Center for School Mental Health University of Maryland School of Medicine

Center for School Mental Health
at the
University of Maryland School of Medicine
Division of Child and Adolescent Psychiatry
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)
The 16th Annual Conference on Advancing School Mental Health
Featuring 12 Specialty Tracks
1) Building a Collaborative
Culture for Student Mental
Health (CC)
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
Culturally Diverse Youth (DY)
11) School Mental Health for
Military Families (MF)
12) Youth Involvement and
Leadership (YIL)
The CSMH is supported by cooperative
agreement U45 MC 00174-16-00 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.
September 22-24, 2011
School Mental Health: Achieving Student Success through
Family, School, and Community Partnerships
Optional Pre-Conference Military Session - September 21, 2011
Charleston Area Convention Center • 5055 International Blvd. • Charleston, SC
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 more information on CSMH, visit the website,
http://csmh.umaryland.edu
Center for School Mental Health
SPONSORSHIP
The 16th Annual Conference on Advancing School Mental Health
is supported by two lead organizations
Center for School Mental Health (CSMH)
Division of Child and Adolescent Psychiatry
University of Maryland School of Medicine
Funded by Health Resources and Services Administration
IDEA Partnership
Funded by the Office of Special Education Programs (OSEP)
Sponsored by the National Association of State Directors of
Special Education (NASDSE)
CO-SPONSORSHIP
The 16th Annual Conference on Advancing School Mental Health
is co-sponsored by the following:
American Foundation for Suicide Prevention, South Carolina Chapter
Federation of Families of South Carolina
University of South Carolina, College of Arts and Sciences
University of South Carolina, Department of Psychology
National Community of Practice on School Behavioral Health
List of Practice Groups
1) Building A Collaborative Culture for Student Mental Health (CC). This practice group has as its primary objective
to promote the active exchange of ideas and collaboration between school employed and community employed mental
health providers, educators, and families. This exchange is to support the social, emotional and mental health and the
academic success of all children and adolescents. Research suggests that the social/emotional health of children and
adolescents is linked to their academic and overall success in schools. A collegial, invitational approach to working together will allow all professionals and families to effect positive systemic change resulting in better informed and skilled
school personnel to address the needs of students. By working together in a collaborative and creative manner, school,
family, and community resources can better serve the educational and social/emotional needs of all students and assist
in ensuring good mental health.
2) Connecting School Mental Health (SMH) and Positive Behavior Supports (PBS). This practice group is a conduit
for families, researchers, administrators, and practitioners to find common interests and practices related to SMH and
PBS. PBS approaches are designed to prevent problem behaviors by proactively altering the environment before problems
begin and concurrently teaching appropriate behavior. School-wide positive behavior support systems support all students
along a continuum of need based on the three-tiered PBS prevention model. SMH can be thought of as a framework of
approaches that promote children’s mental health by emphasizing prevention programming, positive youth development
and school-wide approaches. These approaches call for collaboration among mental health providers, educators, families,
related service providers and school administrators in order to meet the mental health needs of all students. By working
collaboratively, this practice group seeks to clarify the relationship between PBS and SMH in order to promote seamless
practice at the local level.
3) Connecting School Mental Health with Juvenile Justice and Dropout Prevention (JJD). This practice group is
committed to working across stakeholder groups to advance knowledge and best practice related to effectively linking
school mental health with juvenile justice and dropout prevention. For youth to be successful, effective coordination and
communication across systems is needed, and resources and best practice guidelines related to this work need to be readily
available. Key priority areas include advancing effective strategies for: Reducing truancy, unnecessary suspensions and
expulsions, dropout, and delinquency; Building school and community capacity to meet the needs of youth and their families; Promoting successful transitions between systems; Encouraging relevant professional development for school and
juvenile justice staff; Advancing school connectedness and family partnership; Promoting best practices in diversion and
early intervention for youth who are in the juvenile justice system or who are at risk of placement in juvenile detention.
4) Education: An Essential Component of Systems of Care (SOC). This practice group is focused on the role of schools
as significant partners with other child-serving, community agencies/organizations and families in improving outcomes
for children and youth with, or at risk of, mental, emotional, and behavioral health challenges. The EESOC practice
group promotes learning as critical to social-emotional health and the adoption of effective services and supports that
build and sustain community-based, Systems of Care (SOC). As a proactive, national level practice group, we will
support resource sharing, cross agency training, and collaborative professional development. Our practice group is committed to looking at the multiple needs of children and families through a systemic lens. Therefore, it encourages presentations that outline or describe a system approach to service delivery; incorporating various system partners especially
families and youth in any presentations.
5) Family-School-Community Partnerships (FP). This practice group embodies family driven principles and is led by
family members. Submissions including family members as part of the presentation team are strongly encouraged. Submissions should reference a connection to meaningful family participation in content and development of the presentation.
This practice group fosters family participation in family-school-community collaboratives by supporting capacity building efforts for a shared agenda and effective infrastructure development and maintenance. In addition to advancing understanding of the value of family-school-community collaboratives, key capacity building efforts will include working
with other practice groups to provide: targeted information, leadership training, mentoring, and coaching, initial and
ongoing family-school-community stakeholder development. Our Priorities are: 1) Educating and informing families to
help them effectively voice their needs to their school districts, in their communities and on state and national levels, 2)
Advocating for and supporting the participation of families across community of practice groups, 3) Educating and informing schools, systems, policy groups and others about the importance of family integration in policy work, 4) Providing a place for family leaders to collaborate on discussion of needs, priorities and opportunities, 5) Supporting the
work of families.
6) Improving School Mental Health for Youth with Disabilities (YD). The purpose of this practice group is to promote
collaboration between schools and school systems, mental health agencies, service providers, youth, caregivers, and
other key stakeholders to facilitate the delivery of quality mental health services to students with disabilities in the school
setting. Enhanced collaboration will increase opportunities to deliver coordinated learning and mental health interventions, and facilitate understanding of the challenges and opportunities for youth with disabilities. Through these partnerships, we seek to ensure that students with disabilities receive appropriate programs and services in the least restrictive
environment to successfully achieve targeted goals.
7) Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration (LL). Creating a common
language among parents, educators, pupil services personnel, and mental health providers helps to establish a strong
community of understanding so students can learn, participate, and achieve. This practice group helps to promote greater
understanding of the language used across interactive systems in mental health and education. In schools, a full complement of services helps to insure that students receive the necessary supports and tools for both academic and social emotional learning. We recognize that a community of multiple stakeholders is needed to address the mental health and
educational needs of students. Our key priorities are 1) To demystify the vocabulary used; 2) To add increased value to
state and local educational/family/youth services agencies currently implementing expanded, school mental health services/programs; 3) To promote a better understanding of how we communicate across systems/stakeholders; and 4) To
build stronger relationships across systems of care for families, students, and professionals involved in schools.
8) Psychiatry and Schools (PS). This group focuses on issues related to psychiatric services in schools. Topics may include,
but are not limited to, the roles of psychiatrists who work in schools, and interdisciplinary collaboration among psychiatrists and other professionals working in schools, including primary health care professionals. One of the goals will be
to consider what kind of training is needed for psychiatrists to be effective school consultants and providers. Other important issues include the development of guidelines for appropriate medication prescribing in schools, and ways to
utilize psychiatric services optimally in the face of severe shortages of child and adolescent psychiatrists. This practice
group and proposals for our track are open to psychiatrists, educators, school health professionals and all others with an
interest in this topic. We hope this practice group will encourage psychiatrists who work in schools and those who interact
with them to share their experiences and challenges. We hope this joint effort will lead to the development of effective
recommendations and, ultimately, improved psychiatric support in schools.
9) Quality and Evidence-Based Practice (EBP). The mission of the Quality and Evidence-Based Practice Group is (a)
to share information across individuals and groups interested in improving the quality of school mental health (SMH)
programs and services and (b) to discuss, promote, and disseminate evidence based practices in SMH. The practice group
strives to bridge the research-practice and practice-research gaps in the field. In addition, the practice group seeks to understand and identify the best student- and program-level evaluation strategies.
10) School Mental Health for Culturally Diverse Youth (DY). This practice group will focus on the practice, theory, and
research specific to culturally diverse youth in the schools. The mission of the Culturally Diverse Youth practice group
is to promote a better understanding of the strategies that are designed to enhance the success of culturally diverse youth
in the school environment. Specific issues such as stigma, cultural adaptations, health disparities, disproportionality,
family engagement, and cultural competence will be addressed. The practice group will identify and disseminate information on effective treatment approaches to better inform the education, family, and youth-serving systems.
11) Mental Health for Military Families (MF). The vision of this practice group is: To develop and implement a comprehensive array of school programs and services to support military students, family, and community. Proposed objectives
include: 1) To promote a full continuum of mental health promotion and intervention programs and services to include
early identification and intervention, prevention, evaluation, and treatment; 2) To remove barriers to learning and improve
the academic success of students, 3) To enhance strengths and protective factors in students, families, and the school
community, 4) To promote the quality of life and wellness in military families, 5) To provide training, staff development,
and research opportunities to improve children’s and adolescents’ mental health and education.
12) Youth Involvement and Leadership (YIL). This practice group is focused on advancing youth involvement and leadership in school mental health. Priority areas include: 1) Expanding youth leadership, participation, and input at local,
state, and national levels, 2) Advancing the development and implementation of strategies and approaches that promote
greater youth leadership at all levels of the service systems that support them, 3) Supporting efforts by the national community of practice and its practice groups to promote meaningful youth involvement and leadership, 4) Organizing a dialogue around greater inclusion of youth in meaningful ways in all facets of school mental health, 5) Developing and
promoting best practices and innovative approaches for youth involvement and leadership, 6) Serving as a resource for
educators and involvement and leadership in schools and communities. This practice group is especially interested in
proposals that include youth presenters as part of the presentation.
CSMH Advisory Board Members
Steve Adelsheim, MD
Dawn Anderson-Butcher, PhD
Jennifer Axelrod, PhD
Paul Ban, PhD
Nancy Bearss, PAC, MPH
Seth Bernstein, PsyD, CAP
Robert Burke, PhD
Jordan Burnham
Aurelia Carter
Joanne Cashman, EdD
Caroline Clauss-Ehlers, PhD
Lisa Dixon, MD, MPH
Joan Dodge, PhD
Rep. Addie Eckardt
Steven W. Evans, PhD
Michael Faran, MD
Louise Fink, PhD
Lois Flaherty, MD, Advisory Board Chair
Paul Flaspohler, PhD
Marcia Glass-Seigel, MSS, LCSW-C
Cynthia Glimpse, MS
Micah A. Haskell-Hoehl
Reverend Alvin Hathaway, MACM
Robert Hull, MEd, EdS, MHS
D.J. Ida, PhD
Jenni Jennings, MA
Linda Juszczak, DNSc, MPH, CPNP
Rep. RaeAnn Kelsch, BS
Jim Koller, PhD
Joe Lee
Alison Malmon, BA
Matthew Mock, PhD
Angela Oddone, MSW, LCSW
Julie Owens, PhD
Carl Paternite, PhD
Glen Pearson, MD
David Pruitt, MD
Kay Reitz, MEd
Mark Sander, PsyD
Joyce Sebian, MS Ed.
Zewelanji Serpell, PhD
Bradley Stein, MD, MPH, PhD
Michael Summers, BA
Susan Tager, BS
Mary Tillar, MEd
Abe Wandersman, PhD
Mark Weist, PhD
Cheryl Vince Whitman, MEd
Nollie Wood, Jr., PhD, MPH
Reverend Todd Yeary, PhD
Albert Zachik, MD
Planning Committee Members
Paul Ban, MEDCOM Child, Adolescent and Family Behavioral Health Office
Nicole Evangelista Brandt, Center for School Mental Health
Joanne Cashman, IDEA Partnership
Jenah Cason, Federation of Families of South Carolina
Lori Chappelle, Waccamaw Center for Mental Health
Melissa Craft, South Carolina Department of Mental Health
Diane Daley, Coppin University
Allene David, Meeting Management
Ellie Davis, Center for School Mental Health
Diane Flashnick, Federation of Families of South Carolina
Christina Huntley, Center for School Mental Health
Mona Johnson, MEDCOM Child, Adolescent and Family Behavioral Health Office
Nancy Lever, Center for School Mental Health
Sylvia McCree-Huntley, Center for School Mental Health
Matthew Page, Center for School Mental Health
Mike Paget, South Carolina Department of Education
Samantha Paggeot, Waccamaw Center for Mental Health
Carl Paternite, Miami University
Mariola Rosser, IDEA Partnership
Emily Sidway, Center for School Mental Health
Mironda Shepard, IDEA Partnership
Sharon Stephan, Center for School Mental Health
Mark Weist, University of South Carolina
Practice Group Facilitators
Building a Collaborative Culture for Student Mental Health
Judie Shine, American Counsel for School Social Work
Amanda Fitzgerald, American School Counselor Association
Stacy Skalski, National Association of School Psychologists
Sally Baas, National Association of School Psychologists
Connecting School Mental Health with Juvenile Justice and Dropout Prevention
Nancy Lever, Center for School Mental Health
JoAnne Malloy, University of New Hampshire
Barbara Ashcraft, West Virginia Department of Education
Dee Dee Letts, First Circuit Court, State of Hawaii
Jerry Hime, Retired School Administrator
Judith Storandt, National Disability Rights Network
Connecting School Mental Health and Positive Behavior Supports
Susan Bazyk, American Occupational Therapy Association
Ron Sudano, Pennsylvania Training and Technical Assistance Network
Ron Benner, National Education Association
Rich Barbacane, National Association of Elementary School Principals
Mona Hurston, Auburn Montgomery School of Education’s Southeast Regional Resource Center
Education: An Essential Component of Systems of Care
Ed Morris, Center for Advancement of Mental Health Practices in Schools
Debra Grabill, American Institutes for Research
Joyce Sebian, Georgetown University Center for Child and Human Development
Joan Dodge, Georgetown University Center for Child and Human Development
Sandra Keenan, Technical Assistance Partnership for Child and Family Mental Health
Patti Derr, Federation of Families for Children’s Mental Health
Family-School-Community Partnerships
Kim Miller, Children’s Home Association of Illinois
Rebecca Sapien-Mechor, Fiesta Educativa
Cynthia Glimpse, Technical Assistance Coordination Center
Stacie Rodarmel,
Helene Fallon, Long Island Families Together
Claudette Fette, Federation of Families for Children’s Mental Health
Aurelia Carter, Pennsylvania Department of Human Services
Improving School Mental Health for Youth with Disabilities
Carrie Mills, Center for School Mental Health
Lisa Crabtree, Towson University/American Occupational Therapy Association
Dara Baldwin, National Council on Independent Living
Learning the Language/Promoting Effective Ways for Interdisciplinary Collaboration
Sandra Schefkind, American Occupational Therapy Association
Scott Bloom, School Mental Health Services, New York City
Psychiatry and Schools
Lois Flaherty, Center for School Mental Health
Bettina Bernstein, Philadelphia
College of Osteopathic Medicine
Steven Adelsheim, University of New Mexico
Quality and Evidence-Based Practice
Nicole Evangelista Brandt, Center for School Mental Health
Sharon Stephan, Center for School Mental Health
Mark Sander, Minneapolis Public Schools
School Mental Health for Military Families
Paul Ban, MEDCOM Child, Adolescent and Family Behavioral Health Office
Mona Johnson, MEDCOM Child, Adolescent and Family Behavioral Health Office
School Mental Health for Culturally Diverse Youth
Dana Cunningham, Center for School Mental Health
Youth Involvement and Leadership
Christine Cashman, National Association of State Directors of Special Education
Rick Boyle, Pennsylvania Training and Technical Assistance Network
Optional Pre-Conference Military Session
Wednesday, September 21, 2011
Charleston Convention Center
North Charleston, South Carolina
School Mental Health for Children and Families of the Military
This day is dedicated to strengthening the community of practice in support of Military Children and Families.
Participants will discuss, learn and share how to implement a comprehensive school behavioral health system of
care for serving soldiers, their children, and families. The desired outcomes for this session include: 1) understanding the adverse impact multiple deployments, redeployments and separations can have on Military Children and Families; 2) learning how the Army Medical Command’s School Behavioral Health model provides
accessible behavioral health prevention, intervention, resiliency training, education, and evaluation in partnership with local school systems; and 3) expanding and connecting the network of military and civilian professionals committed to a community of practice approach in support of Military Children and Families.
Facilitated by Michael E. Faran, M.D., Ph.D., Executive Director, Paul Ban, Ph.D., Director of Outreach and
Mona Johnson, M.A., CDP, CPP, Director of School Behavioral Health of the Child, Adolescent and Family
Behavioral Health Office, Joint Base Lewis-McChord, Tacoma, Washington
Agenda
7:30 – 8:30 AM
Registration for Pre-Conference Participants ONLY!
8:30 – 9:30AM
Joint General Session (IDEA Partnership & Military Pre-conference
Participants)
9:30 – 9:50 AM
Break and Transition to Military Pre-conference Session
9:50 – 10:15 AM
Military Pre-conference Session Welcome and Introductions
10:15 – 11:00 AM
Core Elements of School Behavioral Health
11: 00 – 12:00 PM
Round Table Dialog Session I
12:00 -- 1:00 PM
Lunch Break (Boxed lunch provided)
1:00 – 2:00 PM
Round Table Dialog Session II
2:00 – 2:15 PM
Break
2:15 – 3:15 PM
Round Table Dialog Session III
3:15 – 3:50 PM
The Way Forward…What’s next? What do you need to succeed?
3:50 – 4:00 PM
Final Questions, Comments, Thoughts & Evaluation
Conference Program
Thursday
September 22, 2011
Thursday, September 22, 2011
__________________________________________________________
7:15-8:15 AM
Practice Group Training Sessions: Open to all participants
1. Building a Collaborative Culture for Student Mental Health (CC)
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)
8:20 - 8:40 AM
Welcome and Greetings
Sharon Stephan, PhD and Nancy Lever, PhD, Co-Directors, Center for School Mental
Health, University of Maryland School of Medicine, Baltimore, MD
Joanne Cashman, EdD, Director, IDEA Partnership, Alexandria, VA
John Magill, State Director, South Carolina Department of Mental Health, Columbia,
SC
Dignitaries and Guests
8:40 - 9:40 AM
Keynote Address
Introduction by:
Jenah Cason, MSW, Federation of Families of South Carolina, Columbia, SC
Dan Habib and Kelsey Carroll
Film trailer screening and discussion with documentary filmmaker, Dan Habib, and
film subject, Kelsey Carroll
Dan Habib, father of Samuel and creator of the film Including Samuel, has led hundreds
of discussions in dozens of states on the benefits and challenges of inclusion. One question regularly comes up: How can students with complex emotional/behavioral challenges be successfully included in regular education schools and classes? Habib and his
team are exploring this question through the creation of a new film, Education Revolution (working title), and will screen a sample from the film followed by a post-screening
conversation with central film subject, Kelsey Carroll. The entire film will be shown
Friday night at 8 p.m.
9:40 - 9:55 AM
Break
9:55 - 10:55AM
Conference Session 1
7. In their Words: Why Youth Run and How to Reach Them (JJD)
The National Runaway Switchboard (1-800-RUNAWAY) will present research from ten
years of caller trend data and recent studies focused on youth at risk. Participants in this
workshop will review information from NRS’ recent studies, as well as identify the role
NRS can play in assisting their youth, schools, families, and communities. Methods of
1
Thursday, September 22, 2011
_______________________________________________________________________________________
reaching youth at risk for a runaway incident will be discussed, including NRS’ free 14
module Lets Talk: Runaway Prevention Curriculum.
Katrina Wyss, MS, National Runaway Switchboard, Chicago, IL
8. Play Therapy in Schools: A Collaboration Between the Cobb County School
District and Georgia State University's Play Therapy Training Institute (CC)
Success for All Students (SFAS), a Safe Schools/Healthy Students initiative, offers
counseling to K-12 students in Georgia’s second largest school district. Using play
therapy as a primary treatment modality, SFAS collaborated with Georgia State
University’s Play Therapy Training Institute to provide ongoing training and supervision.
This workshop describes the development, implementation, and evaluation of SFAS’
Play Therapy Program and highlights successful and sustainable collaboration between
the Cobb County School District and Georgia State University.
John Cornelison, MS, Success for All Students, Cobb County School District, Powder
Springs, GA
Paulette Herbert, MSW, EdD, Cobb County School District, Marietta, GA
Lauren Wynne, MS, EdS, PhD, Georgia State University, Atlanta, GA
9. Implementing a School Behavioral Health Model for Military Impacted Students
and for the Entire School Community: Using Systems of Care Approaches and a
Public health Framework to Inform Policy and Practice (SOC)
This session will focus on a school mental health model being implemented on military
installations across that nation. The approach is guided by system of care values and
principles and embedded within a public health framework. Participants will discuss
lessons learned to inform replication in local communities seeking to improve outcomes
for children of military families as well as all children. The evidence-base for these
approaches will be examined, as will readiness factors, and planning for sustainability.
Mona Johnson, MA, CPP, CDP, Office of Child, Adolescent & Family Behavioral Health,
Tacoma, WA
Joyce K. Sebian, MS Ed., Georgetown University Center for Child and Human
Development, Washington, DC
10. School/Juvenile Justice Collaboration: An Empirically-based Model for
Promoting School Success and Psychosocial Adjustment (JJD)
Successfully preventing school failure in troubled, at-risk, or delinquent students is
critical to the youth’s future psychosocial functioning and desistance from engaging in
illegal acts. We will demonstrate an assessment process shown to: improve coordination
between school and juvenile justice, identify the needs of the whole students so that
issues contributing to delinquency and poor school performance can be addressed, and
promote parental engagement in being part of the solution.
Supporting research is briefly presented.
Kay Hodges, PhD, Eastern Michigan University, Ann Arbor, MI
Lisa Martin, PhD, Functional Assessment Systems, Ann Arbor, MI
2
Thursday, September 22, 2011
______________________________________________________________________________________
11. Transforming Statewide School Mental Health through Research, Partnership,
and Policy (SOC)
This presentation will demonstrate how research is being used to influence statewide
systemic policy changes for Montana’s school mental health program, Comprehensive
School and Community Treatment (CSCT). Presenters will review the systemic process
leading to the research and discuss the policy implications of a report Advancing School
Mental Health in Montana: A Report on Changes to Administrative Rules for
Comprehensive School and Community Treatment submitted to two of Montana’s
leading state agencies.
Sara Casey, MSE, Montana Office of Public Instruction, Helena, MT
Erin Butts, MSW, Institute for Educational Research and Service, Missoula, MT
12. The Importance of Play in the School Setting: Primary Project (YD)
This session will examine the importance of play and what an integral part it plays in
the academic environment of the child. It ensures that the school setting attends to the
social and emotional development of children as well as their cognitive development.
It has been shown to help children adjust to the school setting and even to enhance
children’s learning readiness, learning behaviors, and problem-solving skills. Data will
be presented to reflect this.
Donna Hudson Coakley, MEd, D. C. Department of Mental Health - School Mental
Health Program, Washington, DC
13. Collaborating for Students: Developing, Implementing, and Sustaining a
School Mental Health Program with Multiple Stakeholders (LL)
This presentation will discuss establishing school/community partnerships that break
down barriers among multiple systems and stakeholders in order to support
infrastructure for establishing programs and that meet the mental health needs of
students. A project director from a Safe Schools/Healthy Students funded school district
will discuss how their community integrated social, emotional, and physical health into
their Family Resource Centers to provide complete wrap-around services for students
and families.
Kelly Wells, MPA, and Elizabeth Freeman, LISW-CP AP, LMSW, American Institutes for
Research, SC
14. Utilizing a Community of Practice Structure to Build Family, School,
Community and State Partnerships to Impact Collaborative System Wide
Innovation and Change. (FP)
Hawaii's Department of Education piloted the COP approach to develop structures
necessary for ongoing SBBH and IDEA improvements. Participants will learn what it
took to build a COP that crosses agencies, islands, communities and local school
complex, including an example of a local practice group and its success that ultimately
influenced statewide systems change. This session is designed as a best-practice sharing
of ideas focused on using the COP model to create larger system-wide innovation.
Susan Wood, CA, Ho'opa'a, Honokaa, HI
Arthur Souza, MA, MA, BA, Hawaii Department of Education, Kailua-Kona, HI
3
Thursday, September 22, 2011
_______________________________________________________________________________________
15. Diagnosis/Treatment of AD/HD, Anxiety and Mood Disorders in Children (PS)
Appropriate diagnosis of children’s attentional, anxiety and mood problems is essential
for proper treatment. Therefore, consideration of co-morbid and differential diagnosis
is imperative. This workshop will review the evidence-based psychological strategies
for treatment of ADHD, anxiety and depression and consider the role of psychotropic
medication in the treatment of biologically-based mental illness.
Alexandra Wojtowicz, PhD, CCIU, Downingtown, PA
16. Linking School Based Health Centers to Academic Outcomes (EBP)
This session will present results of two controlled, peer-review published research
studies showing that utilization of school-based health centers in Seattle is associated
with improved academic outcomes, including GPA, attendance, and graduation rates.
The presentation team will go on to describe methods through which the Seattle SBHCs
have implemented specific methods for achieving not just improved social-emotional
and physical health, but also a connection to improved academic success of participating
students.
Eric Bruns, PhD, Aaron Lyon, PhD, and Michael Pullman, PhD, University of
Washington School of Medicine, Seattle, WA
17. Some Secrets Should be Shared: Implementing an Evidence-Based Suicide
Prevention Program in Your School (MF)
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). Program materials will be previewed, including viewing the updated
DVD, modeling the use of the discussion guide, and reviewing the screening tool and
its role in program implementation. SOS program research will be reviewed.
Diane Santoro, LICSW, Screening for Mental Health, Wellesley Hills, MA
18. Culturally Responsive School Mental Health in Rural Communities (DY)
Culture is a broad construct that applies to race and ethnicity, as well as to gender, age,
economic status, location (e.g., urban, rural), and community (e.g., military). School
mental health (SMH) services must be sensitive to these diverse cultures and contexts.
The goals of this presentation are to highlight some of the unique challenges associated
with SMH service provision in rural contexts and to discuss strategies for advancing
culturally responsive care in rural SMH.
Julie Owens, PhD, Yuko Watabe, MA, Ohio University, Athens, OH
Kurt Michael, PhD, Abby Albright, BA, Appalachian State University, Boone, NC
19. A Qualitative Study Comparing Family-Driven and Youth-Drive Perspectives
on Engagement in School-Based Mental Health (YIL)
To advance practice and policy in school mental health, the IDEA Partnership and the
University of Maryland support a National Community of Practice on Collaborative
School Behavioral Health. The Family-School-Community Partnerships Practice Group
was asked by the National Coordinating Committee on School Health and Safety
(NCCSHS) to craft a family-driven definition of family engagement. The same 6
4
Thursday, September 22, 2011
______________________________________________________________________________________
questions, in a youth friendly format, were used to compare themes between
parents/guardians and youth service recipients themselves.
Staci Lee Rodarmel, MS, MEd, Facilitator, Family-School-Community Partnership,
Luzerne, PA
10:55 - 11:10 AM
Break
11:10 - 12:10 PM
Conference Session 2
20. Integrating Brain Research into School Based Therapeutic Interventions (YD)
The goal of this session is to provide school-based mental health providers with the
knowledge and tools to improve the academic and emotional/behavioral outcomes of
children. Brain research can lead to improved therapeutic outcomes for children and
can promote children’s ability to learn, form relationships and manage their
feelings/behavior. When therapists utilize a brain based perspective and become aware
of the impact of neuroscience on social/behavioral/emotional functioning, they can meet
the complex needs of students.
Robert Hull, EdS, MHS, University of Missouri/Prince Georges County Schools,
Millersville, MD
Merrily Brome, MA, ABSNP, and Robert Marino, MA/ABSNP, University of
Missouri/Prince Georges County Schools, Adelphi, MD
21. The School Mental Health Collaboration Survey: A Tool for Partnerships,
Researchers, Evaluators, and Funders (CC)
Collaboration between school professionals and mental health professionals from
collaborating agencies is a critical component for school mental health; however, there
are few tools available for accurately assessing the strength of collaborative practice and
identifying strategies for improvement. The School Mental Health Collaboration Survey
will be introduced as psychometrically sound tool for systematically assessing
collaboration and advancing practice, program evaluation, and research.
Elizabeth Mellin, PhD, Penn State University, University Park, PA
Leslie Taylor, PhD, and Mark Weist, PhD, University of South Carolina, Columbia, SC
22. Funding Opportunities for School Mental Health Researchers at the Institute
of Education Sciences
In this presentation school mental health researchers will learn about different grant
opportunities available through the Institute of Education Sciences (IES) in the US
Department of Education. Participants are encouraged to ask questions and will be
provided with examples to learn how IES can support their collaborative efforts to explore, develop or evaluate interventions and measures in the area of school mental
health.
Emily Doolittle, PhD, Institute of Education Sciences, Washington, DC
23. Behavioral Non-Responders: The Seven Types of Students Who Need Tier 2 or
3 Social, Emotional, or Behavioral Interventions (PBS)
Most school-wide positive behavioral support (PBSS) systems include multi-tiered
services for disobedient, disruptive, defiant, and disturbing students who do not respond
to effective classroom management. Seven prototypes of students needing Tier 2 or 3
5
Thursday, September 22, 2011
_______________________________________________________________________________________
interventions, because of significant social, emotional, and behavioral challenges, are
described. These prototypes should be part of an expanded approach to functional
assessment. Specific interventions are linked to each prototype.
Howie Knoff, PhD, Arkansas Department of Education, Little Rock, AR
24. Screening the At Risk Student for Depression and Suicide: A School Nurse
Mental Health Initiative (SOC)
This presentation will review the process of implementing the STARS program Screening the at Risk Student: collaboration between the medical, mental health and
education systems in New York City. The object of the program is to identify students
with previously undiagnosed depression (or existing depression) who are at risk for
suicide or other harmful behaviors; make appropriate and timely referrals to school
support services; and develop resources both in the school and the community.
Scott Bloom, LCSW, and Catherine Travers, RN, BSN, MS, New York City Department
of Education, New York, NY
25. Children Thrive When Their Families Are Strong, Families Excel In
Communities That Support Them To Succeed: Parents Are the Building Blocks in
Creating Family, School and Community Support Systems (FP)
This panel of parents will focus on the importance of family involvement and its impact
on a child’s success in the family, school and community. These family leaders will
share stories and strategies specific to their individual region of the state, how they
overcame barriers and challenges, as well as their successes and lessons learned along
the way in creating a family, school and community support system in Illinois.
Kim Miller, Parent Professional, Robin Cabral, Parent Professional, Janet Silas, BA, and
Chris Hendrix, Parent Professional, Illinois Children’s Mental Health Partnership, IL
26. A Model for Partnership Between Schools, Families, and a Program Offering
Intervention in Early Psychosis (PS)
In this presentation, we will focus on the early warning symptoms of psychosis or a
more severe mental illness, the connection between symptom-related brain changes and
necessary accommodations at school, and the collaboration between the school, the
family and our staff. We will offer a video of youth and family voices, examples of
education we provide to school staff, and case studies that illustrate successful
partnerships and outcomes.
Sarah Lynch, LCSW, and Mary Morris, MSOT, OTR/L, PIER Program and EDIPPP
(Early Detection and Intervention for Prodromal Psychosis Program), Portland, ME
27. An Evolving Plan: Challenges and Responses to Evaluating a School Mental
Health Program (EBP)
This presentation shares challenges and responses to evaluation of a school mental health
program at Children’s Hospital Boston, the community mental health program at
Children’s Hospital Boston. We will share data and case examples from the last three
years to illustrate how the evaluation plan and quality improvement efforts have evolved.
Discussion will focus on issues others have faced in designing and implementing
evaluations of other school mental health programs.
Luba Falk Feigenberg, EdD, and Shella Dennery, MSW, Children's Hospital
Neighborhood Partnerships, Boston, MA
6
Thursday, September 22, 2011
______________________________________________________________________________________
28. Social Participation Patterns and Preferences from the Perspectives of 8 to 12
Year-old Children on the Autism Spectrum (YD)
Social development during middle childhood is critical to children’s well-being.
Children with disabilities, including those with autism, are at a higher risk for negative
social experiences due to restricted opportunities for interaction and personal challenges.
This presentation explores these challenges and offers intervention strategies for school
personnel.
Lisa Crabtree, PhD, Towson University, Towson, MD
29. Stop, Collaborate, and Listen (MF)
How do you actually collaborate? The providers of the School-Based Mental Health
Program at Ft. Campbell KY would like to share with you the process they went through
to bridge gaps in policy, procedure, and personality to develop a cooperative relationship
between hospital providers and school stakeholders. Specific strategies and techniques
will be shared through the medium of real challenges experienced by the providers which
can then be generalized to new or existing programs alike.
Thomas Vertrees, MA, LPC-MHSP, Tamara Eade, MA, LPCC, Celia Burton, MA, LPC,
NCC, and Opal Galloway, MA, LCSW, School-Based Mental Health Services,
Blanchfield Army Community Hospital, Campbell, KY
30. Collaborative Research on Mental Health for Diverse Learners: A Way
Forward in Higher Education (DY)
This presentation describes collaborative efforts among University faculty with expertise
in education, mental health, medicine, and public health, geared toward identifying nonacademic factors which may impact mental health for diverse learners and identifying
potential collaborators, within school settings, to address students' mental health needs.
Preliminary research findings and training initiatives from current projects will be
described, and participants will participate in activities and case studies to apply research
to their own school settings and situations.
Amy Mazur, EdD, and Deanna Conley, Med, The George Washington University,
Washington, DC
31. Leadership Opportunities for All Youth: Empowering Students Placed at Risk
through Meaningful Engagement in Extra-Curricular Programs (YIL)
This conference session will present information on the meaningful engagement of
students placed at-risk in extra-curricular programs. Presenters will focus on the 40
developmental assets for adolescents, developed by the Search Institute, and how these
assets can be incorporated in the collaborative planning for each student by his/her
system of care and enhanced through participation in leadership programs.
Eric Hearst, MSW, and Darren Madison, MSW, Loudoun County Public Schools,
Ashburn, VA
32. Reconceptualization Preservice Teacher Education and Practice for
Engagement in School Mental Health and Systems of Care (SOC)
A reconceptualized model of teachers' professional preparation and work in schools will
be provided. Foundation is the Psychosocial Curriculum, comprised of: Inextricable
linkage between academic achievement, psychological development, and healthy family
7
Thursday, September 22, 2011
_______________________________________________________________________________________
functioning; Knowledge about mental health, early identification, and referral skills;
Operational ecological perspective of children, families, schools, and communities.
Bob Burke, PhD, Department of Teacher Education, Oxford, OH
12:10 – 12:20 PM
Lunch Break (Please pick up a boxed lunch and attend one of the CoP training sessions)
12:20 – 1:20 PM
Community of Practice Group Training Sessions (Please select one session to attend)
33. Building a Collaborative Culture for Student Mental Health (CC)
34. Connecting School Mental Health and Positive Behavior Supports (PBS)
35. Connecting School Mental Health with Juvenile Justice and Dropout Prevention (JJD)
36. Education: An Essential Component of Systems of Care (SOC)
37. Family-School-Community Partnerships (FP)
38. Improving School Mental Health for Youth with Disabilities (YD)
39. Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration (LL)
40. Psychiatry and Schools (PS)
41. Quality and Evidence-Based Practice (EBP)
42. School Mental Health and Culturally Diverse Youth (DY)
43. School Mental Health for Military Families (MF)
44. Youth Involvement and Leadership (YIL)
1:20 - 1:30 PM
Break
1:30 - 2:30 PM
Conference Session 3
46. How National Practice Models Help Build Collaborative School Community
Partnerships (CC)
This session will present information on the national models of practice for the National
Association of School Psychologists (NASP) and the American School Counselor
Association (ASCA). Implementation of these models emphasizes the need for
comprehensive mental health services in schools and includes an emphasis on building
effective school-community collaborations. Specific elements of each model that
emphasize collaborative relationships will be reviewed and recommendations for how
these models can improve these partnerships will be addressed.
Kathy Minke, PhD, National Association of School Psychologists, Bethesda, MD
Amanda Fitzgerald, MA, American School Counselor Association, Alexandria, VA
47. Connecting Prevention and Intervention: Positive Behavioral Interventions
and Supports (PBIS), Student Support Team (SST) Interventions, and Therapeutic
Counseling through Community Partnerships (PBS)
Examples of programs and services at the schoolwide, selected, or intensive levels of
prevention and intervention will be presented as coordinated by the Office of
Psychological Serivces, Department of Student Support Services, Baltimore County
Public Schools. Implementation of Positive Behavioral Interventions and Supports,
Student Support Team interventions and supports, and therapeutic counseling services
8
Thursday, September 22, 2011
______________________________________________________________________________________
to foster or adopted students and families through community partnership agreements
will be described. Implementation, utilization, and outcome data will be reviewed.
Margaret Grady Kidder, PhD, Baltimore County Public Schools, Baltimore, MD
48. A Youth-Centric Prevention Framework to Address Teen Sexting Behaviors
(JJD)
This presentation focuses on findings of a federally-funded study in three states (MA,
SC, OH) focused on youth-centric prevention policy and practices to address the
incidence and harmful consequences associated with the production and distribution by
juveniles of sexually explicit images of themselves or peers via cell phone -- commonly
referred to as sexting. Sexting has attracted recent attention amidst concerns over its
prevalence and its potential connections with bullying/cyber-bullying, dating violence
and sexual exploitation. Implications of the findings for educators, school mental health
professionals, and parents are highlighted.
Carl Paternite, PhD, Miami University, Oxford, OH
Elizabeth Letourneau, PhD, and Sarah Hales, LMSW, Medical University of South
Carolina, Charleston, SC
49. STRESS! Why The Brains of Students with LD & ADHD Are At Risk and What
You Can Do About it (YD)
Many students with Dyslexia and ADHD have a history of frustration and failure. This
causes chronic stress that can cause brain changes that actually result in a reduced
capacity to cope with increasingly complex social, academic and behavioral
expectations. These students are often misdiagnosed and inappropriately treated when
they act out or acting to cope with anxiety. Research, case studies and stress-reducing
cartoons will used to explore the neuroscience of this phenomenon. Participants will
learn many practical strategies for increasing a student’s awareness & self advocacy to
combat stress.
Jerome Schultz, PhD, Harvard Medical School, Arlington, MA
50. Promoting Effective Language Within School-Based Psychological Assessments
(LL)
Effective use of language in school-based psychological assessments increases their
understandability and impact. The author will provide an introduction into collaborative
assessment, focusing on the minimization of jargon and attempting to frame discussions
using clients’ words. The author will detail his two-year intervention study in a school
district in Texas, which involved training school-based assessors on such techniques and
measuring assessor and parent reactions. Active discussion regarding implications and
suggestions for future research will follow.
Johnathan Fowler, PhD , University of South Carolina, Dept. of Psychology, Myrtle
Beach, SC
51. The Collaboration of Psychiatric Consultation and Schools: A Working Model
(PS)
A working model that describes the collaboration between a child psychiatrist and a
large suburban school district will be discussed. This model includes how evaluations
are arranged and conducted, how school mental health clinicians are involved, and how
a large community medical center is involved in our student referrals. The importance
of child and adolescent psychiatry in the school setting cannot be emphasized enough,
and case examples will be used to discuss this.
Caryl Oris, MD, and Regina Agrusa, MS, Sewanhaka Central High School District,
Floral Park, NY
9
Thursday, September 22, 2011
_______________________________________________________________________________________
52. Measuring Our Success: Continuing to Make the Case for School Mental
Health (EBP)
This presentation will focus on continuing to make the case for school mental health.
The presenters will share data from a 4 year longitudinal study and how the results will
help shape their key messages. The presentation will also discuss other outcome
measures and how programs can utilize them for monitoring progress and evaluating
program outcomes.
Mark Sander, PsyD, Hennepin County and Minneapolis Public Schools, Minneapolis,
MN
Jessie Everts, MA, Mental Health Collective, Minneapolis, MN
53. Promoting Wellness for School Staff to Create a Positive Social Emotional
Learning Environment for Military Children (MF)
Military children experience many stressors, which in turn affect their school
environment. The Tripler Army Medical Center School Behavioral Health Team has
developed programs to encourage and support the school environment in which military
children spend their time. This program will focus on giving care to the caregiver in the
school.
Ruby Bartolome, LCSW, Kelena Freudenberg-Flores, MSW, Joana Cuevas, MSW,
Darin Gould, MD, and Stan Whitsett, PhD, Tripler Army Medical Center, Honolulu, HI
54. Coming Together to Support LGBTQ Youth (DY)
In today's diverse society it is important to understand the unique needs of all students.
This presentation will take a look at the 'silent diversity' within our schools. LGBTQ
youth are a unique population of students. We will share our work and the stories of
LGBTQ youth, parents, families/friends in this interactive discussion on strategies to
best meet the needs of these students.
Brandie Oliver, MS, NCC, ABD, and Karen Bushouse, BS, Butler University,
Indianapolis, IN
55. Engaging Youth: Using Photovoice in the Development and Implementation of
a Youth Empowerment Program (YIL)
This session will present on the use of Photovoice, a Participatory Action Research
(PAR) method to engage fifth and sixth grade participants in activity-based life skills
within a grant-funded after school program focusing on youth empowerment. The
project, process, data analysis and findings will be presented and discussed relative to
grant objectives, effectiveness of methods, and utility in process evaluation.
M. Beth Merryman, PhD, OTR/L, Towson University, Towson, MD
56. Bringing Together Parents, Educators, Mental Health Professionals and Others
to Build Professional Capacity for Underserved Populations (CC)
This presentation will describe how parents, educators, mental health professionals and
others in South Dakota proceeded to develop professional capacity to address the mental
health needs of the very young. Aspects addressed will include identification of need,
funding, training structure, selection of trainees, training content, immediate effect on
services, and long-term sustainability.
Greg Boris, EdD, South Dakota Voices for Children, Sioux Falls, SD
57. Bringing School-Based Family Counseling to Life with Adventure-Based
Activities: Engaging Families Successfully
Adventure-based counseling offers innovative strategies to incorporate into school-based
family counseling (SBFC) programs to engage families. By integrating adventure-based
activities into SBFC mental health professionals can observe and impact family
10
Thursday, September 22, 2011
______________________________________________________________________________________
dynamics and promote critical insight with clients. As such, this presentation will
introduce participants to adventure-based strategies for school-based family counseling.
The presentation utilizes a balance of lecture, discussion and activities to promote
participant involvement and increase awareness of the benefits of adventure-based
strategies.
Kylie Dotson-Blake, PhD, East Carolina University, Greenville, NC
2:30 - 2:45 PM
Break
2:45 - 4:15 PM
Symposia Session
58. It Takes a Village (CC)
Chair and Discussant: Trena Goodwin, MSN, APRN, CNS-BC, LPCC-S, Central Clinic,
Cincinnati, OH
Results of a statewide survey of school staff on school-community behavioral health
collaboration are presented. Findings indicate low collaboration of school staff with
community providers to provide behavioral health services for students, particularly
those in rural counties of the state. Recommendations on resources available to improve
school-community collaboration are presented.
Trena Goodwin, MSN, APRN, CNS-BC, LPCC-S, and Pamela Bowers, MS, PC, Central Clinic, Cincinnati, OH
Susan Shelton, BSEE, MBA, Mindpeace, Cincinnati, OH
Diane McIntosh, PhD, MSN, APRN-CNS-BC, Hamilton County Mental Health and
Recovery Services Board, Cincinnati, OH
Annie Bogenschultz, EdD, Cincinnati Public Schools, Cincinnati, OH
59. Development of an Interconnected Systems Framework for School-Wide
PBIS and School Mental Health (PBS)
Chair: Mark Weist, PhD, University of South Carolina, Columbia, SC
Discussant: Carl Paternite, Miami University, Oxford, OH
Since 2008, leaders from federally funded national centers for School Mental Health
(SMH) and for Positive Behavior Intervention and Support (PBIS) have been working
collaboratively to establish a framework inclusive of the experiences and knowledge of
both centers. This work is being supported by local, state and national leaders working
together in a National Community of Practice (COP) for Collaborative School Behavioral Health that includes 13 states. With the two national centers, three of these states
(South Carolina, Pennsylvania, and Illinois) have established state-level systems of PBIS
and commitments for advancing SMH. Within these 3 states, local communities have
been selected as pilot sites for implementing an ISF model. Although planning structures
and commitments are evident in all sites, participating states and communities have
unique features and histories with regard to SMH and SW-PBS including funding structures, policy, and evaluation tools to name a few.
Lucille Eber, EdD, Jill Johnson, MA, Illinois PBIS Network, IL
Susan Barrett, MA, National PBIS Center, Richmond, VA,
James Palmiero, MA, PaTTAN, Pittsburgh, PA
Carl Paternite, PhD, Miami University of Ohio, Oxford, OH
Mark Weist, PhD, University of South Carolina, Columbia, SC
11
Thursday, September 22, 2011
_______________________________________________________________________________________
60. Supporting Students with Emotional and Behavioral Disabilities in the Least
Restrictive Environment: Three Local-National Collaboratives (YD)
Chair and Discussant: Nancy Lever, PhD, University of Maryland, Center for School
Mental Health, Baltimore, MD
National and local program leaders will present three programs developed by the Maryland State Department of Education, local education authorities and the national Center
for School Mental Health to support students with emotional disturbance(ED) in their
least restrictive educational environment. Topics will include funding and cost benefit
analysis; telepsychiatry; evidence-based practices for students with ED; family support
partners and case managers; and outcomes assessment. Discussion will focus on applications to other states and locales.
Nancy Lever, PhD, Sharon Stephan, PhD, Tom Sloane, LCPC, Dana Cunningham, PhD,
and Carrie Mills, PhD, University of Maryland, Baltimore, Center for School Mental
Health, Baltimore, MD
61. Using Evidence to Inform the Development of Inter-Professional, Mental
Health Practices in Schools (LL)
Chair: Michael A. Lawson, MS, ABD, Binghamton University, Binghamton, NY
Discussant: Laura Bronstein, ACSW, LCSWR, PhD, Binghamton University,
Binghamton, NY
This symposium presents two examples for how data can be used to inform services designed to prevent bullying in school. In the first, we describe how Latent Class Analysis
(LCA) can be used to generate student risk profiles for bullying-related problems. In
the second, we describe how the risk profiles informed the development of a pilot program where pre-service social workers and teacher were paired to develop a referral
process designed to optimize service delivery.
Tania Alameda-Lawson, MSW, PhD, Elizabeth Anderson, MS Ed, EdD, and Michael A.
Lawson, MS, ABD, Binghamton University, Binghamton, NY
62. Applying the Interactive Systems Framework to School Mental Health: A comparison of state and local outcomes across disparate contexts. (FP)
Chair: Mark Weist, PhD, University of South Carolina, Columbia, SC
Discussant: Abe Wandersman, PhD, University of South Carolina, Columbia, SC
This session will describe the application of the Interactive System Framework (ISF), a
framework for providing a systematic approach in bridging the gap between research
and practice, to school mental health through input from key stakeholders (leaders in
education, family advocates, child advocates, and juvenile justice leaders) at state and
local levels. Presentations will include process level data regarding development of
workgroups representative of framework systems, identification of framework barriers
and facilitators, and recommendations for implementation.
Paul Flaspohler, PhD, Miami University, Oxford, OH
Leslie Taylor, PhD, and Mark Weist, PhD, University of South Carolina, Columbia, SC
12
Thursday, September 22, 2011
______________________________________________________________________________________
63. State, Regional and Local Approaches to Building Sustainable and Effective
School, Family Community Partnerships (FP)
Chair: Colette Lueck, MSW, Illinois Children’s Mental Health Partnership, Chicago, IL
Discussant: Lisa Betz, LCSW, LCPC, Illinois Department of Human Services, Division of Mental Health, Chicago, IL
In 2003 Illinois passed the Children’s Mental Health Act, which called for development
of the Illinois Children’s Mental Health Partnership, and charged the Partnership with
development of a children’s mental health plan that addresses prevention/promotion,
early intervention and mental health treatment needs. Strategies to implement the plan
have been in effect for five years, including developing family leadership roles across
all child serving systems, and supporting school, family and community partnerships.
Specific strategies will be shared as well as results, including barriers that have been
successfully negotiated.
Colette Lueck, MSW and Kim Miller, Parent Professional, Illinois Children’s Mental
Health Partnership, Chicago/Peoria, IL
Lisa Betz, LCSW, LCPC, Illinois Department of Human Services, Division of Mental
Health, Chicago, IL
64. Child Centered Play Therapy in the Schools: The Evidence Base (EBP)
Chair: Dee Ray, PhD, University of North Texas, Denton, TX
Discussant: Stephen Armstrong, PhD, Texas A&M University- Commerce, Commerce, TX
This symposium will present the overall evidence base for using child centered play
therapy as a mental health intervention in schools. A systematic review, including metaanalysis, on child-centered play therapy effectiveness in the schools will be presented.
Additionally, the panel will present results from three experimental studies on child centered play therapy with diverse samples, including at-risk young children, children with
intellectual disabilities, and classroom teachers. All research was conducted with a multicultural sample.
Dee Ray, PhD, University of North Texas, Denton, TX
Pedro J. Blanco, PhD, Texas Women’s University, Denton, TX
Karrie Swan, PhD, University of North Texas, Denton, TX
Sarah Carlson, PhD, Jewish Family Service, Dallas, TX
65. Evaluation as a Tool for Improving Student Outcomes and Sustainability in
Baltimore's Expanded School Mental Health (BESMH) Program (EBP)
Chair: Bruno Anthony, PhD, Georgetown University Center for Child
and Human Development, Washington, DC
Discussant: Olga Acosta Price, PhD, Department of Prevention & Community Health
School of Public Health and Health Services, The George Washington University,
Washington, DC
This symposia will provide presentations on the following: 1) findings from Georgetown
University’s evaluation of the Baltimore Expanded School Mental Health program; 2)
lessons learned in the implementation of the BESMH including engagement of partners
in the evaluation process; 3) the role of evaluation in informing policy and practice decisions and examples of how evaluation data can inform planning for sustainability. This
Symposium will present key findings from this important evaluation and provide insights
about key features of implementation, lessons learned, and sustainability strategies.
13
Thursday, September 22, 2011
_______________________________________________________________________________________
Joyce K. Sebian, MS Ed., and Bruno Anthony, PhD, Georgetown University Center for
Child and Human Development, Washington, DC
Denise Wheatly-Rowe, MSW, Baltimore Mental Health Systems, Inc., Baltimore, MD
Olga Acosta Price, PhD, Department of Prevention & Community Health School of
Public Health and Health Services, The George Washington University, Washington, DC
66. Effective School-Based Suicide Prevention Programs (EBP)
Chair and Discussant: Julie Goldstein-Grumet, PhD, DC Department of Mental Health,
Washington, DC
Schools are in the unique position to provide support to youth who may be struggling with
thoughts of suicide. Unfortunately, many at risk students go unnoticed and unserved. This
symposium session will overview two different programs approach to providing suicide
prevention programming in schools and in the community. The specific learning objectives
include: 1) understanding evidence-based approaches to conducting suicide prevention programs in schools and the community; 2) describing obstacles and barriers to conducting
suicide prevention in schools; and 3) recognizing the importance of training adult gatekeepers about the signs and symptoms of suicide and how to respond appropriately as part
of an effective suicide prevention program. Sustainability for providing such programming
will be discussed. The use of several evidence-based suicide programs including Applied
Suicide Intervention Skills Training (ASIST), RESPONSE, Question, Persuade and Refer
(QPR) and Signs of Suicide (SOS) will be reviewed. Participants will learn the basic components of each of these intervention models and how the models can be implemented in
a single school or multiple settings.
Julie Goldstein-Grumet, PhD, and Robert Price, MA, MS, DC Department of Mental
Health, Washington, DC
Stephen Dunlevy, MSW, Multnomah County School Based Mental Health, Portland, OR
67. Successfully Supporting Military Children and their Families (MF)
Chair and Discussant: Paul Ban, PhD, Office of Child, Adolescent & Family Behavioral
Health, Tacoma, WA
Every child in America, from birth to 11, has experienced the impacts of war, either directly or indirectly, the effects of which on our children are the subject of recent research.
Creating school, community and military partnerships is key to providing long-term and
sustainable support to soldiers, families, and youth. An integrated approach to addressing
the needs of all students requires identification of emotional, developmental, and cognitive barriers to academic and social success at school. Components of a successful
school program aimed at addressing the social and academic needs of students will be
presented and discussed. The Community of Practice Model of the US Army Medical
Command's Office of Child, Adolescent and Family Behavioral Health will be discussed,
specifically as it pertains to collaborations and successes.
Paul Ban, PhD, Mona Johnson, MA, CDP, CPP, Sandra Vest, LCSW, and Donna
Hanlon, LCSW, Office of Child, Adolescent & Family Behavioral Health, Tacoma, WA
Paul Douglas, MEd, Clover Park School District, Lakewood, WA
14
Thursday, September 22, 2011
______________________________________________________________________________________
68. Evidence-Based Support for Culturally Diverse Students Rising above
Trauma: Models for Building Multidisciplinary Workforce, Scaling up Implementation, and Incorporating Youth Voices of Resiliency (DY)
Chair: Audra Langley, PhD, UCLA Semel Institute for Neuroscience and Human
Behavior, Los Angeles, CA
Discussant: Alejandra Acuna, Marleen Wong, Los Angeles Unified School District, Los
Angeles, CA
How can clinicians and non-clinicians alike implement evidence-based treatment so as
to both engage culturally diverse families and students in school-based services and support and sustain implementation? This workshop brings together the research and experience of clinician-researchers and school-based mental health clinicians who present
findings from school-based research examining the implementation and dissemination
of Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with urban multicultural youth, including youth who have recently immigrated.
Audra Langley, PhD, UCLA Semel Institute for Neuroscience and Human Behavior,
Los Angeles, CA
Erun Nadeem, PhD, Columbia University/New York State Psychiatric Institute, New
York, NY
Alejandra Acuna, LCSW, PPSC, Los Angeles Unified School District, Los Angeles, CA
69. Preventing Bullying and Fostering Positive Learning Conditions for Students
Who Are Lesbian, Gay, Bisexual, Transgender, or Questioning: Resources and
Strategies (DY)
Chair and Discussant: Jeffrey Poirier, MA, American Institutes for Research, Washington,
DC
With a history of responding to the needs of marginalized students, school mental
health professionals actively work to address the unique needs of lesbian, gay, bisexual,
transgender and questioning (LGBTQ) students. This workshop will focus on enhancing awareness, knowledge, and skills needed to effectively serve and create a safe
environment for LGBTQ students. Participants will also hear about a district's bullying
prevention efforts for all students and will receive a toolkit CD with more than 70
LGBT resources.
Jeffrey Poirier, MA, American Institutes for Research, Washington, DC
Rebekah Byrd, PhD, East Tennessee State University, TN
Francie Watson, MA, Cleveland Metropolitan School District, Cleveland, OH
70. Advancing and Promoting Social-Emotional Development through Early Childhood Mental Health Consultation: Oh, The Places We Will Go: Early Childhood
Mental Health
Chair: Barbara Parks, MSSA, DC Department of Mental Health, Washington, DC
Discussant: Shana Bellow, PhD, DC Department of Mental Health, Washington, DC
This symposium will provide professionals with strategies for supporting the social and
emotional growth of children in various early childhood educational settings including
child development centers and Head Start. Highlights from DC’s Healthy Futures
program, and early childhood mental health consultation program (ECMHC) will be
discussed. The use of center-based, child-family centered and programmatic consultative
15
Thursday, September 22, 2011
_______________________________________________________________________________________
approaches will be presented. ECMHC as a prevention and early intervention strategy,
and potential impact upon emerging school readiness will be discussed. Valuable tools
for engaging school staff, families, and community members to encourage long-term
student success will be provided.
Barbara Parks, MSSA, Shana Bellow, PhD, DC Department of Mental Health and Tatiana Tucker, MSA, DC Department of Health, Washington, DC
Reesa Pearlman, MSW, Hope Health Systems, Inc., Woodlawn, MD
4:15 - 4:30 PM
Break
4:30 – 5:30 PM
Conference Session 4
71. Establishing a Strategic Approach to Building Collaboration in a SchoolMental Health Demonstration Project (CC)
The State College SUMMIT project is an interdisciplinary initiative created for the purpose
of increasing student access to quality mental health programs and services by integrating
schools and mental health systems. This presentation will discuss how the management
team for the project uses a strategic planning process for building collaborative relationships
between schools, mental health, and family systems. Relevant implications and progress to
date will be highlighted.
Nicole Warcholak, MS, The State College SUMMIT Project, State College, PA
Elizabeth Mellin, PhD, and Michael Wolff, PhD, The Pennsylvania State University, University Park, PA
Jeanne Knouse, MEd, and Patrick Moore, MEd, State College Area School District, State
College, PA
72. Getting High Schools on Board with School-Wide Prevention Programming and
Data-Based Decision-Making (PBS)
Maryland Safe and Supportive Schools (MDS3) Initiative aims to improve school climate,
school safety, student engagement, reduce violence, substance abuse and bullying. This
presentation will provide an outline of the MDS3 model, share lessons learned from enrolling, engaging, and empowering high schools involved in the project. Participants will
receive a matrix that provides a description and details of each intervention, a three-year
training and implementation plan that includes efforts to promote sustainability beyond the
grant.
Patricia Hershfeldt, EdD, PBIS Regional Training and Technical Assistance Center,
Severna Park, MD
Susan Barrett, MA, PBIS Regional Training and Technical Assistance Center,
Richmond, VA
Andrea Alexander, LCPC, Maryland State Department of Education, Baltimore, MD
Catherine Bradshaw, PhD, MEd, Johns Hopkins University, Baltimore, MD
73. Integrating a Public Health Approach and School Mental Health into a developing PBIS Culture (PBS)
This session will present an overview of one district’s efforts to promote mental health
and student success through a comprehensive system of early intervention services that
address both the academic and behavioral needs of all students. The session will outline
16
Thursday, September 22, 2011
______________________________________________________________________________________
the steps taken to build an infrastructure for sustainable comprehensive mental health
services with goals to increase academic achievement, decrease behavior problems, increase positive school climate and foster parent and community involvement.
John Balles, PhD, and Sylvia Cohen, PhD, Scottsdale Unified School District,
Scottsdale, AZ
74. A School Based Mental Health Program: Breaking Barriers in Care through Collaborative Partnerships (SOC)
Project Fleur-de-lis was designed as an intermediate and long-term school-based mental
health service model for children following Hurricane Katrina. It is a collaborative program linking local schools, social service agencies, program developers, researchers,
and clinicians in an effort to provide quality mental health services to students in the
greater New Orleans area. It continues to draw on the expertise of school personnel and
community mental health professionals to expand needed mental health services.
Laura Danna, LCSW, Mercy Family Center, Project Fleur-de-lis, Metairie, LA
75. Achieving Success Through Youth-Led Leadership
The purpose of this youth-led presentation is to provide an overview of a leadership series
geared to transition aged young adults (14-21) struggling with behavioral health issues.
Alumni of the leadership series who are now members of Youth M.O.V.E North Carolina
will share their personal stories, reflect on leadership as a positive intervention for young
adults in transition and recommendations for using leadership as a step toward building
self-awareness and management skills.
Brittany Holt, BS, North Carolina Families Unites, NFFCMH, Inc., Greensboro, NC
76. Prioritizing Support Services for Special Needs Students with Major Mental
Health Disorders (YD)
A variety of supportive interventions to assist students with major mental health issues
will be presented. These include a trauma-sensitive environment, on-site therapy, psychiatric
consultation and comprehensive wrap-around services. A process of prioritizing the importance of each of these will be reviewed and the findings discussed. This will help distill
the perceived relative importance of each of these services to key stakeholders.
Therese Korth, PhD, MSW, and Kara Roberts, MS, Heartland Family Service Therapeutic
School, Council Bluffs, IA
77. Using Social Marketing Strategies to Communicate the Role of Educators in Helping Young Children Who Have Experienced Trauma (LL)
The Substance Abuse and Mental Health Services Administration’s Caring for Every
Child's Mental Health Campaign, which includes over 80 national organizations
collaborating year-round, is focusing on the role of educators, families, community
members and others in helping young children dealing with trauma to build resilience.
The session will include resources for educators, tips on partnership development and
social marketing strategies.
Lisa Rubenstein, MHA, Substance Abuse and Mental Health Services Administration,
Rockville, MD
Helen Mitternight, BA, Caring for Every Child's Mental Health Campaign, Washington,
DC
17
Thursday, September 22, 2011
_______________________________________________________________________________________
78. Family Engagement: Creating Resilience through Better Partnerships (FP)
This presentation will explore Family Engagement: Creating Resiliency through Better
Partnerships’, a training to improve communication and relationships between educators
and parents within a community will be explored. Specifically, presenters will discuss
creating safety in partnerships, the power of understanding, engaging families through
relationships, and opportunities for partnerships in an integrated approach to open communication and creating positive change within the school building to promote a positive
and nurturing community.
Amy Wilms, Kathleen Oberlin, MS, Ohio Mental Health Network for School Success, Oxford, OH
Krista Allison, JD, Office for School Health and Wellness, Ohio Department of Education,
Columbus, OH
Gloria Redding, MS, Ohio Department of Education, Columbus, OH
Sandi Regula, BS, Positive Education Program (PEP)/Ohio Mental Health Network for
School Success, Rocky River, OH
Rachel Regula Lewis, Ohio Mental Health Network for School Success, Rocky River, OH
79. Practicing Professional Wellness & Managing Workplace Stress (PS)
With the continued pressures and ever increasing demands of the workplace, the practice
of stress management and professional wellness often takes a back seat. This informative
and energizing workshop, addresses the importance of understanding and identifying the
helping professional phenomena of Compassion Fatigue and Secondary Traumatic stress
and in turn, practicing individual self-care techniques in all aspects of life including the
workplace. Participants will review their current methods for coping with career stress,
identify and explore the six comprehensive areas of physical, emotional, intellectual, social,
financial and spiritual wellness and create a personalized and practical self-care plan to
support them in growing further both professionally and personally.
Mona Johnson, MA, CPP, CDP, Office of Child, Adolescent & Family Behavioral Health,
Tacoma, WA
80. Prevention Support System: Assisting Schools Implementing and Sustaining Evidence-Based Programs (EBP)
This presentation will describe strategies used by the Prevention Support System to assist
elementary and middle schools (N=13) with developing both general and program-specific
capacities to implement and sustain evidence-based prevention programming. The presenters will discuss support strategies used to assist schools in developing and implementing
effective implementation and sustainability plans for their selected evidence-based prevention programs (e.g., PATHS, Olweus Bullying Prevention Program), achieving their desired
outcomes, and sustaining their programs after their funding ended.
Paul Flaspohler, PhD, Anna Hung, BA, and D. Cricket Meehan, PhD, Miami University,
Oxford, OH
Kathryn Keller, MPA, Health Foundation of Greater Cincinnati, Cincinnati, OH
81. Helping Mean Girls: The Effectiveness and Key Activities of a Group Counseling,
Parent Training Intervention to Reduce Relational Aggression (EBP)
Relational aggression is an increasing problem in schools with few empirically-tested interventions. GIRLSS (Growing Interpersonal Relationships through Learning and Systemic
18
Thursday, September 22, 2011
______________________________________________________________________________________
Supports) is an empirically-informed intervention iteratively developed to reduce RA including group counseling and parent training for female middle school students. Results
of an initial randomized waitlist control trial will be presented along with curriculum topics
and key activities. Participants will benefit from participating in several components of a
promising intervention to reduce RA.
Joni Splett, PhD, Connie Brooks, PhD, Jenny Collier, and Alex Wilkerson, MS, MU
Assessment & Consultation Clinic, Columbia, MO
Sarah Beyers, MA, and Dana Darney, MA, University of Missouri, Department of
Educational, School & Counseling Psychology, Columbia, MO
82. Using Telebehavioral Services to Deliver Comprehensive Behavioral Health Care
to Widely Dispersed Military Youth in Their Schools (MF)
Telehealth technology (Telebehavioral health/TBH) offers a means for delivering comprehensive behavioral healthcare to Military Youth in schools that are geographically dispersed.
This presentation will review the goals and objectives, and challenges and successes of a
TBH program delivering school-based mental health care to Military Youth on Oahu, other
areas of Hawaii, and the Pacific Region. Outcome data in support of the efficacy of this
program, and specific strategies/guidelines for developing similar TBH programs will be
presented.
Stan Whitsett, PhD, Darin Gould, MD, Andrea Mills, MSW, Kevin Saito, MSW, Shantel
Fernandez, PhD, and Albert Saito, MD, Tripler Army Medical Center, Honolulu, HI
19
20
Conference Program
Friday
September 23, 2011
Friday, September 23, 2011
__________________________________________________________
7:15 - 8:15 AM
Practice Training Group: (Open to all participants)
84.
85.
86.
87.
88.
89.
8:20 - 8:35 AM
Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration
Psychiatry and Schools
Quality and Evidence-Based Practice
School Mental Health and Child Welfare
School Mental Health for Military Families
Youth Involvement and Leadership
Welcome and Greetings
Sharon Stephan, PhD and Nancy Lever, PhD, Co-Directors, Center for School Mental
Health
Joanne Cashman, EdD, Project Director, IDEA Partnership
National Community of Practice on Collaorative School Behavioral
Health Update
Joanne Cashman, EdD, Director, IDEA Partnership
8:35 - 9:35 AM
Keynote Address
Introduction by:
Sharon Stephan, PhD, Co-Director, Center for School Mental Health
Marleen Wong, PhD
Assistant Dean, Clinical Professor, and Director of Field Education, University of
Southern California, Los Angeles, CA
Child Trauma in the Educational Milieu: Hidden in Plain View
Almost all we have learned about traumatic stress and posttraumatic stress disorder
comes from the human adult experience of war. The science of Child Traumatic Stress
and PTSD is fairly new and is evolving in our time. This keynote will provide a brief
history of PTSD and Child Traumatic Stress, looking at how child stress and PTSD is
experienced by the child while in the classroom and on the playground in contrast to
the perceptions of important adults in their world.
9:35 - 9:50 AM
Break
9:50 - 10:50 AM
Conference Session 5
90. Collaborative, Multi-System Case Discussion in School Mental Health: A Live
Demonstration of the ASC (Assessment, Support, & Counseling) Model (CC) A
The development and maintenance of a collaborative culture for student mental health
(SMH) requires regular meetings among the key stakeholders (e.g., students, school
personnel, clinicians, administrators). The goals of this presentation are a) to
demonstrate a live staff meeting among several key constituents around 2-3 case
examples; and b) to model 4 important SMH themes, including: 1) interdisciplinary
collaboration; 2) evidence-based practice; 3) pre-professional development/capacity
building; and 4) coordination across systems of care.
Kurt Michael, PhD, Michael Murphy, BA, Kyle Austin, BA, Carissa Orlando, BA, Lauren
Renkert, PhD, and Jon Winek, PhD, Appalachian State University, Boone, NC
21
Friday,
September 23, 2011
_______________________________________________________________________________________
91. Suicide Prevention Summer Institute – A South Carolina Collaborative
Utilizing Best Practice Materials and Lifesaving Community
Presenters will describe a collaboration that can potentially be replicated in other
states to help counselors, teachers, and other school personnel learn more about teen
suicide and how they can play a role in its prevention. Primary resources are included
in Best Practices Registry of the Suicide Prevention Resource Center.
Helen Pridgen, LMSW, American Foundation for Suicide Prevention- South Carolina
Chapter, West Columbia, SC
Joan Dickinson, MEd, formerly Department of Education
Melissa Craft, LISW-CP, Department of Mental Health, Columbia, Sc
Monica McConnell, PhD, Columbia Area Mental Health, Columbia, SC
92. Catalyst Connection: School Mental Health and Positive Behavior Supports
(PBS))
In this presentation, we will describe the creation and implementation of a second and
third tier intervention for positive youth development and school mental health.
Participants will take part in discussion, interactive activities, and role play. Numerous
examples and suggestions will be provided to help participants develop and implement
their own similar program. Question and answer session will be provided. Handouts
will be furnished to conference attendees.
Margaret Eidson, MEd, and Anne Dukes, EdD, Hunley Park Elementary School,
Charleston, SC
93. Using Positive Behavior Supports to Remove Barriers to Academic
Achievement (PBS)
The primary goal of this presentation/discussion is to inform stakeholders about the
academic barriers placed on students when they are disciplined in such a way as to
remove them from instruction, and to promote discussion and an open dialogue about
how PBS keeps students in the classroom. We will also discuss how the link between
the use of PBS and academic achievement affects students and their families, educators
and the community at large.
Mona Hurston, MA, EdS, Alabama Positive Behavior Support Center, Montgomery, AL
Donna Kirkendoll, BA, MA, Alabama State Department of Education, Montgomery, AL
94. Partnerships to Enhance School Climate: An Interdisciplinary Response to
Intervention (SOC)
This presentation will discuss the process of using data collected from students, teachers,
and school staff to inform program planning and evidence-based service delivery in
kindergarten through high school in the 10 New York State school districts served by
SHARE. The SHARE three-tiered model offers valuable applications for mental health
services, social emotional supports, and bullying prevention training in school settings
that can be replicated in other school districts.
Lisa Blitz, PhD, LCSW, and Youjung Lee, PhD, LCSW, Binghamton University,
Binghamton, NY
22
Friday, September 23, 2011
_______________________________________________________________________________________
95. Mentally Disabled Students in College Inclusive Courses (YD)
In support of research of inclusion. Presentation will discuss the pros and cons of the
initiative. To include initial data findings and experiences working with other agencies.
Strategies used to allow professionals the opportunity to voice disagreement either
philosophically or through personal experience. This presentation is geared for anyone
interested in learning how our system created. Pitfalls to avoid and suggestions that
should be done.
Wade DeSa, MEd, and Mark Chang, MEd, Hawaii Department of Education, Hilo, HI
96. Promoting Interdisciplinary Collaboration Using the Creative Process of Visual
Arts: Lessons from Partnering with Students with Autism (LL)
Communication is often interpreted as using words. However, this presentation explores
the use of a visual arts program to promote social-emotional understanding and
collaboration through creative processes using art students partnered with individuals
with autism. Lessons learned through this process can be used to promote better
understanding across stakeholders.
Lisa Crabtree, PhD, OTR/L, and Sujan Shrestha, MFA, Towson University, Towson, MD
98. Interpersonal Skills Group: A Social Functioning Intervention for Adolescents
with ADHD and Related Problems (EBP)
Interpersonal Skills Group (ISG) is a three phased social functioning intervention that
targets the ability of adolescents to draw cause and effect conclusions from social
situations in which they are engaged. In this presentation, the research and evidence
behind the rationale for ISG will be reviewed, intervention procedures will be outlined,
and the process of modifying the ISG for implementation during the school day by
school staff will be described.
Joanna Sadler, MA, Christine Brady, MA, and Steven Evans, PhD, Ohio University,
Athens, OH
99. Military Community Collaboration in Addressing Over-the-Counter Drug
Abuse: A Case Example (MF)
This presentation will outline Vilseck High School's response to a critical increase in
over-the-counter substance abuse among adolescents in an overseas military community.
The presentation will focus on the collaboration between Vilseck High School and
community agencies forming a strong school/community partnership in its approach to
the problem. We will also describe different levels of response from primary to tertiary
prevention that included peers and intervention. The team will facilitate a discussion
regarding the topic.
Duane Werner, MS, Department of Defense Education Activity, APO, AE
Alan Scheuermann, PhD, School Based Behavioral Health, APO, AE
Lisa Kramer,MS, LPC, CAS, Adolescent Substance Abuse Counseling Service, APO, AE
Lisa Leveque, MA, Vilseck High School – DoDEA, APO, AE
100. Overcoming Stigma About Mental Health Services: Some Key Lessons for
Working with Refugee and Immigrant Families (DY)
Stigma about mental illness is often reported as a barrier to providing school mental
health services to refugee and immigrant children. Drawing from a five-site comparative
case study of school-based mental health programs, presenters will describe three
23
Friday,
September 23, 2011
_______________________________________________________________________________________
successful cultural adaptations that prevent school mental health services from being
stigmatized. In addition, presenters will describe how mental health professionals often
inadvertently increase stigma about their services, even as they are striving to reduce it.
Clea McNeeley, DrPH and Katharine Spreacher, PhD, University of Tennessee,
Knoxville, Knoxville, TN
Donna Behrens, BSN, MPH, Center for Health and Health Care in Schools, George
Washington University, Washington, DC
101. RENEW: Developing Youth Leadership by Fostering Self Efficacy Among
Youth High Risk Youth (YIL)
This session will focus on how the RENEW (Rehabilitation for Empowerment, Natural
Supports, Education, and Work) model in the State of New Hampshire has fostered
youth leadership by promoting its necessary elements including self efficacy and self
determination. This session will feature a panelist who is a RENEW participant. This
panelist was identified as high risk in school and has since become a national speaker,
an anticipated film documentary star who is pursuing her dreams.
JoAnne Malloy, MSW, Jonathon Drake, MSW, and Kathy Francoeur, MSW, Institute on
Disability at the University of New Hampshire, NH
102. Addressing the Social-Emotional Needs of Low-Income Youth in After-School
Care (SOC)
University-community partnerships provide the foundation for a service learning
program designed to meet the social emotional and leisure needs of low-income urban
youth. The development and implementation of preventive activity-based groups
provided by graduate occupational therapy students and embedded in an existing afterschool program will be presented. Specific examples of group activities will be
provided. Findings from a qualitative study illustrate the meaning of participation from
the children’s perspective.
Susan Bazyk, PhD, Cleveland State University, Cleveland, OH
10:50 - 11:00 AM
Break
11:00 - 12:00 PM
Conference Session 6
103. Facilitating Collaborative Partnerships in School Mental Health Research
(CC)
Presenters will discuss the development of successful partnerships with community
mental health centers and public schools to launch an expansive school mental health
quality improvement study. Discussion will include working guidelines on forming such
partnerships, a presentation regarding the development of the study, how the study site
was chosen, and a detailed discussion of the formation and progression of multifaceted
collaborative partnerships with the largest school based mental health program in South
Carolina.
Johnathan Fowler, PhD, Heather Lasky, BA, and Leslie Taylor, PhD, The University of
South Carolina, Dept. of Psychology, SC
Lori Chappelle, MA, Samantha Paggeot, MS, and Eryn Bergeron, MS,
Waccamaw Center for Mental Health, Conway, SC
24
Friday, September 23, 2011
_______________________________________________________________________________________
104. Schools and Communities Working Together After the Oil Spill (CC)
This interactive presentation will describe the role of schools and communities in
helping children and their families cope with the stress from devastating events. It will
discuss the appropriate tools to help schools ready themselves to reach out to
communities. The presenters will elicit feedback and input from participants about the
incidents and events that have led to community/school coordination. We will also share
resiliency and recovery strategies that schools can implement.
Jennifer Kitson, MS, EdS, NCSP, and Kim Netter, MPH, Education Development Center,
Newton, MA
105. School-Based Emotional Health Screening (PBS)
The presentation will describe how universal screening can function as a critical element
of the PBS model. The presentation will describe how the University of Washington
emotional health check-up is implemented with 6th graders making the transition from
elementary to middle school in the Seattle School District. The presentation details how
continual evaluation has guided program development including efforts to increase participation of all students, reach families with parents who do not speak English and to
achieve sustainability through the transfer of certain program elements to school
staff. Current efforts to pilot a research study designed to test the effects on school adjustment will also be discussed.
Kelly Thompson, MSW, Ann Vander Stoep, PhD, and Elizabeth McCauley, PhD,
University of Washington/Seattle Children's Hospital, Seattle, WA
106. Using Daily Behavior Report Cards to Increase Positive Behavior and
Communication with Families (PBS)
This session will focus on the use of Daily Behavior Report Cards (DBRC) for a target
group of students in a K-8 Charter School. Participants will learn what a DBRCs are,
methods for implementation, and intervention results our target group of students.
Discussion will focus on how DBRCs can decrease challenging behavior and increase
recognition of positive behavior and communication with families and caregivers.
Leila Meehan, MA, CAGS, BCBA, and Jaime-Dinee Kimenker, MS, Neighborhood
House Charter School, Dorchester, MA
107. Dropout Recovery, Prevention, and School Mental Health: Building on the
Research and Experiences in an Alternative School Setting (JJD)
This session will share an innovative school mental health service delivery model
implemented by an urban charter school serving students who dropped out of school.
Results of student focus groups identifying factors influencing both academic
disengagement and reengagement also will be shared. Implications for policy and
practice will be discussed.
Aidyn Iachini, PhD, MSW, Cynthia Buettner, PhD, Dawn Anderson-Butcher, PhD, MSW,
and Rebecca Reno, MA, Ohio State University, Columbus, OH
Pete Maneff, BA, Academic Acceleration Academy, Columbus, OH
108. Exploring a Day Treatment Partnership: A Toolbox of Successful Strategies
For Collaboration (SOC)
This session will discuss multiple methods to create successful collaboration including:
principles of Systems of Care, structured feedback, team planning, agendas and meeting
structure, staff , student and parent training, 21st century communication strategies and
creative problem solving. Additionally the session will focus on strategies to maintain
25
Friday,
September 23, 2011
_______________________________________________________________________________________
collaboration during transition to a mainstream school setting. Common as well as
participant identified barriers will be discussed and practical solutions will be explored.
Kimberly Sasdelli, BA, Families Together Inc., Asheville, NC
Shannon Fagan, BA, Buncombe County Schools, Asheville, NC
110. Inspiring Compassion and Common Understanding between Stakeholders
through Performance Art (YD)
This session will focus on Problems or Possibilities, a moving educational performance
piece that was created to increase understanding and compassion for youth with
emotional and behavioral challenges that impact their school success. This powerful
DVD is being used in public schools, undergraduate programs and with civic groups to
inspire personal and system change. The session will include a viewing of the film
followed by group discussion. Participants will also receive information about how to
develop similar innovative projects in their own communities.
Jadyn McCune, MSW, Franziska Racker Centers, Ithaca, NY
111. Engaging Culturally Diverse Youth in School Mental Health Services (DY)
Ethnically diverse youth have historically experienced lower levels of mental health
service use, and non-financial factors may be a primary explanation. Even while school
mental health services provide greater access to treatment for this population, perceptual
barriers including the perceived relevance of services and mental illness stigma still
persist, prohibiting actual service use and mitigating potential treatment gains after
service initiation. The Making Connections Intervention (MCI) is a theoretically-driven
1- (possibly 2-) session intervention designed to improve engagement, perceived
relevance and treatment satisfaction among ethnically-diverse youth involved in school
mental health services. The lead author will discuss: (1) the formative research involved
in the development of the MCI; (2) the specific engagement strategies targeting
ethnically-diverse youth, as proffered by the MCI; and (3) the promise the MCI holds
for improving participation in evidence-based interventions or usual care school mental
health services.
Michael Lindsey, PhD, and Kerri Chambers, MS, University of Maryland, Baltimore,
Baltimore, MD
112. Shining the Spotlight on the E in ED Special Education: Problems and
Solutions (PS)
This presentation outlines the nature, types and extent of psychiatric disorders in the
Emotionally Disturbed Special Education category, and provides information to
educators and mental health professionals about effective methods of addressing these
disorders in Regular Education, and in Special Education pre-referral interventions,
student evaluations, and academic interventions. Recommendations will be made
regarding the appropriateness of Other Health Impaired (OHI) services rather than ED
services for many of these students who have psychiatric disorders.
William Dikel, MD, Independent Consultant, Minneapolis, MN
113. Disseminating Knowledge in School Mental Health: Engaging Partners for
Knowledge Sharing (EBP)
The SBMHSA Consortium, a network of leaders in school mental health research and
practice, has been funded by the Mental Health Commission of Canada to conduct a
systematic review, a national scan of the practice landscape, and a broad survey of
26
Friday, September 23, 2011
_______________________________________________________________________________________
implementation issues. To effectively mobilize findings, the Consortium has engaged
stakeholder audiences from across Canada to form partnerships for knowledge sharing.
This session will describe methods for collaboratively disseminating research and
practice-based strategies.
Kathy Short, PhD, Evidence-Based Education and Services Team (E-BEST), Hamilton
Wentworth DSB, Ancaster, Ontario, Canada
Bruce Ferguson, PhD, Hospital for Sick Children, Toronto, Ontario, Canada
Connie Coniglio, EdD, BC Mental Health and Addictions Services, Vancouver, British
Columbia, Canada
Ian Manion, PhD, Ontario Centre of Excellence for Child and Youth Mental Health,
Ottawa, Ontario, Canada
114. A Decade of Conflict: The Children of our Military (MF)
Thousands of children have been impact and many have experienced multiple
deployments of family members. While many of these children live on or near military
installations many are in our local schools and communities. Do you know how many
children in your schools are impacted by military deployment? This workshop will
provide attendees an overview of the research published in the past five years which
provide insight into children's adjustment and their needs.
Deborah Johnson, MA, Children's Institute, Rochester, NY
115. Culturally Responsive Interactions: A Case discussion approach (DY)
Educators and agency personnel often make inadvertent cultural missteps in their
interactions with students or family members of diverse backgrounds. Yet, many
available training resources do not offer helpful guidance. Some never go beyond polite
but non-specific guidance. Still others require personal disclosures that make
participants defensive. This session shares a casebook that can facilitate comfortable
discussions of common mistakes. Participants receive a copy of the entire casebook
(including cases, discussion questions, and annotated bibliographies).
Mary Margaret Kerr, EdD, University of Pittsburgh, Pittsburgh, PA
12:00 – 12:30 PM
Lunch & Awards
Juanita Evans Memorial Award for Contributions in School Mental Health
This annual award is given to an individual who has significantly impacted the advancement of school mental health policy, research, and/or practice.
Presenters: Lois Flaherty, MD, Advisory Board Chair, Center for School Mental Health
Nancy Lever, PhD, Co-Director, Center for School Mental Health
Youth and Family Partnership Award
This new award will be given to one exemplar school district, organization, or school
mental health program that effectively partners with youth and families in delivering
quality school mental health programming.
Presenters: Sandra Spencer, Executive Director, National Federation of Families for
Children’s Mental Health
Staci Rodarmel, MS, MEd, Facilitator, Family-School-Community Partnership
Nicole Evangelista Brandt, PhD, Assistant Professor and Program Manager, Center
for School Mental Health
27
Friday,
September 23, 2011
_______________________________________________________________________________________
12:30-1:30 PM
Keynote Address
Introduction by:
Joanne Cashman, EdD, Project Director, IDEA Partnership
Renee Bradley, PhD
Deputy Division Director, Research to Practice Division, Office of Special Education
Programs, U.S. Department of Education
Moving Forward Together: Building Systems, Blending Efforts, & Implementing
the Best We Know
This address will look at the historical and continuing challenges of serving children
with mental health and behavioral needs. The focus will be on building systems and
changing adult behavior to enhance the coordinated implementation of what we know
works to improve outcomes for this group of children. Lessons learned form large
scale implementation efforts and cross stakeholder efforts will be shared. Implications for building supportive environments in homes, schools, and communities will
be explored. The session will conclude with a list of power questions to consider as
we prioritize our time and efforts to change the future for the better.
1:30 – 1:45 PM
Break
1:45 – 2:45 PM
Conference Session 7
116. School Nurses as Collaborators in Delivering Mental Health Services to
Students (CC)
This presentation will provide an overview of the collaborative efforts of the Center for
School Mental Health (CSMH) and the National Association for School Nurses (NASN)
to advance mental health service delivery by school nurses. We will present data to
demonstrate the importance of collaborating with school nurses in the delivery of school
mental health services, and discuss current school nurse training initiatives involving
the common elements and common factors of children's mental health services.
Sharon Stephan, PhD, University of Maryland, Center for School Mental Health,
Baltimore, MD
Nichole Bobo, RN, MSN, and Jon Lemich, MA, National Association of School Nurses,
Silver Spring, MD
117. How Michigan Department of Education is Advancing School Mental Health
(CC)
This session highlights US Department of Education (USED) initiatives to create safe
schools and a healthy school climate and how the Michigan Department of Education
(MDE) is positively responding to these initiatives. Attendees will be provided an
overview of policy and practice outcomes resulting from two USED federal grants
received by the MDE.
Lauren Kazee, LMSW, Michigan Dept of Education, Lansing, MI
118. Promising Avenues for Sustaining School Mental Health Care (SOC)
The fiscal crisis facing states and school districts prompts concern among school mental
health supporters about a probable reduction of services and programs for vulnerable
populations. A systems-of-care approach to school mental health, based on a public
28
Friday, September 23, 2011
_______________________________________________________________________________________
health model, offers promise for greater sustainability of essential interventions. This
session will explore federal and specific state policies that hold promise for increasing
the number, quality, and sustainability of school-connected mental health interventions.
Olga Acosta Price, PhD, Center for Health and Health Care in Schools/GWU,
Washington, DC
Evelyn Frankford, MSW, Center for Social Policy, University of Massachusetts,
Brookline, MA
119. Voices of the Children (YD)
Members of LDA's Mental Health Committee will share personal experiences of
building self-esteem in working with students, youth, adults, and family members with
diagnosed learning disabilities. Building a positive self-image with a child who has
learning disabilities must involve parents and school. This session will allow participants
to gain information to understand an individual’s learning disabilities and, of equal
importance, the individual’s learning abilities.
Analisa Smith, EdD, Learning Disabilities Association of South Carolina, Chapin, SC
Joan Teach, PhD, Learning Disabilities Association of Georgia, Atlanta, GA
Karen Basquez, MA, Learning Disabilities Association of California, Upland, CA
120. Mental Health Promotion for Children with Aspergers through Participation
in Performing Arts Classes (YD)
Mental health promotion is essential for students with Aspergers. Through a community
partnership with Touching Humanity, Inc., developed by an occupational therapist who
is also a professional performer, children and youth ages 9-18 participated in a structured
performing arts class to help promote positive mental health and social participation.
This session will discuss the development of the program, the research related to the
program, and the mental health benefits derived from the program.
Michael Pizzi, PhD, OTR/L, FAOTA, Shenandoah University, Winchester, VA
121. Improving School-Caregiver Communications (LL)
Schools and mental health service providers are required to disseminate programmatic
information to parents and caregivers. This information is essential for informing
caregivers about their child’s treatment, as well as program policies and procedures.
Unfortunately, recent research indicates that many materials shared with families may
be too difficult to understand, leading to costly misinterpretations. Attending participants
will receive an instructional guide which helps educators improve the readability of
written communication materials and strengthen school-caregiver relationships.
Michael Valenti, MA, Pressley Ridge, Pittsburgh, PA
122. Engaging Minority and Low Income Caregivers in School to Agency Referrals
(FP)
School counselors, social workers, administrators, and other educators are often
frustrated by the apparent lack of follow through on their referrals of students to various
community agencies. In this presentation, we will discuss the results of original research
examining low income African American caregiver’s thoughts and feelings about the
school to agency referral process. Concrete recommendations for making effective
referrals will be shared, along with suggestions for further reading and study.
Catherine Tucker, PhD, LMHC, Indiana State University, Terre Haute, IN
Sondra Smith, PhD, University of Florida, Gainesville, FL
29
Friday,
September 23, 2011
_______________________________________________________________________________________
123. Common Elements of Engaging Families in Children’s Mental Health
This presentation will provide a definition and conceptualization of family engagement in children’s mental health treatment as well as how engagement has been measured in the field. Using a distillation and matching method, we are in the process of
identifying the common elements of family engagement for children with mental
health needs across randomized controlled trials. The goal of the presentation is (a) to
present the process of identifying the common elements of family engagement and (b)
to present preliminary findings on the most common elements to engage families in
children’s mental health treatment.
Nicole Evangelista Brandt, PhD, and Michael Lindsey, PhD, MSW, MPH, Center for
School Mental Health, University of Maryland, Baltimore, MD
124. Best Practices in School Mental Health: The Current Reality and Strategies
for Improvement (EBP)
This paper explores the use of best practice processes in school mental health to
successfully implement best practices and bridge research and practice. Focus groups
with primary stakeholders in school mental health were conducted to identify existing
processes and barriers to implementing evidence-based school mental health programs.
Schools suggested they need to develop stronger infrastructures, more formalized
implementation plans, and strategies to use data. Implications for school- and
community-based mental health professionals will be discussed.
Melissa Maras, PhD, and Joni Splett, MA, University of Missouri, Columbia, MO
125. Lessons Learned in School Mental Health Programs: A Decade of
Administering a Comprehensive System of State-Wide School Mental Health
Programs in South Carolina (EBP)
Each year, the South Carolina Department of Mental Health provides treatment to
approximately 30,000 children and adolescents and their families, almost half of them
in school mental health programs. South Carolina has been implementing school mental
health programs since 1993. The session will describe the operational procedures used
to administer school mental health programs, the best practice model that sustains them,
and the evaluation methods that support continuous improvement of these programs.
Melissa Craft, LISW-CP, South Carolina Department of Mental Health, Columbia, SC
Cathy Blume, MEd, West Columbia, SC
126. Establishing School Mental Health in an Overseas Army Garrison: Building
Partnerships via Clinical Excellence (MF)
Starting a school mental health service in an overseas Army Garrison requires clinical
skill as well as outreach effort. A unique array of clinical services will be described.
Sample cases will illuminate how a higher standard of care is possible vis a vis
traditional military services. Techniques for combining multiple treatments per client
will be examined. Interaction about inertia, and traditional agency stovepiping, will let
participants share their own experiences as well as to learn from others.
George Rahaim, PhD, and Jr., Jeffrey Hill, MD, US Army Landstuhl Regional Medical
Center, APO, AE
127. Working the Room: Understanding the Role of Language in the Classroom
and the Therapy Room (DY)
This presentation will focus on the role of language in classroom and clinical contexts.
It will provide educators and mental health professionals a better understanding of how
30
Friday, September 23, 2011
_______________________________________________________________________________________
to effectively work with students/clients who speak English as a second language. The
first part of the presentation will present The Syracuse Model: Professional Development
for Teachers of English Learners. The second part of the presentation will focus on the
clinical context of working with bilingual clients.
Caroline Clauss-Ehlers, PhD, Rutgers, The State University of New Jersey, New
Brunswick, NJ
Louise Wilkinson, EdD, Syracuse University, Syracuse, NY
128. Using Student Strengths: What do the Literature and Leaders in the Field Say
and So What? (YIL)
Learn about what a systematic review of literature and survey of school mental health
leaders say about the use of student strengths and state of practice related to use of
strengths. Participants will engage in an activity supporting application of student
strengths in their own systems and will identify next steps in facilitating extension of
strengths based practices within their communities.
Claudette Fette, MS, Texas Woman's University, TX Federation of Families, Denton, TX
2:45 - 3:00 PM
Break
3:00 – 4:00 PM
Conference Session 8
130. A Practice-Based Change Model to Address Moderate and High Risk Students
(PBS)
A core team of staff at Campbell High School located in southern New Hampshire will
share the system developed to give students at a high-risk or moderate-risk of failure
opportunities to be successful despite academic, social-emotional or behavioral issues.
The presentation will include the process, the survey developed, student stories, and
future considerations. Time will be allotted for discussion and question and answers.
Ronda Gregg, EdD, and Tari Selig, CAGS, Litchfield School District, Litchfield, NH
Maureen Tracey, BS, Institute on Disabilities, UNH, Concord, NH
131. ENACT's Creative Container: Context, Process and Outcomes (JJD)
In this experiential and didactic presentation, participants will learn about the ENACT
method’s approach to on-going assessment through a developmental application of
theatre games and signature role play and facilitation technique. In addition, indicators
of successful ENACT practice will be discussed along with key findings pertaining to
student school engagement and social and emotional skill growth reported in the Ford
Foundation funded evaluation.
Emilie Ward, BA, MA, Diana Feldman, BA, MA, and Miles Grose, MA, ENACT, New
York, NY
132. Using Schoolwide Resources and Community Partners to Reduce Barriers to
Learning (SOC)
This presentation will describe a model of mental health service provision to
underserved children and families in one south Louisiana school district. The process
undertaken to develop the model will also be described, identifying the steps taken to
ensure the effective use of existing employees while partnering with a community
agency to provide mental health services.
Laura Richard, MSW, Louisiana State University, Denham Springs, LA
31
Friday,
September 23, 2011
_______________________________________________________________________________________
133. Mental Health Preparedness of School Leaders (SOC)
This presentation, helpful for school leaders, policy makers and those in higher
education, stresses the role of principal preparation programs in the successful
implementation of school-based mental health services. Participants will engage in
reviewing sample state regulations, many of which entirely overlook any behavioral
and mental health content. We will also discuss case studies which clearly illustrate
positions of superintendents and principals relative to the behavioral and mental health
of children.
Sielke Caparelli, BS, MEd, University of Pittsburgh, Pittsburgh, PA
134. Connecting School Mental Health Evidence-Based Practices with Positive
Behavior Supports in a School Training Curriculum to Enhance Learning in
Children with ADHD and LD (YD)
This presentation will address learning techniques that employ evidence-based school
mental health practices along with Positive Behavior Supports. These strategies are
designed as a training program for school staff in order to address disabilities that include
academic, emotional and behavioral issues displayed in children with ADHD and LD.
In addition to learning program strategies, discussion will include challenges at each
stage of implementation of this training program.
Amanda Borrelli, MA, Alise Robertson, MA, and Tessa Mak, MA, The School of
Professional Psychology at Forest Institute, Springfield, MO
135. Shared Language or Distant Dialects? Opportunities and Challenges in
Connecting School-based Mental Health Services to Unique School Environments (LL)
This presentation unites theory, empirical data and practice as the presenters explore
ways to develop a shared language between school mental health (SMH) practitioners
and K-12 educators. Informed by a case study of small high schools that promote strong
student-teacher relationships, this presentation explores how each school environment
possesses unique strengths and needs that ultimately influence SMH service provision.
Participants will engage in a case discussion and then draw implications for clinical and
organizational practice.
Kate Phillippo, MSW, PhD, Loyola University Chicago, School of Education,
Chicago, IL
Michael Kelly, MSW, PhD, Loyola University Chicago, School of Social Work, Chicago, IL
136. FAST Effects (FP)
The Family Advocacy, Support and Training program has formed partnerships with
family-school-community stakeholders resulting in family integration at local and state
levels. Learn methods used to educate and inform families on advocating for their needs
and bridging gaps between themselves and child-serving systems. Participants also learn
strategies to empower and strengthen youth voice while collaborating with leaders on
discussed needs, priorities and opportunities.
Dianna Bailey Miller, BA, and Ryan Ramey, BA, Legal Aid of West Virginia, WV
137. Psychiatry in the Schools: Partnering to Achieve Successful Outcomes (PS)
Although research abounds with regards to the benefit of providing mental health
services within a school setting, little research exists to highlight the benefit of school
based psychiatric care. In order to succeed in meeting the goals of each student, an
32
Friday, September 23, 2011
_______________________________________________________________________________________
interdisciplinary team must incorporate representatives from the school and mental
health including a child and adolescent psychiatrist. Providing direct psychiatric services
in the school system maximizes the overall mental health wellness of the student.
Joanie Williams, LMSW, and Lori Barwick, MD, Spartanburg Area Mental Health Center,
Spartanburg, SC
138. The Psychology School Mental Health Initiative: Student Success Through
Implementation of CBI-Trained Specialty Mental Health Teams (EBP)
The Psychology School Mental Health Initiative is an innovative school-based mental
health service. Specialty Mental Health Teams, through partnerships with the
multidisciplinary school team, address students’ mental health problems so teachers are
free to teach and all students in the classroom are free to learn. Participants in this
workshop will learn methods for implementing and evaluating an evidence-based school
psychology clinical service delivering Cognitive Behaviour Intervention, through active
discussion, case examples and interactive activities.
Debra Lean, PhD, Golden Millar, PhD, and Vicki Nelson, PhD, Dufferin-Peel Catholic
District School Board, Missisauga, Ontario, Canada
139. Lessons Learned from Ohio 21st Century Community Learning Centers:
Connecting Schools, Families, and Communities (EBP)
One key funding program at the federal level that supports school-family-community
partnership development is the 21st Century Community Learning Center (CCLC)
Initiative. The Ohio Department of Education and the Ohio State University will present
results from a state-wide survey with 1494 parents. Participants will explore quality
program components within this Initiative and apply lessons learned from Ohio to their
own school communities. Implications will be drawn in relation to strengthening
strategic partnerships and quality programming.
Dawn Anderson-Butcher, PhD, MSW, MS, BA, BS, Aidyn Iachini, PhD, MSW, BA, Ohio
State University, Columbus, OH
Krista Allison, JD, Office for School Health and Wellness, Ohio Department of
Education, Columbus, OH
Becky Wade-Mdvanian, MSW, BS, Community And Youth Collaborative Institute, Ohio
State University, Columbus, OH
140. Providing Resiliency, Prevention, and Intervention Services at Child
Development Centers (MF)
This conference session will describe a multistep project involving providing
consultation and training to childcare workers, as well as family treatment services to
military children and their families at Department of Defense Child Development
Centers (CDC). Discussion topics will include CDC recruitment, interdisciplinary
collaboration, and the development of an evidenced based curriculum and training
protocol. Pitfalls and troubleshooting actions will also be reviewed.
Shantel Fernandez, PhD, Ruby Bartolome, MSW, Andrea Mills, MSW, Albert Saito, MD,
Stanley Whitsett, PhD, and Darin Gould, MD, Tripler Army Medical Center, School
Behavioral Health, Honolulu, HI
141. Peer to Peer Depression Awareness Project (YIL)
This session will focus on the implementation and outcomes of an innovative, peerbased depression awareness project for high school students. Session participants will
33
Friday,
September 23, 2011
_______________________________________________________________________________________
explore how a university and school district can collaborate to engage youth in mental
health education programming; learn about peer awareness campaigns developed by
students; and gain an understanding of the potential impact of peer initiated projects on
the depression-related knowledge, attitudes and beliefs of their peers.
Stephanie Salazar, MPH, CHES, and Trish Meyer, EdM, University of Michigan
Depression Center, Ann Arbor, MI
Anne Kramer, MSW, Cynthia Ewell-Foster, PhD, and University of Michigan Department of Psychiatry, Ann Arbor, MI
4:00 - 4:15 PM
Break
4:15 - 5:15 PM
Conference Session 9
143. Community School Partnerships: Building a Culture to Sustain School Mental
Health Programs (CC)
This presentation will discuss ways in which school community partnerships have
successfully sustained school mental health programs through strategies such as
strengthening and building local partnerships, connecting with state agencies and
legislators, differences in Medicaid billing among school districts and community
mental health, and blending funding streams among all stakeholders.
Elizabeth Freeman, LISW-CPAP, LMSW, American Institutes for Research, Lexington, SC
Kelly Wells, MPA, American Institutes for Research, Blythewood, SC
144. Building an Interconnected Systems Framework, a Tertiary Demonstration
Project (PBS)
Community Care, in partnership with the Pennsylvania Positive Behavior Support
Network (PA PBS), will provide an overview of a tertiary demonstration project, which
is focusing on the Interconnected Systems Framework of School Mental Health and
School-Wide Positive Behavior Supports (SWPBS). The session will highlight how
Community Care is supporting School Based Behavioral Health (SBBH) Teams and
the implementation of SWPBS. The district coach and the mental health coach will
share their experiences.
Kelly Perales, MSW, LCSW, Community Care Behavioral Health, Hershey, PA
Dawn Jones, Carlyn Fontini, LPC, MA, NCC, Scranton Counseling Center, Scranton, PA
145. South Carolina Use of the Sequential Intercept Model: Diversion and System
Transition at the State Level and Charleston. (JJD)
South Carolina’s Department of Juvenile Justice and Department of Mental Health present
on the usage of the Sequential Intercept Model for delinquency prevention from a statewide, systemic perspective as well as the county level implementation in Charleston.
Promising practices will be shared to address diversion from Juvenile Justice and
successful transition back to the community. Linkage will be shared of how these services
can interface with School Based Mental Health.
Kennard DuBose, LMSW, David Michael, MA, LPC/S, SC Department of Mental Health,
Columbia, SC
Craig William, PhD, SC Department of Juvenile Justice, Columbia, SC
Tamara Starnes, LPC, Charleston/Dorchester Mental Health Clinic, Charleston, SC
34
Friday, September 23, 2011
_______________________________________________________________________________________
146. Implementing Evidence Based Practices through Collaboration: Safe
Schools/Healthy Students Efforts to Support Student Health and Safety (SOC)
Safe Schools/Healthy Students’ Albemarle/Charlottesville is part of the Safe
Schools/Healthy Students national initiative designed to prevent substance abuse and
violence among our nation’s youth, schools, and communities. Safe Schools/Healthy
Students Albemarle/Charlottes addresses student health and safety through collaboration
between community and school resources. The presentation will involve an in-depth
discussion of the project’s foundation, evaluation, and implementation. Participants will
also be provided resources around the topic of the presentation.
Seth Hayden, MS, NCC, and June Jenkins, MEd, Safe Schools/Healthy Students lbemarle/Charlottesville, Charlottesville, VA
147. High Functioning Autism Spectrum Disorders Need Attention Too! (YD)
With Autism Spectrum Disorders being diagnosed at an epidemic rate the need for
understanding the nature and treatment of Autism Spectrum Disorders is paramount. As
a parent of three children on the spectrum, a professional counselor, /Therapist, a school
based mental health counselor, and the founder and director of my clinic which
specializes in the treatment of HFASD. I will be presenting current research, as well as
clinical examples of Cognitive Behavioral Therapy as best practice.
Jim Garvey, MA, Waccamaw Center for Mental Health, Myrtle Beach, SC
148. Beyond the Counseling Session
This presentation will focus on how mental health providers can go beyond providing
only direct counseling services in the schools. Innovative ideas of how to help meet
the needs of clients, their families, and schools while working within a community
agency setting will be provided by mental health providers with a successful schoolbased counseling program.
Erica Boughfman, PhD, LPC, Lori Chalmers, MS, LPC, NCC (Springdale, AR) Ozark
Guidance, Fayetteville, AR
149. Promoting Mental, Emotional and Behavioral Health for Students: Building
Infrastructure for Sustainable Comprehensive Mental Health Services (EBP) This
session will present an overview of one district’s efforts to promote mental health and
student success through a comprehensive system of early intervention services that
address both the academic and behavioral needs of all students. The session will outline
the steps taken to build an infrastructure for sustainable comprehensive mental health
services with goals to increase academic achievement, decrease behavior problems,
increase positive school climate and foster parent and community involvement.
Sylvia Cohen, PhD, and John Balles, PhD, and Scottsdale Unified School District,
Scottsdale, AZ
150. A School Based Initiative (SBI) Promoting Behavioral Health and Resiliency:
Partnering with a Military Community with Ill and Injured Family Members (MF)
The School Based Initiative (SBI) established at Fort Sam Houston Elementary School
is a collaborative effort between Fort Sam Houston Independent School District and
Brooke Army Medical Center’s Warrior Resiliency Program. The SBI addresses the
unique needs of a military community with a high concentration of Military Families
35
Friday,
September 23, 2011
_______________________________________________________________________________________
receiving treatment for combat injuries, medical injuries, psychological injuries, and
serious chronic illnesses. SBI program components will be discussed and program
evaluation data will be presented.
Teresa L Arata-Maiers, PsyD, and Margaret Jackson, PsyD, Warrior Resiliency
Program/US Army Southern Regional Medical Command, San Antonio, TX
151. Positive Behavioral Interventions and Supports in High School: Implementation
of Secondary and Tertiary Level Systems, Data, and Practices in New Hampshire
(PBS)
This session will focus on the implementation of Positive Behavioral Interventions and
Supports (PBIS) in New Hampshire high schools, with a focus on the development and
implementation of Tier 2 and 3 interventions for youth with the most significant emotional
and behavioral support needs. The presentation will outline the systems, data, and practice
features of the high school PBIS model. Student pre- and post-intervention outcome data
will be included.
JoAnne Malloy, MSW, Kathryn Franceour, MA, and Jonathon Drake, MSW, Institute on
Disability at the University of New Hampshire, Concord, NH
152. Why Try? Building Hope in Exceptional Children
This presentation provides the audience with several methods to teach emotional
intelligence and life skills. This workshop emphasizes a strength-based approach to
helping exceptional children overcome their challenges using multiple intelligence
methods emphasizing the youth’s learning styles including visual analogies (pictures),
music, and hands-on activities to teach exceptional children in ways that they will
understand and remember. The WhyTry Program is a strength-based approach to helping
youth overcome, survive and thrive.
Christian Moore, LCSW, The WhyTry Organization, Prove, UT
153. Building a Collaborative Framework to Promote Childrens' Quality of Life
America's schools have been criticized for focusing disproportionately on identifying
students' weaknesses, while neglecting to identify and nurture their strengths. This
presentation will review quality of life outcomes. Further, the presentation will describe
promising multi-site collaborations designed to promote children’s' quality of life. Specific
mental health, social, and education outcomes of these programs-which are based on an
integrative framework that focuses on quality of life enhancement across multiple
systemic levels (e.g., microsystem, macrosystem) will be described.
Rich Gilman, PhD, Cincinnati Children's Hospital Medical Center, Cincinnati, OH
Scott Huebner, PhD, University of South Carolina, Columbia, SC
154. Positive Connections a School/Mental Health Collaborative Program
The presentation will focus on presenting a unique model of service delivery and
community collaboration to children with serious mental illness in the Calcasieu Parish
School system.
Ernest Fruge, MSW, Sherrie Raymond RN, Positive Connections: Calcasieu Academic &
Treatment Center, Lake Charles, LA
5:15-5:30 PM
36
Break
Friday, September 23, 2011
______________________________________________________________________________________
5:30-7:00 PM
Poster Board Session and Complimentary Networking Reception
(Come… enjoy the entertainment and a taste of South Carolina!)
Advancing School Social Work: Moving Toward a Brighter Future
Laura Richard, LCSW, CSSWS, Louisiana State University, Baton Rouge, LA
The Beauty of Being LD
Analisa Smith, EdD, Learning Disabilities Association of South Carolina, Chapin, SC
Building School Mental Health and Positive Behavior Supports Capacity within
Rural and Remote Regions
Lyon Johnson, MA, Special Education Service Agency, Eagle River, AK
Building Family Nights into a Low Income Culturally Diverse Afterschool Program to Support Child and Family Mental Health
Laurette Olson, PhD, Mercy College, Dobbs Ferry, NY
Calming the Inner Storm: Principles of Psychopharmacologic Success with
Bipolar and Dysregulated Youth in School Settings
Bettina Bernstein, DO, Philadelphia College of Osteopathic Medicine, Wynnewood, PA
Connecting Mental Health and Education Systems: Shared Responsibility Leads
to Shared Success
Amanda Cooper, LCSW, and Lorraine Shipley, LPC, Wesley Spectrum Services,
Pittsburgh, PA
Allan Mikach, Franklin Regional School District, Murrysville, PA
Creating Positive Learning Conditions for Children and Youth Who are Lesbian,
Gay, Bisexual, Transgender, or Questioning (LGBTQ): A Cultural and Linguistic
Competence Framework
Jeffrey Poirier, MA, American Institutes for Research, Washington, DC
Developing a Carolina Network for School Mental Health
Heather Lasky, BA, Melissa George, PhD, Leslie Taylor, PhD, and Mark Weist, PhD,
University of South Carolina, Columbia, SC
The Development of the School-Based Counseling Self-Efficacy Scale
Erica Boughfman, LPC, and Lori Chalmers, LPC, NCC, Ozark Guidance, Springdale, AR
The Effect of Harmful Family Dynamics on Continuous Dating Violence
Vanessa Watts, MA, Miami University, Oxford, OH
Emilio Ulloa, PhD, Audrey Hokoda, PhD, and Scott Roesch, PhD, San Diego State
University, San Diego, CA
The Effect of School Climate on Internalizing Difficulties in Middle School
Students
Anna Hung, BS, and Paul Flaspohler, PhD, Miami University, Oxford, OH
Enhanced homeBase: The Development of a More Intensive Home Component
to the First Step to Success Intervention
Andy Frey, PhD, Rick Cloud, PhD, and John Lee, MA, University of Louisville,
Louisville, KY
Hill Walker, PhD, University of Oregon, Eugene, OR
John Seeley, PhD, and Ed Feil, PhD, Oregon Research Institute, Eugene, OR
37
Friday,
September 23, 2011
_______________________________________________________________________________________
Evaluating the Effectiveness of Multifamily Therapy Groups: Parents’
Perspectives on the Essential Elements
Kevin Curtin, PhD, Alfred University, Alfred, NY
Evaluation of School Social Work Practice: Results of a Statewide Survey
Laura Richard, LCSW, CSSWS, Louisiana State University, Baton Rouge, LA
Examining School-Community Behavioral Collaboration: School Staff
Perspectives
Stacey Stevens Manser, PhD, Molly Lopez, PhD, and Michele Murphy-Smith, PhD,
University of Texas at Austin Center for Social Work Research, Austin, TX
Feeling (dis)Connected in Middle School: How Neighborhoods, Schools, and
Families Influence Academic and Mental Health Outcomes
Jonathan Gillespie, MSW, University of California Los Angeles, Los Angeles, CA
Group Work with Adolescent Latinos/as: An Empowerment Approach
Lisa Schulz, PhD, Georgia Southern University, Statesboro, GA
Guidelines for School and Community Partnerships
Colette Lueck, MSW, ICMHP, Chicago, IL
Lisa Betz, LCSW, LCPC, Illinois Department of Human Services, Division of Mental
Health, Chicago, IL
Improving Implementation of Mental Health Services in Schools: Perspectives
from Parents and School Staff
Jennifer Zelaya, BA, Catherine DeCarlo, PhD, and Audra Langley, PhD, University
of California Los Angeles
Adriana Rodriguez, BA, Virginia Commonwealth University
Integration of Clinical Psychology into Public Schools
Glenna Weis, PhD, School of Psychology at Forest Institute, Springfield, MO
Keeping Kids at School
Lori Chalmers, LPC, NCC, and Erica Boughfman, LPC, Ozark Guidance, Springdale, AR
Leadership Perspectives on Catholic School Mental Health and Wellness
James Frabutt, PhD, Gabrielle Speech, Melissa Regan, University of Notre Dame,
South Bend, IN
Mental Health in Schools Community Partnership
Keri Bennett, MS, and Robin Turner, School-Community Health Alliance of Michigan, Lansing, MI
Preliminary Assessment of the Interactive Systems Framework (ISF) in Building
Community Capacities for School Mental Health.
Leslie Taylor, PhD, and Mark Weist, PhD, University of South Carolina, Columbia, SC
Preliminary Evaluation of a School-based “Accountable Home” Model for
Children with Emotional and Behavioral Problems
Bradley Stein, MD, PhD, Jane Kogan, PhD, Shari Hutchinson, MS, Kathryn Nicholson, MS, Kelly Perales, LCSW, and Judith Dogin, MD, Community Care Behavioral
Health Organization, Pittsburgh, PA
38
Friday, September 23, 2011
_______________________________________________________________________________________
Racing to the Top: Developing Data-Driven Systems of Behavioral Health Care
to Support Middle School Students
Teri Lawler, MA, Red Clay Consolidated School District, Wilmington, DE
The Role of Bystanders in Bullying: The Effects of their Peers’ and Teachers’
Support on Intervention in Bullying
Ashley Cox, BA, Anna Hung, BS, Dawna Cricket Meehan, PhD, and Paul Flaspohler,
PhD, Miami University, Oxford, OH
A Rural Utah Student Mental Health Project: An Insider’s View to the Planning,
Implementation and Associated Effects on Students, Educators, and Families - A
Practical Approach
Jack Robinson, PhD, and David Forbush, PhD, Cache County School District, North
Logan, UT
Dan Miggin, MS, Bear River Mental Health, Logan, UT
School Services and the Network of Care: Helping Families Navigate Health and
Mental Health Services in Baltimore City Public Schools
Emily Sidway, BA, Nancy Lever, PhD, and Michelle Zabel, MSS, University of
Maryland, Baltimore, MD
David Jones, MS, Baltimore Mental Health Systems, Baltimore, MD
Jonathan Brice, MS, MEd, Baltimore City Public Schools, Baltimore, MD
School-based Care Coordination to Support Academic Success and Prevent
Drop-out of Middle School Students with Mental Health Problems
Kelly Thompson, MSW, Ann Vander Stoep, PhD, Elizabeth McCauley, PhD, Aaron
Lyon, PhD, Jamie Cheung, MPH, and Nancy Namkung, BA, University of
Washington, Seattle, WA
Self-Awareness: A Key to Mental Health
Karen Basquez, MA, Learning Disabilities of America, Upland, CA
Social and Emotional Learning: Foundation for School Success
Colette Lueck, MSW, ICMHP, Chicago, IL
Structural and Programmatic Barriers and Facilitators to the Implementation of
Mental Health Services in Schools
Tom Massey, PhD, Donna L. Burton, EdM, and Robert Lucio, PhD, University of
South Florida, Tampa, FL
Understand Me: Developing a School-based Mental Health Plan Linking Mental
Health to School Success
Karen Edgar, Barrie Evans, Melanie Ferdinand, Michelle Gilpin, Jeanette Johnson,
Thames Valley District School Board, London, Ontario, Canada
Understand Me 2: From Perception to Practice: Using Survey Data to Increase
the Mental Health Literacy and Capacity of Teachers
Karen Edgar, Barrie Evans, Melanie Ferdinand, Michelle Gilpin, Jeanette Johnson,
Thames Valley District School Board, London, Ontario, Canada
Youth Engagement in School Mental Health
Melissa George, PhD, Kendra DeLoach, PhD, Heather Lasky, BA, and Mark Weist,
PhD, University of South Carolina, Columbia, SC
39
Friday,
September 23, 2011
_______________________________________________________________________________________
Youth M.O.V.E. North Carolina on the Move & in Transition
Youth M.O.V.E North Carolina, North Carolina Families United, NFFCMH, Inc.,
Greensboro, NC
Youth M.O.V.E. South Carolina: Framing the Future
Jenah Cason, MSW and Blake Barnhill, Federation of Families of South Carolina,
Columbia, SC
7:00 PM
Sneak preview screening of Dan Habib’s new film Education Revolution (working title), followed by a post-screening conversation with central film subject,
Kelsey Carroll.
Kelsey has dealt with tremendous challenges in her life including homelessness and
ADHD. She considered dropping out of school and was a likely candidate for the juvenile justice system. Through intensive self-directed planning and positive behavioral
supports at Somersworth (NH) H.S., Kelsey turned her life around. The film follows
Kelsey through the ups and downs of her senior year and beyond.
40
Conference Program
Saturday
September 24, 2011
Saturday, September 24, 2011
__________________________________________________________
8:30 AM - 12:00 PM Intensive Training Sessions: (Registration is open to all participants)
155. Bullying and Suicide Prevention: A Simple Approach for Teaching School Age
Children Social and Emotional Learning Skills (CC)
Child Therapist, Pamela Goldberg and Mental Health Expert, Barbara Ludwig will show
an effective solution for preventing mental health issues from occurring and/or getting
worse through collaboration between mental health providers, educators and families.
Participants will be introduced to the Camp MakeBelieve Kids Program, a successful
social and emotional learning program model that can easily be incorporated into the
school setting to help children build the protective factors that keep them safe and
healthy.
Pamela Goldberg, BSN, MS, Camp MakeBelieve Kids, Las Vegas, NV
Kevin Tan, MSW, University of Chicago, Chicago, IL
156. Collaborating in Rural Communities: People, Partnerships, Politics and
Positive Attitudes (CC)
A model for enhancing school-based mental health services through a university-schoolcommunity partnership was developed in rural North Carolina for at-risk students in
middle and high school. Psychology doctoral students under faculty supervision provide
individual and group counseling, behavioral consultation to teachers and parents, and
coordination of undergraduate tutoring in the middle school. Family involvement was
enhanced through family fairs. The presenters will focus on how to develop sustainable
relationships that can change students' lives.
Jeannie Golden, PhD, and Keith Letchworth, MEd, East Carolina University, Greenville,
NC
Helen Hill, BS, Gregory Monroe, MSA, BS, Tonya Hooks, MS, MS, and Debra Joyner,
BS, Greene County Schools, Snow Hill, NC
157. Building School Mental Health and Positive Behavior Supports Capacity
Within Rural and Remote Regions (PBS)
Participants in this skill-building workshop will learn about the five key elements for
developing an integrated positive behavioral support and mental health framework
within a rural or remote native tribal region. Participants will complete an
implementation checklist and create an action plan that addresses potential barriers to
implementation. Special emphasis will be placed on how to develop and deploy
innovative distance e-technologies to supplement on-site trainings and effectively
supplant on-site trainings when and where appropriate.
Lyon Johnson, MA, Special Education Service Agency (SESA), Anchorage, AK
159. Lost Voices in Special Education (JJD)
This session will provide the audience with an overview of the use of Zero Tolerance
Policies in education. The impact of Zero Tolerance on students with mental disabilities
will be discussed from a legal perspective. Students with mental disabilities are afforded
certain procedural due process rights under the Individuals with Disabilities Act and the
Rehabilitation Act of 1973. An overview of these due process protections will be
provided to the audience, along with interactive exercises that highlight vital due process
rights for students prior to long-term suspension and/or expulsions from school.
Catherine Johnson, JD, MA, Disability Rights Center of Kansas, Topeka, KS
41
Saturday,
September 24, 2011
_______________________________________________________________________________________
160. Tried and True Behavioral Intervention Practices: Keep SED Students
Engaged (YD)
Supporting students with intensive behavioral challenges in mainstream public school
placements takes well designed behavioral programs. To emphasis the process of
selecting interventions participants will be taught to chain behavioral events associated
with a behavior. This information will then be used in teaching the selection of the
appropriate environmental and/or response interventions. Participants will be provided
with intervention lesson plans and opportunities to interact with a variety of devices
that augment the implementation of interventions. We will empower participants to
evaluate and improve their behavioral intervention practices with SED students.
Jennifer Uttecht, PsyD, and Kristie Reed, LICSW, Howard Center, Burlington, VT
161. Using EPSDT to Fund School-Based MH Services (YD)
The Early and Periodic Screening, Diagnosis and Treatment (EPSDT) mandate of
Medicaid has been available as a funding stream for school-based mental health
treatment services for decades, yet it remains underutilized. Most disabled children,
regardless of family income, are entitled under the Social Security Act (as a Civil Right)
to EPSDT funding for treatment that will reduce or eliminate their disability symptoms
in school. Learn how to access this remarkable funding stream in your state.
Steve Kossor, MA, The Institute for Behavior Change, Coatesville, PA
162. Neuropsychological Assessment: a collaborative team approach (PS)
This workshop provides each participant with an overview of a neuropsychological
evaluation to enable them to better understand its value and clinical applicability to their
patients. This workshop will include a case presentation of a patient, review the referral
and evaluation process, discuss indications for neuropsychological testing, interpret the
data obtained, and develop a treatment plan that can be realistically implemented in the
schools
John T. McCarthy, MD, American Academy of Child & Adolescent Psychiatry, New York,
NY
Steven R. Abramowitz, PhD, New York City Department of Education, New York, NY
163. Motivational Interviewing (EBP)
Motivational interviewing (MI) has been useful for engaging adults and adolescents in
the process of preparing for behavioral change. Research has shown that MI techniques
have been shown to be effective with adolescent populations and research on the
approach has just begun in the schools. This practice skills workshop will provide
information on the theoretical foundations of MI, research on MI with adolescent
populations and the principles, techniques and strategies associated with the approach.
The workshop will engage participants in practice activities involving MI techniques
and strategies that can help elicit change.
Allison Cloth, PhD, Ohio University, Columbus, OH
164. Screening and Assessing Social-Emotional Competence: The DESSA
Comprehensive System (EBP)
The DESSA Comprehensive Systems provides a consistent, integrated approach
encompassing screening, assessment, intervention planning, ongoing progress
42
Saturday, September 24, 2011
_______________________________________________________________________________________
monitoring, and outcome evaluation in the social-emotional domain for children in
grades K-8. This workshop will present the system’s use in the promotion of socialemotional competence, the prevention of behavioral disorders, and the identification of
meaningful strengths to be incorporated in intervention. Applications at the student,
classroom and school levels and in SEL program evaluation will be stressed.
Paul LeBuffe, MA, Devereux Center for Resilient Children, Villanova, PA
165. Feedback Informed Treatment: Collaborating with Families to Utilize
Practice-Based Evidence to Inform Evidenced Based Practice In Military School
Mental Health Programs (MF)
Feedback informed treatment (FIT) is an approach to insure quality of mental health
service delivery. Essentially, it is a quality assurance (QA) framework for programs
without dictating specific therapeutic techniques or models. It privileges the feedback
derived from the collaboration between practitioners and clients to improve outcomes.
This presentation will review the research base, introduce the use of the instruments,
and provide opportunities for case-examples, discussions and role-plays to enhance
practical application of this QA structure.
Alan Scheuermann, PhD, School-Based Behavioral Health Program-Bavaria MEDDAC,
APO, NY
166. Leading Challenge Course Activities (YIL)
Participants will engage in activities targeting communication, problem-solving,
teamwork, and trust. Activities will be introduced, workshop attendees will experience
the activities, and the group will debrief the activities focusing on how to apply
principles in every day life. These activities can be used with youth as well as adults to
improve assertiveness skills and empower them to engage in leadership roles with
confidence.
Rebecca Sapp, PhD, LMFT, Colleen Weems, MA, and Faith Mahoney, MA, Frontier
Health, Johnson City, TN
43
Charleston Area, SC
Convention Center Complex
Holiday Inn
Hilton
Garden
Inn
Tanger Outlets & Restaurants
Embassy Suites
aloft
Residence
Inn
Hyatt Place
Restaurants in the Surrounding Area
Arby’s
Buffalo Wild Wings
Burger King
Camille’s Coffee Shop
Centerpoint Bar and Grill
Chic-fil-A
Chili’s Grill & Bar
Cici’s Pizza
Confetti Cupcakes
Dunkin’ Donuts
Famous Wok
Fatz Café
Firehouse Subs
Great American Cookie Company
Golden Corral
Hardees / Red Burrito
International House of Pancakes
Jim N Nicks BBQ
La Hacienda
McDonalds
Panera Bread
Quiznos
Qdoba Mexican Grill
Sbarro
Shaung Xie
Starbucks
Subway
The Fudgery
Wendy’s
T H E 1 7 TH A N N U A L C O N F E R E N C E O N
S E P T E M B E R 2 7 TH – 2 9 TH, 2 0 1 2
|
S A LT L A K E C I T Y, U T A H