatively impact their adaptive
functioning at home, at school and in the community.This video illustrated power point
presentation will provide the participants with practical strategies for assessing, treating
and educating students with Asperger Syndrome.
Sheila Merzer, MA, LP, St. Louis Park, MN
2. School-Based Care Coordination to Support Academic Success and Prevent
Dropout of Middle School Students with Mental Health Problems (JJD)
This presentation will provide an overview of a model of care coordination with a shared
mental health-school-family-community system approach. We will demonstrate how
24
Wednesday, November 4, 2009
______________________________________________________________________________________
program evaluation employing continuous quality improvement is used to inform
program development and implementation to implement quality services to reduce
barriers to learning for at risk students.
Kelly Thompson, MSW, Ann Vander Stoep, PhD, Elizabeth McCauley, PhD - University
of Washington, Seattle, Children’s Hospital, Seattle, WA
3. Bridging the Gap between Behavioral Analysis and Psychiatric Diagnosis (LL)
This presentation will outline methods of integrating and synthesizing the concepts and
vocabularies of applied behavioral analysis and of clinical psychiatric diagnosis for
assessing students who have emotional and/or behavioral disorders. Attendees will learn
how to apply this integrative model to the design of effective accommodations and
modifications.
William Dikel, MD - Independent Consultant, Minneapolis, MN
Jan Ostrum, MS, LP - Brih Design, Minneapolis, MN
4. Dispensing Medication – Dispensing Controversies: Fact and Fiction on Child
and Adolescent Psychopharmacology (PS)
Participants will understand differential diagnosis in patients who may present as mad,
bad or sad in the classroom. The controversies around psychiatric diagnosis and
treatment will be outlined. Wide range of possible adverse effects of medications will
be covered. Lecture, role playing, case histories and lively discussion.
Nancy Rappaport, MD - Cambridge Health Alliance, Cambridge, MA
5. The Fidelity/ Flexibility Dance: Implementing Empirically Supported
Interventions in Schools (EBP)
University and school mental health professionals representing a university-community
partnership that is implementing and evaluating evidence-based interventions (EBIs)
will facilitate a discussion about adopting, implementing, and evaluating EBIs. Issues
discussed will include program adoption, management of competing demands, fidelity
verses flexibility in program implementation, parent engagement, technical assistance,
and evaluation efforts.
Julie Sarno Owens, PhD - Ohio University, Athens, OH
Jacqueline Griffeth, MEd, LPC, NCSC, James Collins, MEd, Nina Andrews-LoganHocking Local School District, Logan, OH
6. Teaching Minute Online Strategy Training for Schools, Parents, and
Communities (SEM)
Filmed interactions between classroom teachers and students are used to teach positive
connection and engagement strategies to school staff, parents and other adults working
with children. This free on-line resource will be demonstrated and evaluation outcomes
shared. Discussion will focus on potential uses to support shared language,
social/emotional/mental health classroom support strategies and further filming foci.
Sue McKenzie, MA - InHealth, Mequon, WI
25
Wednesday,
November 4, 2009
_______________________________________________________________________________________
7. Quantitative and Qualitative Outcomes from the Healthy MINDS Program: A
School-Based Depression Awareness and Stigma Reduction Intervention for
African American Youth (SEM)
The Healthy MINDS Program is a school-based mental health awareness and stigma
reduction intervention tailored specifically for African American youth. Evaluation
results indicate that the program is effective at increasing student knowledge, reducing
stigma, and increasing help-seeking intentions immediately and four weeks following
the intervention. The university-community partnership, process of cultural tailoring,
and qualitative student evaluations will also be discussed.
Cynthia Ewell Foster, PhD - Katrina Wilburn, BS -University of Michigan, Ann Arbor,
MI
Heather Irish, BA - The MINDS Program, Southfield, MI
8. Building a Network of Support for Youth Empowerment (YIL)
This panel discussion will highlight strategies for engaging youth in your community
through positive youth development and empowerment. Successful supports for children
and youth that have been implemented in two systems of care communities will be
shared by two youth leaders. Come share their experience!
Sandra Keenan, MEd, CAGS - American Institutes for Research - Orange Park, FL
Ashley Keenan, Sara Dahlquist, BA - Systems of Care Community, Orange Park, FL
9. How to Talk to Suicidal Youth (SEM)
This presentation will discuss how QPR gatekeeper training was utilized as part of a
comprehensive school based suicide prevention program. Participants will learn about
the importance of implementing gatekeeper training in schools. Self-perceptions of
public school teachers with regards to their ability to talk to suicidal youth will also be
discussed.
Julie Goldstein Grumet, PhD - Department of Mental Health, Washington, DC
10. Advancing Policy, Resources, Accountability, and Programming: Lessons
Learned from School Mental Health in Baltimore (SEM)
This session will cover enhancing policy, growing resources and expanding school
mental health programs in Baltimore City. The role of the school administrator, Student
Support Team, School Mental Health Clinician and interagency support will be
discussed. Monthly documentation addressing the full continuum of integrated
approaches to reduce barriers to learning will be shared
Louise Fink, MEd, ABD, Correan Baker, BA, MA- Baltimore City Schools, Baltimore,
MD
Denise Wheatly-Rowe, MSW, RN - Baltimore Mental Health Systems, Inc., Baltimore,
MD
2:25 - 2:35 PM
Break
2:35 – 3:35 PM
Conference Session IX
26
Wednesday, November 4, 2009
______________________________________________________________________________________
1. Development of School Based Behavioral and Primary Health Centers (PBS)
Following the tragic murders and shootings at a local church, the mental health
community of Fort Worth, Texas developed a school based model for delivery of mental
health and other services to its families. Presentation will discuss development,
implementation and sustaining the program. Outcomes of SAMSHA Grant will be
presented.
Dale Edmiaston, MEd, Michael Steinert, MA - Fort Worth Independent School District,
Fort Worth, TX
2. School-Based Mental Health Network Tied to Academic Success of Large
Diverse, Urban Community Learning Centers (SOC)
Cincinnati Public Schools (CPS), a large, urban district, is changing student outcomes
through the community learning center transformation. The mental health collaboration
supporting CPS is expanding a new model of integrated, school based mental health
services that contributes to academic success.
Susan Shelton, MBA - MindPeace, Cincinnati, OH
3. Trauma-Focused Cognitive Behavioral Therapy: Challenges and Solutions to
Its Implementation in Schools (EBP)
Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based practice
designed to help children, youth and their parents overcome the negative effects of
traumatic life events. This workshop will offer a brief overview of the model, address
the challenges to its implementation in the schools and discuss solutions and adaptations
for promoting positive outcomes.
Lisa Holmberg, LICSW, Beth Dahline, LICSW - Washburn Center for Children,
Minneapolis, MN
4. Introduction to School Mental Health Implementation Guide for Practitioners
and Planners (EBP)
This conference session will explore how school-based mental health programs can play
an integral role in producing positive outcomes for students, including improving
academic achievement and school attendance, as well as reducing disruptive behavior.
Deborah Haber, MEd, Christine Blaber, MEd, Carol Bershad, MS - Education
Development Center, Inc., Newton, MA
5. Promoting Success for Military Children through a Trauma Informed School
Organization Model (MF)
This workshop serves as an introduction to the mental health issues surrounding military
families. Current research regarding the impact of soldier deployment/injury on children
and families will be presented with videotaped, first-person accounts which highlight
salient points. Recommendations and resources for school policy and practice will be
provided.
Jessica Larsen, MEd - Trinity University, San Antonio, TX
Caroline Clauss-Ehlers, PhD - Rutgers University, New Brunswick, NJ
27
Wednesday,
November 4, 2009
_______________________________________________________________________________________
6. Understanding Trauma and its Impact on Learning (SEM)
Children exposed to repeated trauma experience a myriad of difficulties that impact
their overall functioning at home, school, and community. This seminar will offer a
detailed look at how repeated trauma impacts the neuro-physiological, cognitive,
emotional, behavioral, and spiritual development of children. It will focus on the unique
needs of children exposed to multiple traumas, particularly homeless children in a school
setting.
Myriam Goldin, LICSW, MSW, Kathi Sheffel, MA - Fairfax County Public Schools,
Alexandria, VA
7. School-Based Mental Health Initiative Using a Resource Coordinating Team
Model (SEM)
Advancing mental health in schools is about establishing comprehensive, multi-faceted,
systems of care approaches that strengthen students, families, schools, and
neighborhoods. This session will discuss the implementation of school-based teams to
coordinate resources to assess, manage, and respond to the mental health needs of
students, thereby significantly improving student academic achievement and overall
school functioning.
Monica Wilson, PhD, Abdi Lajevardi, MSEE – Pro Education Group, Norwalk, CA
8. Reading, ‘Riting, ‘Rithmetic and Relationships: Social Emotional Learning in
Schools (SEM)
It is a unique challenge to support the social and emotional learning needs of students
with at-risk behaviors and special education disabilities. This presentation provides an
introduction to Social Emotional Learning (SEL), an overview of evidence-based
curricula, strategies, tools, and resources to increase the social and emotional literacy
of all learners.
Charlene Myklebust, PsyD - Virginia Nyhus, MA - Intermediate District 287, Plymouth,
MN
9. Learning the Language to Enhance Federal Collaboration for Children’s Mental
Health and Academic Success (LL)
Federal child serving agencies are now focusing on the identification of shared concepts,
language, and agency priorities for supporting the enhancement of children’s and youth’s
social and emotional well-being, academic success, and life skills. This session will
explore how federal partnerships can align policies and enhance resources for school
mental health and academic success.
Joyce Sebian, MEd - National TA Center for Children’s Mental Health at Georgetown
University, Washington, DC
Lisa Rubenstein, MPH - Substance Abuse and Mental Health Services Administration,
Rockville, MD
10. The Use of Technology and Modern Media Software for the Purpose of
Building Engagement in a School Based Setting (YD)
This session focuses on the use of interactive technology and projects made with
multimedia software for the purpose of building engagement with youth with
28
Wednesday, November 4, 2009
______________________________________________________________________________________
disabilities. Case studies will be discussed and session participants will use a cutting
edge communication technology that allows them the opportunity to provide real-time
feedback to presenters and other participants.
Donnel Nunnes, MS – Hawaii Department of Education, Kailua, HI
Brian Daly, PhD – Temple University, Philadelphia, PA
Kavita Rao, PhD - University of Hawaii, Manoa, Honolulu, HI
Cameo Borntrager, PhD - University of Montana, Missoula, MT
Sujan Shrestha, Towson University, Towson, MD
3:35 - 3:45 PM
Break
3:45 - 4:45 PM
Conference Session X
1. The College Years: Educational Resilience among First and Second Generation
College Students (PBS)
While much of the literature has focused on the experience of children and adolescents
in grades K through 12, less is known about the experience of the college student.
Increasingly, this developmental part of life is being explored in what is becoming
known as the 13 to 16 years. While strides are being made to understand both the
experience of the college student as well as the transition from high school to college,
less is known about those students who are first- or second-generation college students.
This presentation will present results from an empirical study that explored the impact
of an Educational Opportunity Fund (EOF) program in increasing resilience, sense of
social support, and ethnic identity among a diverse group of recent high school graduates
about to embark on their careers as first- and second-generation college students.
Program and policy implications will be reviewed.
Caroline Clauss-Ehlers, PhD - Rutgers University, New Brunswick, NJ
2. Creative Strategies for the Development and Sustainability of School-Based
Health and Mental Health Services: The Washington County Oregon School-Based
Health Centers Initiative (SOC)
Six creative strategies for successful development/sustainability of school-based
health/mental health services: 1) long-range vision; 2) broad-based, cross-system
collaboration; 3) integrated clinical model; 4) sustainable business plan; 5) effective
community mobilization; 6) mechanisms for accountability. Strategies have been
implemented in Washington County, OR to leverage over $2,000,000 for new SBHC
development.
William Thomas, MSW, MSc - Washington County Commission on Children and
Families, Hillsboro, OR
Jill Archer, MSW - Washington County Mental Health, Department of Health and
Human Services, Hillsboro, OR
Courtney Towne, MSW - Lifeworks NW, Tigard, OR
Connie Potter, BA - Forest Grove School District, Forest Grove, OR
29
Wednesday,
November 4, 2009
_______________________________________________________________________________________
3. Programming Effectively for Transition Aged Students with Social, Emotional
and Behavioral Challenges (JJD)
Chichester School District and Elwyn Education Division representatives will provide
a framework to successfully transition youth with mental health issues from school to
post-secondary education outcomes. Participants will receive academic, therapeutic and
positive approaches strategies to assist in replicating this model. Video interviews will
provide testimonials of program successes.
Gloria Senatore, MS, Timothy Harve, MS - Chichester School District, Boothwyn, PA
Carolyn Marley, PsyD - Susan Krungold, MEd - Elwyn, Brookhaven, PA
4. Promoting Student Success Through Effective Interagency Collaboration (LL)
This workshop will describe how a school district is enhancing and sustaining effective
interagency collaboration through a model program being replicated across the state of
Missouri. Data collection and collaboration ultimately promotes student success.
Tim Roth, MA, Francine Nichols, BS, Danielle Starkey, MEd - Moberly Public Schools,
Moberly, MO
5. The Real World of Implementing and Sustaining Evidence-based Programs:
Infrastructure and Resistances (Roadblocks) (EBP)
Drs. Dranoff and Acosta-Price will describe the necessary infrastructure for
implementing and sustaining an evidence-based prevention program in schools.
Attention will be given to the role theory, technique, training, cultural adaptations and
fidelity play in the success of a program. The presenters will also describe the many
roadblocks that can interfere with program implementation and sustainability.
Steven Dranoff, PhD - D&D Consulting, Inc., Clifton, NJ
Olga Acosta-Price, PhD - Center for Health and Health Care in Schools at George
Washington University, Washington, DC
6. Tracking the Efficacy of School-Based Interventions (EBP)
The Madeline Centre, Inc. is located in Lynchburg, Virginia and over the last 15 years,
we have been honored to serve the at-risk youth population in a variety of settings. Over
the past year, we have tracked the efficacy of our school-based interventions in four
core areas and look forward to sharing how Therapeutic Day Treatment affects: 1)
Emotional Wellness 2) Parental Involvement 3) School Interactions (suspensions,
referrals, absences, etc.) 4) Academic Performance.
Deborah Berkley, EdD, W. Justin Berkley, MEd - The Madeline Centre, Lynchburg, VA
7. A Guide to Constructing Effective School Consultation Services (SEM)
Applying Gallessich’s (1980) classical consultation scholarship to promote school
success, this session introduces six consultation models (education and training, clinical,
mental health, behavioral, organizational, and program) and discusses the presenting
problem, goal, method, and consultant’s role for each. Case illustrations demonstrate
how consultation services match the federal government’s Response to Intervention
three-tier service paradigm.
Christine Anlauf Sabatino, PhD, MSW - The Catholic University of America, National
Catholic School of Social Service, Washington, DC
30
Wednesday, November 4, 2009
______________________________________________________________________________________
8. The Bullies and Bullied Know Best: Engaging Youth in Developing and
Implementing a School-Based Bullying Prevention Program (YIL)
This presentation describes a participatory action research (PAR) project with rural
elementary students aimed to enhance school-based bullying prevention efforts. It will focus
on lessons learned from engaging elementary aged youth in a school-based PAR project,
will present findings regarding individual participant and school-wide outcomes, and
explore future directions.
Jennifer Elfstrom, MA, Holli Sink, MA, Christopher Reiger, MA, Emily Bendikas, MA, Joel
S. Gaffney, MA, Paul Flaspohler, PhD - Miami University, Oxford, OH
9. Stressors and Coping in the Lives of New Zealand Children (SEM)
This presentation will provide an overview of the study including the challenges when
engaging with children. The findings will be described briefly, focusing on implications for
schools and families.
Fiona Pienaar, University of Auckland, Auckland, New Zealand
10. Enhancing the Professional Development of Future and Current School Mental
Health Providers (SOC)
The current state of the school mental health workforce provides opportunities for
improvement to address the complex mental health needs of today’s youth. This presentation
will describe lessons learned from surveys and focus groups with school social workers and
implications for the future professional development of school mental health professionals.
Dawn Anderson-Butcher, PhD, Hilary Drew, MSW, Becky Wade-Mdivanian, MSW, Annahita
Ball, MSW, Amy Carke, BFA, Meghan Lehnert, BA - Ohio State University, Columbus, OH
31
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715 Florida Ave. S. / St. Louis Park
ORDER
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The Journal that is essential reading for
all those with a clinical, professional,
academic or personal interest in
promoting mental health in schools
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The Clifford Beers Foundation and the University of Maryland Center for School Mental Health
are pleased to offer a free corporate electronic subscription for 2010 to the journal:
Advances in School Mental Health Promotion
for organisations represented at the 14th Annual Conference on Advancing School Mental Health.*
To take advantage of this no obligations offer, please download an order form from the journal web site:
http://www.schoolmentalhealth.co.uk/corporatesubs.doc
select ‘Electronic Copy only’ on the form and enter the code FREE14CONF in the ‘Additional Instructions’ section, together with the
name of the conference delegate, and follow the instructions for sending the completed form to the subscriptions department. We
will then send instructions on how to obtain free electronic access to the journal for one year.
Launched in 2007, the journal is rapidly becoming required reading for all those committed to promoting mental health
in schools. Peer-reviewed, the journal publishes high quality articles that inform and stimulate, developing a sound body of
knowledge as a firm foundation for implementing successful school mental health promotion initiatives. Recently published
articles include:
Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework
Celene E. Domitrovich, Catherine P. Bradshaw, Jeanne M. Poduska, Kimberly Hoagwood, Jacquelyn A. Buckley, Serene Olin, Lisa
Hunter Romanelli, Philip J. Leaf, Mark T. Greenberg and Nicholas S. Ialongo (USA)
Learning from Turbulent, Real-World Practice: Insights from a Whole-School Mental Health Promotion Project
Darlene Omstead, Claudia Canales, Rosemary Perry Ken Dutton, Catherine Morrison and Penelope Hawe (Canada)
Creating Shared Mental Models for Evidence-Based Mental Health Promotion in Schools
Don Zoellner (Australia)
*Offer available to new subscribers only
EDITORIAL STATEMENT
The aim of the Journal is to promote global dialogue, collaboration and action toward the advancement of
training, practice, research and policy in school mental health promotion.
Articles of applied significance to the advancement of progress in each of these realms and interconnections
between them are given priority, as are articles that reflect a shared agenda, with schools, youth and families,
mental health and other child serving systems collaborating toward the improvement and expansion of school
mental health promotion initiatives.
Articles aim to reflect the full continuum of school mental health promotion, including efforts to assess and
improve school environments; school-wide social and emotional learning, mental health promotion, and
youth development; prevention; early identification and intervention; and intervention for youth in general
and special education. Empirical articles, theoretical and conceptual papers, comprehensive reviews, evaluative
studies of comprehensive programs, brief reports and commentaries are all considered for publication.
The Journal emphasises the connections between high quality and empirically supported school mental health
promotion efforts; outcomes valued by families, schools and community members; and policy development
and advocacy; all working together and gaining strength to enable growing numbers of schools and community
initiatives to remove barriers to student learning and promote their school and life success.
Advances in School Mental Health Promotion is published by The Clifford Beers Foundation in collaboration with The University of Maryland School of
Medicine, Center for School Mental Health (CSMH). Academic Editor: Mark Weist, University of Maryland Center for School Mental Health. Managing Editor:
Michael Murray, The Clifford Beers Foundation, Stafford, UK
Contact Address: The Clifford Beers Foundation, Mariazell, 5 Castle Way, STAFFORD, ST16 1BS, United Kingdom. Telephone/Fax: 0044 (0) 1785 246668.
Email: [email protected]. Journal website: www.schoolmentalhealth.co.uk
Center for School Mental Health
Mark your calendar and plan to join us
October 7-9, 2010
The Center for School Mental Health
University of Maryland School of Medicine
In partnership with
The IDEA Partnership funded by the Office of Special Education Programs (OSEP),
sponsored by the National Association of State Directors of Special Education (NASDSE)
th
Announces
The 15 Annual Conference on
Advancing School Mental Health
Hyatt Regency Albuquerque
330 Tijeras NW
Albuquerque, New Mexico 87102
505-842-1234
Join us for:
Over 100 Sessions
Outstanding Keynote Presentations
Intensive Trainings
Twelve Specialty Tracks
Poster Session and Networking Reception
An Emphasis on Youth and Family Involvement
For information about the conference, exhibit information, or to receive a brochure, please contact the Christina
Huntley at the Center for School Mental Health at 888-706-0980; 410-706-0980; [email protected] or
visit our website (http://csmh.umaryland.edu)
Supported by Project # U45 MC 00174 from the Office of Adolescent Health, Maternal, and Child Health Bureau (Title V, Social Security Act), Health Resources and Services
Administration, Department of Health and Human Services.