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)
FEATURING 12
SPECIALTY TRACKS
1) Building a Collaborative
Culture for Student Mental
Health (CC)
2) Connecting School Mental
Health and Positive Behavior
Supports (PBS)
“School Mental Health: Promoting Positive Outcomes for Students,
Families, Schools, and Communities”
October 25-27, 2012
Salt Lake City, Utah
3) Connecting School Mental
Health with Juvenile Justice and
Dropout Prevention (JJD)
4) Education: An Essential
Component of Systems of Care
(SOC)
5) Families in Partnership with
Schools and Communities (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 and
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.
Mental
(CSMH)
T HThe
E mission
1 7 T H ofAthe
NCenter
N U AforL School
CON
F E RHealth
ENC
E ON
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
http://csmh.umaryland.edu
For more information you may call
Sylvia Huntley, 410-706-0981
SPONSORSHIP
Mental
Health:
School Mental Health: PromotingSchool
Positive
Outcomes
for Promoting
Students, Positive Ou
Families, Schools, and Commu
Families, Schools, and Communities
The 17th Annual Conference on Advancing School Mental Health
is sponsored by
Presented by
Presented by
The Center for School Mental
Health
The
Center for School Mental
The Center
for
School
Mental
Health
Division of Child and Adolescent Psychiatry
University of Maryland School of M
University
of Maryland
School
of Medicine
University
of Maryland
School
of Medicine
Funded by Health
Resources and
In collaboration
withServices AdminstrationIn collaboration with
The IDEA Partnership
The IDEA Partnership
Funded
by the(OSEP),
Office of Special Education Pro
Funded by the Office of Special Education
Programs
The IDEA
Partnership
Sponsored
by the National
Association
Sponsored by the National Association
of State
Directors
of Special
Education of State Direct
Funded by the Office of Special Education Programs (OSEP), (NASDSE)
(NASDSE)
Sponsored by the National Association of State Directors
of Special Education (NASDSE)
CO-SPONSORSHIP
Utah State Office of Education
October 25-27, 2012
October 25-27, 2012
Lake Marriott Downtown at Cit
Salt Lake Marriott Downtown at CitySalt
Creek
75 S. West Temple
75 S. West Temple
Keynote and Plenary Speakers and Biographies
Salome Thomas-EL, Head of School, Thomas Edison Charter
“Every child needs someone to be crazy about them.” These are the words of Salome Thomas-EL, award-winning teacher,
principal, and nationally recognized educator. They shape his lifelong commitment to answering the question, “How do
we ensure that every child achieves their greatest potential?” This question lies at the heart of the national dialogue on
education policy, the day in and day out work of school personnel, and the hopes of every parent. Central to this challenge
is how we succeed with children who are facing the most serious barriers to success: poverty, violence, neglect, and low
expectations. For over 20 years, Principal EL has taken on this challenge with the absolute belief that every child can and
will learn as long as adults in their world care enough to not give up. Starting as a teacher and chess coach at Vaux Middle
School and through his years as principal at several traditional public and charter schools, Thomas-EL has transformed
the attitudes and strategies of school staff, parents, and members of the community to help hundreds of troubled children
not only graduate from high school but go on to earn higher degrees from major colleges and universities. He brings to
the process a powerful combination of passion, caring, and leadership to craft a refreshing, commonsense roadmap to
help kids achieve their dreams, no matter the odds. Thomas-EL has been a teacher and principal in Philadelphia and Wilmington, Delaware, since
1987. He is currently the Head of School at Thomas Edison Charter School in Wilmington. Principal EL received national acclaim as a teacher and
chess coach at Vaux Middle School, where his students have gone on to win world recognition as Eight-Time National Chess Champions. He was
a regular contributor on the first season of The Dr. Oz Show and is the author of the best-selling books, I Choose to Stay, about his Vaux Middle
School experience, and The Immortality of Influence (foreword by Will Smith), which stresses the importance of leadership, mentoring, parenting,
and service to others. The Walt Disney Company has optioned the movie rights to I Choose to Stay. Thomas-EL speaks to groups across the country
and frequently appears on C-SPAN, CNN, and NPR. He has studied in London and Cambridge, England, and is currently a doctoral candidate. He
has received the Marcus A. Foster Award as the outstanding School District Administrator in Philadelphia and the University of Pennsylvania’s
distinguished Martin Luther King Award. Principal EL recently appeared on The Oprah Radio Network and was recognized by Reader’s Digest as
an “Inspiring American Icon.”
Dr. Robert Anda, MD, MS, Co-Founder, Adverse Childhood Experiences
Dr. Robert (Rob) Anda graduated from Rush Medical College in 1979 and receivedBIO
his board certification in internal
medicine in 1982. In 1984 he completed a fellowship in preventive medicine at the University of Wisconsin, received
a Masters Degree in epidemiology, and was accepted into the Epidemic Intelligence Service at the Centers for Disease
Dr. Robert (Rob) Anda, MD, MS
Control (CDC) in Atlanta. He conducted research in disease surveillance, behavioral health, mental health and disease,
cardiovascular disease, psychosocial origins of health-risk behaviors, and childhood determinants of health. In the early
ACE
Study
ACE
Study
Concepts
1990’s, Rob began collaboration with Dr.
Vincent
Felitti at/ the
Kaiser
Permanente
in San Diego to investigate child abuse
as an underlying cause of medical, social, and public health problems. This effort lead to a large-scale study funded by
EMAIL:
the Centers for Disease Control and
[email protected]
(CDC) to track the effects of childhood trauma on health throughout the
lifespan. They called it the Adverse Childhood Experiences Study (ACE Study). Rob played a principal role in the design
of the Study, and serves as its Co-Principal Investigator and Co-Founder. Data collected from more than 17,000 patients
clearly showed that adverse childhood experiences (ACEs), were common, and, that they had a profound negative effect
on the
health and
well-being
and were a prime
of the past,
current
future
health
behaviors,
problems, disease incidence, and
Dr.
Robert
(Rob)
Anda graduated
fromdeterminant
Rush Medical
College
in and
1979
and
received
hissocial
board
early death in the
population.
Theseinfindings
resultedhe
in more
than 70 publications
in major
medical and public health journals; the ideas
certification
in study
internal
medicine
1982.have
In 1984
completed
a fellowship
in preventive
from this work
are now
influencing
design of similar
research
around theDegree
world. Rob
continues to workand
as a was
CDC senior scientific consultant in
medicine
at the
University
of the
Wisconsin,
received
a Masters
in epidemiology,
Atlanta, but into
his time
increasinglyIntelligence
devoted to traveling
theat
nation
consult and
with leaders
in public
accepted
theisEpidemic
Service
the toCenters
forspeak
Disease
Control
(CDC)health,
in medicine, corrections, judicial
and social He
service
systems and
with local,instate,
national,
and international
organizations
about
the ACE
Study, and
and its findings are useful to inform
Atlanta.
conducted
research
disease
surveillance,
behavioral
health,
mental
health
programs, policy,
and legislation
to prevent
disease and disability.
from thebehaviors,
ACE Study have
presented at Congressional Briefings and
disease,
cardiovascular
disease,
psychosocial
originsFindings
of health-risk
andbeen
childhood
numerous conferences
around the world. The ACE Study is being replicated in numerous countries by the World Health Organization (WHO), and
determinants
of health.
is in use to assess the childhood origins of health and social problems in more than 18 U.S. states. Rob is the author of more than 200 publications,
including
numerous
government
publications,
and book with
chapters,
has received
awardsPermanente
and recognition for scientific achievements.
In
the early
1990’s,
Rob began
collaboration
Dr. and
Vincent
Felitti numerous
at the Kaiser
HeSan
has appeared
the national newspapers
andas
television
networks cause
and is frequently
invited
to speak
the ACE Study and his experiences
in
Diego toininvestigate
child abuse
an underlying
of medical,
social,
andabout
public
around
the
country
working
on
applications
of
ACE
Study
concepts.
Just
as
in
his
work,
Rob
is
passionate
about
health problems. This effort lead to a large-scale study funded by the Centers for Disease gardening and scuba diving, when
his schedule
permits.
He also (CDC)
enjoys cooking,
and golf.ofHechildhood
makes his home
in Fayetteville,
Control
and
Prevention
to trackfishing,
the effects
trauma
on healthGA.
throughout
the lifespan. They called it the Adverse Childhood Experiences Study (ACE Study). Rob played a
principal role in the design of the Study, and serves as its Co-Principal Investigator and CoFounder.
Data collected from more than 17,000 patients clearly showed that adverse childhood
experiences (ACEs), were common, and, that they had a profound negative effect on the health
and well-being and were a prime determinant of the past, current and future health behaviors,
social problems, disease incidence, and early death in the study population. These findings
have resulted in more than 70 publications in major medical and public health journals; the
ideas from this work are now influencing the design of similar research around the world.
Keynote and Plenary Speakers and Biographies
Palmer DePaulis, Executive Director of the Utah Department of Human Services
Palmer DePaulis received his Bachelors Degree in 1967 from Sacred Heart Seminary in Detroit, Michigan. He received
his Masters Degree there from Wayne State University in 1971. He taught school in Michigan and Utah until 1974 when
he joined the Allstate Insurance Company in Salt Lake City. In 1983, he went to work for Salt Lake City Corporation as
Public Works Director. He was appointed as Mayor of Salt Lake City for seven months after Ted Wilson resigned in 1985
and was subsequently elected to that position in November of 1985. After serving a second term from 1987 to 1992, he
joined the law firm of Richards, Brandt, Miller & Nelson, as Director of Planning and Client Relations. In 1993 he became
Chief of Staff to Attorney General Jan Graham and served in that position for six years. From 1999 through June of 2006,
Mr. DePaulis served as a Commissioner at the Utah State Tax Commission. In June of 2006, he was appointed by Governor
Huntsman as Executive Director of the Department of Community and Culture. Four years later, in June of 2010, Governor
Herbert appointed him as Executive Director of the Department of Human Services. Mr. DePaulis is actively involved in
Palmer DePaulis,
Executive
Director
of the Utah Department of Human Services
the community
and serves on numerous
boards
and commissions.
John J. Schlitt,
Vice President
for1967
Policy
and
Government
Affairs, NASBHC
Palmer DePaulis received
his Bachelors
Degree in
from
Sacred
Heart Seminary
in Detroit, Michigan. He rec
John Schlitt is Vice President for Policy and Government Affairs for the National Assembly on School-Based Health Care
Degree there from (NASBHC).
Wayne State
University
in
1971.
He
taught
school
in
Michigan
and
Utah
until 1974
when he joine
From 1997-2008, John served as NASBHC’s first executive director, leading the organization’s
advocacy,
education,
assistance
efforts
to strengthen
sustain
school-based
health as
centers
and toWorks
build long-term
Company in Salt Lake
City.and
In technical
1983, he
went to
work
for Saltand
Lake
City
Corporation
Public
Director. He w
financial support for the organization. In 2011 he rejoined NASBHC after exploring other public health interests. John’s
of Salt Lake City for seven months after Ted Wilson resigned in 1985 and was subsequently elected to that position
twenty-five year career spans maternal, infant and child health policy, practice and advocacy arenas. He is a national
After serving a second
term
from 1987health
to 1992,
he joined
the lawand
firm
of Richards,
Brandt,
Millersocial
& Nelson,
authority
on school-based
care financing,
organization
delivery. John has worked
as a clinical
worker as Dire
with
adolescents
in
psychiatric
and
community
mental
health
settings
and
has
authored
several
articles
on
school-based
Client Relations. In 1993 he became Chief of Staff to Attorney General Jan Graham and served in that position for s
health care and teen pregnancy prevention. A native Floridian, John received his bachelor of science degree in psychology
through June of 2006,
Mr. DePaulis served as a Commissioner at the Utah State Tax Commission. In June of 2006
from the University of Florida and his master of social work degree from Florida State University.
Governor Huntsman as Executive Director of the Department of Community and Culture. Four years later, in June
Herbert appointed him as Executive Director of the Department of Human Services. Mr. DePaulis is actively involv
Rena Steyaert, Program Officer for School Based Services, State of Montana
serves on numerous boards and commissions.
Medicaid Health Resource Division
Rena holds a BS in teaching Health and Physical Education from Montana State University and has substitute taught for
7 years in Helena Montana. She is currently employed by the State of Montana’s Medicaid Health Resource Division for
the past 8 years and is the Program Officer for School Based Services for the past 6 years. She is responsible for setting
Medicaid reimbursement rates for School Based services in Montana, which includes a School Based Mental Health service.
She develops and maintains Administrative Rules and State Plan Amendments where she works closely with the Center
for Medicare and Medicaid Services (CMS). She has served 3 years on Montana’s Special Education Advisory Panel for
Montana’s Office of Public Instruction which provides guidance and suggestions for their Annual Performance Report and
State Performance Plan. Rena is also a member of NAME for the past 6 years and a Leadership Team representative for
the past 4 years and holds the Medicaid At Large position on the board of NAME. Rena has been appointed the Chair of the
Education and Research Committee for NAME starting in Oct. 2012 and continues work with the Governmental Affairs
and Public Relations Committee for NAME also. NAME is an organization that was established in 2003 in response to the need to find a national
forum for addressing the increasing complexity and challenges of Medicaid in school settings. NAME’s mission is to advocate program integrity for
school-based Medicaid reimbursement. NAME
holds
annual
and provides
professional
development at the conference and by hosting
Sim
Gill,
Saltconferences
Lake County
District
Attorney
telephonic town meetings that focus on one specific topic. NAME distributes a bi-monthly newsletter called NAME-tag and has the ability to share
information among members and interested parties via the NAME website. NAME also develops and conducts a Biennial Survey that gathers and
interprets data and information from state Medicaid agencies, state education agencies and Local Education Agencies around the country, to better
understand the School Based Medicaid Program.
Sim Gill was elected as Salt Lake County District Attorney in November 2010. As a veteran prosecutor, Sim has b
Sim
Gill, Salt
Lake prosecution
County District
Attorney to prosecution. He has long been an advocate of
issues of therapeutic
justice,
criminal
and alternatives
Sim Gill was elected as Salt Lake County District Attorney in November 2010. As a veteran prosecutor, Sim has been a
approach to the issues
of criminal
socialjustice,
justice,
focusing
onand
collaborative
and community
oriented
approaches
champion
on issues ofand
therapeutic
criminal
prosecution
alternatives to prosecution.
He has long
been an advocate
of
taking
a
systems
approach
to
the
issues
of
criminal
and
social
justice,
focusing
on
collaborative
and
community
has collaborated on the creation and implementation of various therapeutic justice programs including Mental Heal
oriented approaches to problem solving. Sim has collaborated on the creation and implementation of various therapeutic
Domestic Violencejustice
Court,
Misdemeanor
Drug
Court
the City
SaltDomestic
Lake Area
Family
Justice Center
andandthe newly im
programs
including Mental
Health
Court, and
Salt Lake
Violence
Court, Misdemeanor
Drug Court
the Salt
Lake Area
Family Justice
Center
the newly implemented
Early Case
Resolution
program. These
alternatives
Resolution program.
These
alternatives
seek
toand
transition
those offenders
out
of the criminal
justice
system who c
seek to transition those offenders out of the criminal justice system who can most benefit from other programs—giving
other programs—giving
them a much greater chance to not re-offend. Most recently, Sim has worked cooperatively
them a much greater chance to not re-offend. Most recently, Sim has worked cooperatively with numerous community
community partners
to launch
Early
Case Resolution
program.
ECR
helps
toalready
relieve
in the
partners
to launchthe
the innovative
innovative Early
Case Resolution
program. ECR
helps to relieve
pressure
in the
fullpressure
court
calendars
and
saves
County
resources
by
resolving
a
case
early
–
within
thirty
days
of
filing,
and
often
at
the
first
court
apcalendars and saves County resources by resolving a case early – within thirty days of filing, and often at the first c
pearance. Prompt and efficient resolution of cases allows prosecutors, law enforcement and the judiciary to better focus
andefforts
efficient
resolution
ofcases
cases
prosecutors,
law enforcement
and the
judiciary
to degree
betterinfocus
their
and resources
on those
that allows
require more
attention. Sim graduated
from the University
of Utah
with a B.A.
Historytheir
and efforts a
Philosophy.
He
received
his
J.
D.
degree
and
certificate
of
specialization
in
Environmental
and
Natural
Resources
Law
from
Northwestern
School
of and Phil
cases that require more attention. Sim graduated from the University of Utah with a B.A. degree in History
Law at Lewis and Clark College in Portland, Oregon.
J. D. degree and certificate of specialization in Environmental and Natural Resources Law from Northwestern Sch
Clark College in Portland, Oregon.
Conference Tracks/Practice Groups
National Community of Practice on Collaborative School Behavioral Health
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. 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. This
practice group is focused on successful strategies and practical examples of how to develop and implement a
culture of collaboration across multiple initiatives, programs and providers working in schools.
2. Connecting School Mental Health 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
school mental health (SMH) and Positive Behavior Supports (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 1)
Reducing truancy, unnecessary suspensions and expulsions, dropout, and delinquency, 2) Building school and
community capacity to meet the needs of youth and their families, 3) Promoting successful transitions between
systems, 4) Encouraging relevant professional development for school and juvenile justice staff, 5) Advancing
school connectedness and family partnership, and (6) 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. 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. 5. Families in Partnership with Schools and Communities (FP). This practice group embodies family driven
principles and is led by family members. 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. 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 ensure 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. Our key
priorities include, but are not limited to, 1) the roles of psychiatrists who work in schools, 2) interdisciplinary
collaboration among psychiatrists and other professionals working in schools, including primary health care
professionals, 3) training for psychiatrists to be effective school consultants and providers, 4) the development
of guidelines for appropriate medication prescribing in schools, and 5) ways to utilize psychiatric services optimally in the face of severe shortages of child and adolescent psychiatrists. This practice group welcomes 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 this practice group is to 1) share information
across individuals and groups interested in improving the quality of school mental health (SMH) programs and
services and 2) 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 this 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. School 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 practitioners to develop strategies and approaches that teach new skills that help advance youth involvement and leadership in schools and
communities. 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
Linda Juszczak, DNSc, MPH, CPNP
Rep. RaeAnn Kelsch, BS
Jim Koller, PhD
Joe Lee, Principal
Alison Malmon, BA
Matthew Mock, PhD
Angela Oddone, MSW, LCSW
Julie Owens, PhD
Carl Paternite, PhD
Glen Pearson, MD
David Pruitt, MD
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
Reverend Alvin Hathaway, MACM
Robert Hull, MEd, EdS, MHS
D.J. Ida, PhD
Jenni Jennings, MA
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
Mark Weist, PhD
Cheryl Vince Whitman, MEd
Nollie Wood, Jr., PhD, MPH
Reverend Sheridan Todd Yeary, PhD
Albert Zachik, MD
CSMH Expert Advisory Panel Members
Mark Weist, Ph.D., Chair
Joanne Cashman, Ed.D.
Lucille Eber, Ed.D.
Steve Evans, Ph.D.
Kimberly Hoagwood, Ph.D.
Carl Paternite, Ph.D.
Sandra Spencer
Abraham Wandersman Ph.D.
Marleen Wong, Ph.D.
Planning Committee Members
Carol Anderson, Utah State Office of Education
Tammer Attallah, Intermountain Health Care
Shannon Andersen, Salt Lake City School District
Paul Ban, MEDCOM Child, Adolescent and Family Behavioral Health Office
Nicole Evangelista Brandt, Center for School Mental Health
Joanne Cashman, IDEA Partnership
Lori Cerar, Allies for Families
Latisha Curtis, Center for School Mental Health
Ellie Davis, Center for School Mental Health
Randy Dow, Valley Mental Health
Dave Forbush, Cache County School District
Rebecca Glathar, National Alliance for Mental Illness
Christina Huntley, Center for School Mental Health
Mona Johnson, MEDCOM Child, Adolescent and Family Behavioral Health Office
David Koldewyn, Valley Mental Health
Nancy Lever, Center for School Mental Health
Sylvia McCree-Huntley, Center for School Mental Health
Matthew Page, Center for School Mental Health
Susan Pizitz, Valley Mental Health
Mindy Richardson, Cache County School District
Jack Robinson, Cache County School District
Mariola Rosser, IDEA Partnership
Emily Sidway, Center for School Mental Health
Mironda Shepard, IDEA Partnership
Sharon Stephan, Center for School Mental Health
Renee Thomas, R. Thomas Associates
Carol Voorhees, Utah Juvenile Justice Services
Mark Weist, University of South Carolina
Conference Program
Thursday
October 25, 2012
Thursday, October 25, 2012
7:00-9:00 AM
7:30-8:30 AM
Registration
Practice Group Training Sessions: Open to all participants
This session offers the opportunity for participants to learn more about the individual practice groups within the National Community of Practice (CoP) on Collaborative School
Behavioral Health. The National CoP utilizes a family-school-community shared agenda
with 12 practice groups that are engaging in deeper discussions about issues critical to the
field’s advancement. The National CoP has developed significant and broad partnerships at
local, state, national, and international levels that inform understanding and help mobilize
dissemination and diffusion efforts to increase reach and actual use of resources to over
4.5 million stakeholders. Collaboration with the National CoP is promoted through the
interactive website www.sharedwork.org. Participants are able to attend up to three of the
practice group training sessions (one session in the morning on Thursday and Friday and
one after picking up box lunches on Thursday). These sessions will go into greater depth
about the mission, activities, and resources of the practice group and will offer participants
a voice in planning for the year’s activities for the group. For a more detailed description
of each practice group, see the beginning of the program booklet.
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.
2.
Connecting School Mental Health 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 school mental health
(SMH) and Positive Behavior Supports (PBS)
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.
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.
5.
Families in Partnership with Schools and Communities (FP)
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.
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.
15
Thursday,
October 25, 2012
_________________________________________________________________________________________
8:35-8:50 AM
8:50-9:50 AM
Welcoming and Greetings
Sharon Stephan, PhD and Nancy Lever, PhD, Co-Directors, Center for School Mental
Health at the University of Maryland School of Medicine, Baltimore, MD
Joanne Cashman, EdD, Project Director, IDEA Partnership, Alexandria, VA
Keynote Address
The Immortality of Influence
Salome Thomas-EL, Head of School, Thomas Edison Charter Wilmington, DE
Salome Thomas-EL is an urban school principal, author, and national consultant. Principal
EL will discuss the many physical, cognitive, social, emotional and environmental changes
which cause stress, and how coping can prove to be difficult for students in struggling
families and communities. At times students make bad choices and life-altering decisions. In many cases, they may not possess the self-efficacy beliefs or emotional stability
that they need to succeed in school and life. Principal EL believes that self-efficacy is not
about teaching students to be successful, but teaching them to be resilient when they are
not successful.
9:50-10:00 AM
10:00-11:00 AM
Break
Conference Session I
1. Opening School Doors to Families and Communities: Multiparty Collaboration to
Address Educational and Mental Health Inequalities (CC)
School mental health professionals are increasingly called upon to address complex educational and mental health issues that impact developmental outcomes for youth. Such issues
highlight the need for multiparty collaborations that can help address the needs of young
people that are interrelated across school, family, and community systems. Using a social
capital lens, this presentation provides practical strategies for collaborations with families
and communities aimed at addressing educational and mental health inequalities.
Elizabeth Mellin, PhD, Penn State University, University Park, PA
2. Linking PBIS with School Mental Health to Demonstrate Academic Outcomes (PBS)
PBIS is a universal prevention program that has been shown to have significant influences
on student behavior and school culture. The current presentation demonstrates how these effects also influence a School Based Mental Health program. Moreover, in today’s educational
environment, schools are greatly interested in outcome academic data. This presentation will
link PBIS data with academic data to illustrate the relationship between behavior and academics. Consequences for child mental health will also be discussed.
John Balles, PhD, and Sylvia Cohen, PhD, Scottsdale Unified School District, Scottsdale, AZ
16
3. Rethinking Current National PBIS and RtI Practices: Essential Mid-Course Corrections Needed to Improve Services for All Students (PBS)
Numerous PBS and RtI principles and practices, advocated by national TA Centers and
OSEP, need to be reconsidered. Some principles are counter to effective and appropriate
social, emotional, and behavioral services for students, and are harmful to their progress
and success. Among those discussed: universal screening, universal intervention, functional assessment and data-based problem solving, ODRs and deficit-oriented approaches,
percentages of students within the tiers, ‘universal’ Tier 2 interventions, and Tier 2/3 inter-
Thursday, October 25, 2012
_________________________________________________________________________________________
ventions versus instruction.
Howie Knoff, PhD, Arkansas Department of Education, Little Rock, AR
4. 10 Strategies Proven to Inspire Even the Most Difficult Students (JJD)
Want to engage even the most challenging students? This session will show you 10 strategies proven effective at building relationships, grabbing attention, and inspiring challenging students. Learn to speak the language of today’s youth using relevant multi-media,
physical activities, and visual metaphors. The strategies are used to inspire students in
K-12 schools, mental health and correctional organizations worldwide.
Gina Hales, LCSW, Why Try Organization, Provo, UT
5. Schools Are Essential Partners in Systems of Care! (SOC)
This workshop will feature an overview of the challenges and opportunities of working to
establish school-family-community partnerships in systems of care, along with descriptions
of effective approaches and strategies for leveraging and focusing the efforts of schools,
mental health, child welfare and juvenile justice agencies, community partners, families
and youth through system integration and planning.
Debra Grabill, MEd, CAGS, and Sandra Keenan Williamson, MEd, CAGS, American Institutes for Research, Washington, DC
6. High Fidelity Wraparound in Schools: Meeting Facilitation Skills as a Mechanism
to Achieve True Home, School, and Community Partnerships (FP)
This session will focus on strategies to engage families, schools, system/community partners in creating a strength based culture of support focused on needs that are important to
the family and that are adopted by the entire team. This will include: meeting facilitation
skills of an efficient, effective, strengths based meeting where all participates are engaged
in the process, the development and implementation of an integrated intervention plan,
strategies for how family and youth voice and choice are honored in this process, and follow up to ensure success.
Heather Fickenworth, MS, LPC, Northwest Tri-County Intermediate Unit #5, Erie, PA
Shannon Fagan, MS, Youth and Family Training Institute, Monroeville, PA
7. Three Bold Steps for School Community Action: Applying Learnings from the Safe
Schools/Healthy Students Initiative (LL)
The Three Bold Steps for School Community Action toolkit distills the framework of Safe
Schools/Healthy Students (SS/HS) so that other interested change agents can use them even
without a federal grant. The toolkit’s steps are based on the principles that community change
is not possible without strong interdisciplinary collaborations, utilizing data to drive decisionmaking, and systems integration that leads to sustainable change. This presentation will discuss the SS/HS learnings and demonstrate and explore the toolkit.
Deborah Haber, MEd, and Kim Netter, MPH, National Center for Mental Health Promotion and Youth Violence Prevention, Waltham, MA
8. Special Education for Adolescents with ADHD: Investigating the Research-Base of
Services (EBP)
Adolescents with Attention-Deficit/ Hyperactivity Disorder (ADHD) often experience severe academic impairment that frequently warrants additional school services. The purpose
of this conference session is to present the current literature on interventions, accommodations, and modifications for adolescents with ADHD, display the findings of a study aimed
17
Thursday,
October 25, 2012
_________________________________________________________________________________________
to explore the evidence base of the most commonly administered services for adolescents
with ADHD, and discuss the implications for general education and special education settings.
Craig Spiel, BS, Steve Evans, PhD, and Julie Owens, PhD, Ohio University, Athens, OH
9. Identifying Youth at Heightened Risk for Suicide: Gatekeeper Training in Schools
(EBP)
This presentation will help parents, teachers, administrators, and mental health care providers understand how suicide prevention gatekeeper training in schools may lead to increases
in early identification and referral of youth at elevated risk for suicide. Information will include evaluation findings related to immediate, post-training intent-to-use of school-based
gatekeeper training participants as well as how that intention matches with identification
and referral behaviors three months later.
Christine Walrath, MHS, PhD, Michael Rodi, MEd, PhD, and Lucas Godoy-Garraza, MS,
ICF International, New York, NY
Richard McKeon, PhD, Substance Abuse and Mental Health Services Administration,
Rockville, MD
10. School Behavioral Health is more than a Clinic within a School: Mental Health
Promotion and Prevention with Military Impacted Students and Families ( MF)
In the current economy, mental health funding continues to decrease at local, state, and
national levels. Funding cuts drive the need to capture more revenue, resulting in requirements for more productivity. Unfortunately, prevention doesn’t bring in dollars. However,
it is important to recognize the value of and continue to advocate for these interventions.
Presenters will discuss levels of prevention and their integration into a school behavioral
health model that supports Positive Behavior Intervention Support.
Tim Mulligan, MSW, LICSW, and Brenda Millin, MSW, LICSW, Child Adolescent and Family Assistant Center-School Behavioral Health, JBLM, WA
Yvonne Caasi, MSW, Madigan Army Medical Center – School Behavioral Health, Fort
Lewis Tacoma, WA
11. Risky Business for Adults: A Diagnostic Model for Adults to Intervene in Bullying,
Victimization and High Risk (LL)
This presentation will provide the participants with a framework for seeing and understanding adolescence at a more molecular level, that is with an understanding of the ways
in which developmental forces, the need for the peer group and the integration of perception and interpersonal boundaries work together to reduce risk and enhance growth. With
the help of the training in conjunction with the adolescent videos, the participants will see
adolescent development in action and in the peer group. It will also be demonstrated how
the coordinated roles of perception and good boundaries are essential ingredients in the
achievement of empathy.
Steven Dranoff, PhD and James Garofallou, PhD, D & D Consultants Inc., Clifton, NJ
11:00-11:15 AM
Break
11:15 AM-12:15 PM Conference Session II
18
Thursday, October 25, 2012
_________________________________________________________________________________________
1. Developing a Community Collaborative to Improve Mental Health Services (CC)
Positive Behavioral Interventions and Supports (PBIS) is a universal prevention program
that has been shown to have significant influences on student behavior and school culture.
The current presentation demonstrates how these effects also influence a School Based
Mental Health program. Moreover, in today’s educational environment, schools are greatly
interested in outcome academic data. This presentation will link PBIS data with academic
data to illustrate the relationship between behavior and academics. Consequences for child
mental health will also be discussed.
Sylvia A. Cohen, PhD, and John Balles, PhD, Scottsdale Unified School District, Scottsdale, AZ
2. The Promise Zone: Implementation of a Cross-System School Based Behavioral
Intervention (CC)
This presentation will outline the NY Promise Zone Initiative and the process of implementing this cross system, school and student support program in five-high needs elementary and middle schools in the South Bronx, New York. The Promise Zone has taken a cross
system state agency approach to improve children’s mental health, academic, social and
emotional development. We will also present the initial year outcome data for the children
and schools participating in the program.
Devon Bandison, MA, Visiting Nurse Service on New York, Bronx, NY
Scott Bloom, LCSW, Office of School Health New York City Department of Education,
New York, NY
3. Implementing an Interconnected Systems Framework: Expanding the Use of the
SW-PBS Implementation Blueprint (PBS)
The Center on Positive Behavioral Interventions and Supports (PBIS) has developed a series of implementation blueprints that serve as guidelines for scaling of behavior support.
The Center for School Mental Health and Center on PBIS have partnered to advance the
development of an Interconnected Systems Framework Implementation Blueprint that will
build from the behavior support work and will incorporate vital integration features. Learn
about how the demonstration sites across the country are informing the development of this
new product.
Susan Barrett, MA, Sheppard Pratt Health System, Richmond, VA
Kathy Lane,MA, Anne Arundel County Public Schools, Annapolis, MD
4. Response to Intervention and School Consultation (PBS)
Response to Intervention (RTI) is a federal mandate to overcome barriers to school success
through a data-based, multi-step continuum of assessment and intervention. Consultation
promotes positive school outcomes, and there is strong evidence supporting its effectiveness in schools. This session will increase participant’s knowledge, skill, and understanding of RTI and consultation by describing the federal RTI mandate, defining multiple models of consultation, and linking specific consultation models with particular tiers of the RTI
pyramid.
Christine Anlauf Sabatino, PhD, The Catholic University of America, Washington, DC
19
Thursday,
October 25, 2012
_________________________________________________________________________________________
5. Youth Advocacy Core Team: A Multidisciplinary Approach to Serving Juveniles
Who Have Been Detained (JJD)
Participants will learn how to utilize a multidisciplinary team approach in assessing the
needs of juveniles who have been detained. Participants will learn who should be a part of
the team as well as resources within the community that can benefit the child. Explanations
on the roles of mental health, school district, and youth court staff will be reviewed.
Jeanine Head Hanks, BSW, MEd, Warren-Yazoo Mental Health Service, Vicksburg, MS
Jennifer Normand, BS, MA, Vicksburg Warren School District, Vicksburg, MS
6. Integrating Suicide Prevention into a Rural School Mental Health System (SOC)
This presentation will discuss the growing public health concern regarding youth suicide,
and how one rural school district incorporated youth suicide prevention within their school
mental health system. Facilitators and barriers to these efforts will be shared, along with
evaluative data related to implementation of these suicide prevention strategies. Policy and
practice implications will be discussed.
Robert Schmidt, MA, LCPC, Talbot County Public Schools, Easton, MD
Aidyn Iachini, PhD, MSW, LSW and Mark Weist, PhD, University of South Carolina,
Columbia, SC
7. Strategies for Shifting School Mental Health Practice to a Tiered System of Promotion, Prevention and Intensive Interventions at the National, State and Local Levels
(LL)
Mental health is defined as a positive state of functioning that must be nurtured in all students throughout their school years. A three-tiered public health approach to school mental
health addressing universal (whole school), targeted (students at-risk), and intensive (students with identified challenges) levels will be described. Specific national, state, and local
strategies for engaging school personnel in reading about, reflecting, and implementing
practices that reflect a tiered approach to school mental health will be provided.
Susan Bazyk, PhD, Cleveland State University, Cleveland, OH
Sandra Schefkind, MS, The American Occupational Therapy Association (AOTA), Bethesda, MD
Claudette Fette, PhD, OTR, Texas Woman’s University, Federation of Families, Denton,
TX
8. School District Policies, Procedures and Guidelines for Working with Students
Who are Taking Psychiatric Medicine (PS)
This presentation outlines successful collaborative methods for school staff in working
with physicians who prescribe psychiatric medications to general and special education
students. We will outline methods of role clarification and task assignments for teachers,
school social workers, school psychologists, counselors, school nurses and administrators
in this process. Specifics of designing target symptom checklists, methods of two-way
communication, in-service presentations, side effect monitoring and assisting physicians
in gauging medication response will be covered in detail.
William Dikel, MD, Self Employed, Minneapolis, MN
20
Thursday, October 25, 2012
_________________________________________________________________________________________
9. Adoption of Evidence-Based Primary Prevention Programs: Identifying Characteristics of Ready, Willing, and Able Schools (EBP)
This presentation will feature description of key features in determining a school’s readiness and capacity to implement and sustain an evidence-based prevention program targeting school violence in 41 elementary and middle schools. Lessons learned from this project
will be useful to participants interested in assessing a school’s readiness and capacity to
implement and sustain an evidence-based school mental health programs.
Paul D. Flaspohler, PhD, and Cricket Meehan, PhD, Miami University, Oxford, OH
Kathryn E. Keller, MPA, The Health Foundation of Greater Cincinnati, Cincinnati, OH
Vanessa Watts, MA, Miami University, Oxford, OH
10. Identifying and Evaluating Evidence-Based Programs and Practices for Military
School-Aged Children: The Penn State Clearinghouse for Military Family Readiness
(MF)
School personnel want to assist military school-aged children, but often report a lack of
confidence in how best to provide support. This session will provide insights on the importance of using evidence-based programs and practices with this population. Attendees will
also be introduced to the Penn State Clearinghouse for Military Family Readiness, a webbased resource that identifies, evaluates, and distributes information on evidence-based
interventions to professionals working with military children, youth, and families.
Daniel F. Perkins, PhD, Youth and Family Resilience and Policy, State College, PA
Keith R. Aronson, PhD, Social Science Research Institute, University Park, PA
Sandee J. Kyler, BS, Penn State Clearinghouse for Military Family Readiness, State College, PA
11. Practice, Policy, & Prevention: Lessons Learned for Sustaining Evidence-based,
Culturally Responsive School Suicide Prevention Initiatives (DY)
Suicides have profound impacts on systems and survivors. Prevention, response and recovery efforts in schools must be research-based, sustainable, culturally sensitive, comprehensive, and community linked. Lessons learned from the Montana Safe Schools Center,
the National Native Children’s Trauma Center and LivingWorks Education (creator of the
ASIST and safeTalk training programs) will be shared. Communication, implementation
and funding strategies will be addressed and perspectives from the National Action Alliance for Suicide Prevention will also be incorporated.
Matthew Taylor, MA, Montana Safe Schools Center, Missoula, MT
Heather Stokes, LCSW, LivingWorks, Education, Washington, DC
Marilyn Bruguier Zimmerman (Assiniboine/Dakota), MSW, National Native Children’s
Trauma Center, Missoula, MT
12. School Mental Health: Promoting Positive Outcomes for Students, Families and
Communities (CC)
The presentation will review the activities and programs of Expanded School Mental Health
(ESMH) and the Sixth Grade Initiative in Baltimore City Schools. Special focus will be on
using empirical research to design mental health programs for students that impact student
performance and behavior. It will also address program evaluation and sustainability.
Louise L. Fink, MEd, PhD, Baltimore City Public Schools, Baltimore, MD
Ortethea (Rita) Mattison, DM, MHS, LCADC, Baltimore Substance Abuse System,
Baltimore, MD
21
Thursday,
October 25, 2012
_________________________________________________________________________________________
13. Reducing Racial Disparities in the Juvenile Justice System: A Look at Efforts in
South Carolina (JJD)
This presentation offers an historical look at efforts in South Carolina to address Disproportionate Minority Contact (DMC). DMC occurs when the proportion of minorities in the
juvenile justice system (JJS) is greater than their proportion within the population. It will
highlight findings from a funded study commissioned by the Governor’s Juvenile Justice
Advisory Committee with federal funding via the SC Department of Public Safety to assess
and offer recommendations to address DMC in South Carolina.
Patricia Stone Motes, PhD and Julie Nurse, MPhil, MSc, Institute of Family and
Neighborhood Life, Greenville, SC
14. Taking EBPs to School: Testing a New Framework for Applying Common Elements of Evidence Based Practice to School-based Mental Health (EBP)
This presentation outlines a series of steps taken to adapt evidence based mental health
practice strategies to fit the practice needs of providers working within school-based mental health systems. It will detail the iterative process currently underway to develop a Brief
Intervention for School Clinicians (BRISC), describe data from initial formative studies,
and present key elements of the preliminary protocol.
Aaron Lyon, PhD, Kristy Ludwig, PhD, Eric Bruns, PhD, and Elizabeth McCauley, PhD,
University of Washington, Seattle, WA
12:15-12:25 PM
Lunch Break
Pick up your boxed lunch and attend one of the practice group sessions.
12:25- 1:25 PM
Practice Group Training Sessions: Open to all participants
This session offers the opportunity for participants to learn more about the individual practice groups within the National Community of Practice (CoP) on Collaborative School
Behavioral Health. The National CoP utilizes a family-school-community shared agenda
with 12 practice groups that are engaging in deeper discussions about issues critical to the
field’s advancement. The National CoP has developed significant and broad partnerships at
local, state, national, and international levels that inform understanding and help mobilize
dissemination and diffusion efforts to increase reach and actual use of resources to over
4.5 million stakeholders. Collaboration with the National CoP is promoted through the
interactive website www.sharedwork.org. Participants are able to attend up to three of the
practice group training sessions (one session in the morning on Thursday and Friday and
one after picking up box lunches on Thursday). These sessions will go into greater depth
about the mission, activities, and resources of the practice group and will offer participants
a voice in planning for the year’s activities for the group. For a description of each practice group, see the beginning of the program booklet.
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. Families in Partnership with Schools and Communities (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)
22
Thursday, October 25, 2012
_________________________________________________________________________________________
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)
1:25-1:40 PM
Break
1:40- 2:40 PM
Conference Session III
1. Practical Suggestions for Implementing a Collaborative Rural Student Mental
Health Program (CC)
Two years ago, the Cache County School District in northern Utah had no designated
mental health services for its students. Since then, the district has implemented a researchbased district-wide mental health program serving 16,000 students in all 25 schools, K
through12. This discussion-style presentation covers the research, a twelve-step process,
various protocols for schools, and parental and multiple community agency involvement
that were utilized to implement and maintain a successful program.
Jack Robinson, PhD, Mindy Richardson, BA, David Forbush, PhD, Cache County School
District, North Logan, UT,
Daniel Miggin,MS, LMFT, LPC, Bear River Mental Health Services, Logan, UT
2. Gathering Everyone at the Table: How Ohio is Supporting Schools in Creating
Positive School Climates for Their Students, Families and Communities (CC)
In 2011, the Ohio Department of Education, in collaboration with the Ohio Departments of
Mental Health, Health, Alcohol and Drug Addiction Services and the Ohio Mental Health
Network for School Success, conducted 21 regional meetings throughout Ohio. These sessions brought together families, educators and community organizations. This presentation
will discuss what participants identified as the critical needs and the barriers and solutions
faced by students/families. The project outcomes and next steps will be discussed.
Cricket Meehan, PhD and Amy Wilms, Miami University, Oxford, OH
Kathleen Oberlin, MA, Ohio Mental Health Network for School Success, Macedonia, OH
3. Tertiary Level Systems, Data and Practices in a Multi-Tiered System of Support in
High School: New Hampshire’s APEX Project (PBS)
This session will focus on Tertiary level supports in a Multi-tiered System of Support
Framework being implemented in New Hampshire high schools. The presentation will
include case examples and student pre- and post-intervention data.
JoAnne Malloy, PhD and Jonathon Drake, MSW, Institute on Disability University of New
Hampshire, Concord, NH
4. Using Innovative Distance Technologies and Training Methods to Build PBIS Capacity (PBS)
The MESH-AK project created an innovative model for building school mental health
and PBIS capacity within a remote region of western Alaska. Participants will learn about
innovative distance technologies and training methods that helped the MESH-AK project
meet its grant priorities.
Lyon C. Johnson, Masters, Special Education Service Agency, Eagle River, AK
23
Thursday,
October 25, 2012
_________________________________________________________________________________________
5. Building a System of Care for At-Risk Families (JJD)
FAST is an outreach and multi-family group strategy for building protective factors around
children and parents in stressful and often isolated environments. The purpose of FAST is
to build a system of care for families that includes increasing social support. Participants
will learn how FAST works, how FAST achieves its high retention rate, and how to adapt
the program to different demographic groups. This information will be useful to anyone
working with families at-risk.
Carol Goedken, MBA, Families and Schools Together Inc, Madison, WI
6. Creating Sensory Friendly School Environments to Promote Positive Participation
for Students With and Without Disabilities (YD)
Youth with and without disabilities may experience everyday sensations (e.g. touch, movement, sound) with more or less intensity resulting in problems with emotional regulation
and social interaction. Strategies for modifying the sensory environment throughout the
school day (e.g. classroom, lunchroom) to foster emotional well-being and participation
will be presented. Practical modifications will address varying student needs at the universal (whole school), targeted (mild sensory processing challenges), and intensive (significant sensory processing dysfunction) levels
Susan Bazyk, PhD, Cleveland State University, Cleveland, OH
7. Learning the Languages of Systems of Care (LL)
This workshop will feature an examination of the nomenclature of Systems of Care. Participants will be able to answer the following questions: What is a System of Care? Why do
Systems of Care emphasize community-based services? What is meant by family-driven
and youth-guided services? What is cultural and linguistic competence (CLC)? Why is
CLC important and how does it increase the effectiveness of services? What is Wraparound? Come learn the language of Systems of Care!
Debra Grabill, MEd, CAGS and Sandra Williamson, MEd, CAGS, American Institutes for
Research, Washington, DC
Joan Dodge, PhD, Georgetown University National Technical Assistance Center for Children’s Mental Health, Washington, DC
Patti Derr, BA, Texas Federation of Families for Children’s Mental Health, Converse, TX
8. Improving Student Outcomes: Evidence Based and Empirically Supported Interventions in Fairfax County Public Schools (EBP)
A practice model that supports student achievement and facilitates attainment of multiple
goals to demonstrate, the effective use of data, outcomes, efficacy and process improvement will be presented. The implementation will focus on understanding how to review
student achievement goals to determine appropriate interventions, implement interventions
and compile data, analyze data and review outcomes to determine efficacy of the specific
interventions, and share outcomes of interventions and the link to student achievement
goals with stakeholders.
Amy Parmentier, MSW, Jeanne Veraska, MSW, and Mary Jo Davis, MSW, Fairfax County
Public Schools, Fairfax, VA
24
Thursday, October 25, 2012
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9. Improving Early Childhood Education in Mississippi: A Qualitative Evaluation of
Teacher Mentoring and the Prevention Support System (EBP)
Statewide capacity building efforts in Mississippi aim to achieve better outcomes for children by improving the quality of early childhood education centers. Some of these efforts
include teacher mentoring, curriculum support, and business consulting. This presentation
will report results of a qualitative evaluation of the mentoring program, including its perceived impact on children and teachers. Effective and ineffective mentoring practices will
also be discussed and applied to similar capacity-building efforts such as coaching and inservice training.
Joni W. Splett, PhD, University of South Carolina School Mental Health Team, Columbia,
SC
Melissa A. Maras, PhD, University of Missouri, Columbia, MO
Jacqueline S. Hawks, PhD, Center for Family Policy & Research, University of Missouri,
Columbia, MO
10. Surviving Middle School: Promoting Adjustment for Military Youth during the
Transition from Elementary to Middle School (MF)
Transitions between schools pose adjustment challenges for children, frequently affecting academic, social and emotional comfort and stability. The Hawaii School Behavioral
Health Team has developed a middle school transition program to assist Military children
with the transition from Elementary to Middle School. An Expressive Arts and Cognitive Behavioral Therapy (CBT) therapeutic framework was used to address issues such as
school-related anxieties, peer relations and bullying. Essential components of the therapy
will be presented, as will strategies to identify the most appropriate children for referral.
Data will be provided demonstrating that the therapy produced both short- and longer-term
clinical benefits for group participants.
Joana Cuevas, MSW, and Stan F. Whitsett, PhD, School Behavioral Health Team, Honolulu, HI
John B. Kim, MA, Child & Adolescent Psychiatry Services, Honolulu, HI
Kevin Saito, MSW, Shelley Barber, PsyD, and Albert Saito, MD,
School Behavioral Health Team, Honolulu, HI
11. Non-Academic Variables That Impact the Mental Wellness of School Aged Culturally and Linguistically Diverse Students (DY)
The purpose of this presentation is to address the non-academic barriers that impact the
academic success and therefore the mental health of culturally and linguistically diverse
students and their families. Such barriers include nutrition, housing environments, immigration law, and physical health. This presentation will address the systems of care that
need to be in place in order to support the success of schools in responding to these students’ mental health needs.
Amy Mazur, EdD and Deanna Conley, MEd, The George Washington University, Washington,
DC
12. Using Youth Strengths to Promote Student Success (YIL)
Strength based practice supports the competence and agency of children and youth. We
will review three frameworks for using student strengths including wraparound, positive
psychology and the Strengths OPEN model. Rather than seeking to identify deficits to
fix, strength-based practice identifies student assets and builds upon those. The presenter
25
Thursday,
October 25, 2012
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will share development of an evaluation of student strengths to support authentic strengthbased practice.
Claudette Fette, PhD, Texas Woman’s University, Texas Federation of Families, Denton, TX
13. Teachers and School-Based Teams as Key Referral Sources for Expanded School
Mental Health Services (CC)
This presentation focuses on key referral sources for Expanded School Mental Health
(ESMH) service delivery. Specifically, the perspectives, roles, and functions of teachers
and ESMH teams in relation to referral processes will be discussed. Implications of two
current studies on teachers and ESMH teams will be presented and discussed as they relate
to youth outcomes. Practical suggestions for local ESMH service delivery policies and
protocols will be discussed as well.
Annahita Ball, PhD and Dawn Anderson-Butcher, PhD, The Ohio State University, Columbus, OH
Elizabeth A. Mellin, PhD, Pennsylvania State University, University Park, PA
2:40-2:50 PM
Break
2:50-3:50PM
Conference Session IV
1. Community Health Workers and EBPs Improve Bonds Between Family, School,
and Community Mental Health Providers (CC)
The Community Coordinator and School-Based Project Director present aspects of Milwaukee’s pilot to integrate community mental health services into the schools. The role of
community health workers as the glue in the triad of family, community and school will
be highlighted. Learn how the collaboration was strengthened through the process of cross
sector discussions to determine which evidence based practices providers would use with
the urban children served in the program.
Sue McKenzie, MA Education, Rogers Behavioral Health System, Oconomowoc, WI
Dena Radtke, MSW, Milwaukee Public Schools, Milwaukee, WI
2. The Linn Council: Effective, Sustainable Strategies to Promote Children’s Mental
Health in Rural Linn County, Oregon (CC)
The Linn Council for Integration of Services to Children and Families was established in
rural Linn County, Oregon twenty years ago. It meets monthly to discuss the health, mental
health and educational needs of children. It promotes sustainable, interagency efforts based
on shared values and best practice principles. This session will describe the operation of
the Council and five strategies it currently employs: Youth Service Teams, Family Support
Project, Early Childhood Team, Life Space Crisis Intervention.
Vicki Harlos, MSW, LCSW, Linn Benton Lincoln Education Service District, Albany, OR
Kathryn Henderson, BSN, MPH, Safe Schools Healthy Students Program Manager, Albany, OR
Jerri Wolfe, PhD, Linn Benton Community College, Albany, OR
Ryan Noss, MEd, Lebanon School District, Lebanon, OR
26
3. Interconnecting PBIS and School Mental Health in States: Early Lessons Learned
(PBS)
In this session, the Interconnected Systems Framework (ISF) for School Mental Health
(SMH) and Positive Behavior Intervention and Support (PBIS) will be presented by Lucille Eber. State education leaders with considerable experience in PBIS and SMH and
Thursday, October 25, 2012
_________________________________________________________________________________________
their integration, Susan Bailey-Anderson from MT, and Mike Paget from SC will discuss
critical themes for state-level integration. Mark Weist will then guide a facilitated discussion with session participants on important next steps in ISF application in states.
Mark D. Weist, PhD, University of South Carolina, Columbia, SC
Lucille Eber, EdD, Illinois PBIS Network, LaGrange Park, IL
Susan Bailey-Anderson, MEd, Montana Office of Public Instruction, Helena, MT
Mike Paget, MEd, SC PBIS and SMH Networks, Columbia, SC
4. Mental Health and Education: Success for Students at Every Tier (PBS)
Participants will have an opportunity to learn creative ways to offer School Based Mental Health
along all three PBS Tiers through two different funding streams as both symptom improvement
and educational progress are achieved.
Barbara Saunders, MS, and Lindsay Brain, MEd, LPC, Wesley Spectrum Services, Pittsburg, PA
Christy Chicklo, MS, South Allegheny School District, McKeesport, PA
Alisa King, M.Ed., South Allegheny Early Childhood Center, McKeesport, PA
5. Juvenile Delinquency and Disability: Impact on the Development of Prevention
and Intervention Programs (JJD)
Given the significant overrepresentation of youth with disabilities involved in the juvenile
justice system, this presentation will discuss the relationship between delinquency and disability, and the implications it has on the development of prevention and intervention programs. The results of studies based on data obtained from a collaboration between a large
school district, detention center, and university will be discussed, as well as the process
used for developing the inter-agency relationship.
Kristin Thompson, PhD and Richard Morris, PhD University of Arizona, Tucson, AZ
6. Navigating through Turbulent Headwinds: Finding New Strategies as State and
Federal Health and Education Policies Change (SOC)
In these turbulent times, an understanding of state and federal budgets, and the policy
challenges and opportunities they present, is an essential tool for sustaining school- This
workshop will pick up from last year’s session on the importance of tracking policy and
pivoting to new strategies for sustaining behavioral health programs. It will outline possibilities for infrastructure development in order to implement and sustain a full continuum
of integrated approaches that reduce barriers to learning.
Evelyn Frankford, MSW, Frankford Consulting, Brookline, MA
Olga Acosta Price, PhD, Center for Health and Health Care in Schools, Washington, DC
7. The Glass is Half-Full: Investigating the Factors of Resiliency Among Exceptional
Youth Living in Underserved Communities (YD)
The purpose of this presentation is to report the results of a qualitative investigation of
resiliency among special education students, or exceptional youth, living in underserved
communities. Researchers employed a grounded theory approach using key informant interviews in both urban and rural school districts to ascertain and subsequently compare
resiliency traits in order to consider treatment options. Implications for strength-based programming as well as recommendations for future research will be highlighted.
Kevin A. Curtin, PhD, Alfred University, Alfred, NY
Chris Eacho, MEd, MAT, The Frost School, Rockville, MD
27
Thursday,
October 25, 2012
_________________________________________________________________________________________
8. Assessing the Readability of Mental Health Communications to Support Teachers’
Knowledge of School Mental Health (LL)
This session shares strategies to improve the readability of mental health communications
for parents, educators and students. Participants will examine mental health documents to
understand the concept of readability. Following, participants will compare exemplars of
communications from the School-Based Behavioral Health website and discuss how readability of communications relates to educators’ and parents’ awareness of school-based
mental health services. Last, participants will receive a readability handbook to assist in
writing future mental health communications.
Elizabeth Levine Brown, PhD, George Mason University, Fairfax, VA
Christina L. Scanlon, MS, University of Pittsburgh, Pittsburgh, PA
9. Building Effective Collaborative Relationships by Improving Staff Morale (PS)
Staff from a local mental health center facing significant budget cuts will discuss the challenges of meeting the needs of children and families with fewer staff. As staff struggle with
the demands of the job and home, employers need to increase efforts in supporting staff
in their daily work. Low staff morale does not breed an environment for collaboration. As
agencies face similar financial constraints, it is important we work together for children
and families.
Lori Chappelle, MA, and Samantha Paggeot, MS, Waccamaw Center for Mental Health,
Conway, SC
28
10. Mental Health and Educational Outcomes: Results from a 6-year Longitudinal
Study of Expanded School Mental Health (EBP)
The goal of this one hour presentation is to engage the participants in a discussion about
evidence-based ways to obtain and evaluate mental health and educational outcome data
in order to improve the quality and effectiveness of our school mental health programs.
Results from a six year retrospective longitudinal study will be presented and discussed.
Additionally, presenters will describe how programs could begin developing their evaluation infrastructure.
Mark A. Sander, PsyD, Hennepin County/Minneapolis Public Schools, Minneapolis, MN
Brian P. Daly, PhD, Drexel University, Philadelphia, PA
11. Using Evidence-based Research to Change Statewide School Mental Health Policy
and Improve Practice in Montana (EBP)
This presentation will demonstrate how research is used to influence statewide policy
changes for Montana’s school mental health program, Comprehensive School and Community Treatment (CSCT). Presenters will review the policy implications of the research
report Advancing School Mental Health in Montana and describe the process of using research as the foundation for public policy change. A case study from a local school district
that bridges research to practice will be highlighted.
Erin Butts, MSW, University of Montana, Institute for Educational Research and Service/
National Native Children’s Trauma Center, Missoula, MT
Sara Casey, MS, Montana Office of Public Instruction Contractor, Brooklyn, NY
Carol Ewen, MA, Missoula County Public Schools, Missoula, MT
12. Military Culture 101: Working Effectively with Military Children & Families
(MF)
This interactive session will provide helpful information on military families and the unique
Thursday, October 25, 2012
_________________________________________________________________________________________
challenges faced by those who have experienced multiple deployments and reunions over
the past decade of conflict. In addition, it will introduce participants to the structure of active duty and reserve components of military service. The information and tools provided
will contribute to participants abilities to more thoroughly understand and effectively work
with military partners as well as children and families at the state, regional and local level.
Mona Johnson, MA, CDP, CPP, Paul Ban, PhD, and Donna Hanlon, LCSW, MEDCOM
CAF-BHO, Tacoma, WA
13. When Youth Take the Lead: Youth Participatory Action Research as Bullying Prevention (YIL)
This presentation will describe the process and outcomes of a program that engaged youth
in bullying prevention. A study of the program suggests that youth-led bullying prevention
efforts are associated with a school-wide decrease in fear of being bullied and increase in
student and school staff intervention to stop bullying. Future directions for bullying prevention and youth engagement will be discussed.
Jennifer E. Gibson, PhD, Xavier University, Cincinnati, OH
Paul D. Flaspohler, PhD, Miami University, Oxford, OH
14. Cultural Intuitiveness: Moving Forward by Leveraging your Power (DY)
The development and application of cultural intuitiveness will be presented. To be culturally intuitive is to appreciate how your words, attitude and behavior can minimize offense
to others by being truthful and transparent to whom you are in a manner that invites trust,
allowing others to hear you and for you to accept what you hear from others. Becoming
more culturally intuitive can strengthen and stabilize our relationships, decrease our marginalization and increase our connectedness.
D.G. Mawn, MA, JD, Intuitive Synergies, Louisville, KY
3:50-4:00PM
Break
4:00-5:30PM
Symposia Sessions
1. School Climate: Building and Maintaining Positive Learning Environments to Reduce Risk (CC)
Chair: Meagan O’Malley, PhD, WestEd, Los Alamitos, CA
Discussant: John Shindler, PhD, California State University, Los Angeles, Los Angeles,
CA
The School Climate Symposium brings together scholar -practitioners from School Psychology and Curriculum and Instruction to discuss available models of school climate;
the relationship between school climate and a variety of student, staff, and school-level
outcomes; the connection between positive youth development and school climate frameworks; and the behaviors of school adults that most promote positive classroom and school
climates.
Meagan O’Malley, PhD, WestEd, Los Alamitos, CA
John Shindler, PhD, California State University, Los Angeles, Los Angeles, CA
Tyler Renshaw, PhD, Alpine School District, American Fork, UT
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Thursday,
October 25, 2012
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2. Removing Barriers to Mental Health Support and Promoting Strategies to Achieve
Learning by Creating Mental Health Friendly Classrooms (PBS)
Chair: Brenda Sautner, PhD, Fort McMurray Public School District, Fort McMurray, Alberta, CA
This session will highlight the development and implementation of a district-wide mental
health model that provides universal, selected and targeted interventions for all students.
Strategies will be shared on how to map prevention and intervention resources and connecting with community agencies to support public education. Mental health is a key component in the lives of children and youth. As educators we play a critical role in supporting
the emotional well being of all students including students with emotional and behavioral
needs. This presentation will provide strategies on: a) how educators can help meet the
needs of students with mental health issues in their classroom; b) how to develop and
strengthen collaborative relationships with parents and other support providers; c) how to
nurture collaborative community relationships
Brenda Sautner, PhD, and Connie Knramer, MEd, Fort McMurray Public School District,
Fort McMurray, Alberta, CA
3. An Interconnected Systems Framework for School-wide PBIS and School Mental
Health: Progress from Implementation Sites (PBS)
Chair: Lucille Eber, EdD, Illinois PBIS Network, LaGrange Park, IL
Discussant: Mark Weist, PhD, University of South Carolina, Columbia, SC
This session will describe local site-based experiences in three states/communities that are
working to integrate mental health and other community partners through a multi-tiered
system of school-wide positive behavior supports (SW-PBS). This includes examples of
local teaming models, evidence-based interventions, benchmarks of progress and challenges experienced by Interconnected Systems Framework implementation teams in IL,
PA, and SC.
Kelly Perales, MSW, LCSW, Community Care Behavioral Health, Hershey, PA
Jill Johnson, MSW, LCSW, Illinois PBIS Network
Robert Stevenson, PhD, Charleston County School District, Charleston, SC
Lucille Eber, EdD, Illinois PBIS Network, LaGrange Park, IL
Mark Weist, PhD, University of South Carolina, Columbia, SC
4. Creating Safe and Supportive Schools: Technical Assistance and State Level Perspectives
Chair: Sandra Keenan Williamson, MEd, CAGS, Safe and Supportive Schools Technical
Assistance Center, Orange Park, FL
30
The Safe and Supportive Schools Technical Assistance Center, funded by the U.S. Department of Education provides training and support to states and districts, including the 11
state grantees funded under the program. During the session, we will present a comprehensive approach to creating safe and supportive schools. We will highlight the lessons
learned by states and districts as well as an overview of best practices to improve conditions for learning through measurement and program implementation. Maryland Safe and
Supportive Schools Initiative, funded by a grant from the US OSDFS is a RCT focused
on improving school climate in high schools in MD. This symposium will begin with an
overview and highlights of MDS3 during first year of implementation. Three presentations
Thursday, October 25, 2012
_________________________________________________________________________________________
will follow 1.) data collection and interpretation by schools, 2.) practices and implementation shared by schools in the project 3.) development of systems necessary for effective and
sustainable implementation.
Sandra Keenan Williamson, MEd, CAGS, Safe and Supportive Schools Technical
Assistance Center, Orange Park, FL
Patti Hershfeldt, EdD, Christina Jordan, MEd, Brian Tureck, Med, and Rebecca
Piermattei, MS, Sheppard Pratt Health System, Baltimore, MD
5. A ‘Cluster’ of Services: Bringing it all Together
Chair: Jeremy Yehl, MS, SSPsyS, Athens City Schools, The Plains, OH
Discussant: Cindy Birt, MS, LSW, Family & Children First Council, Athens, OH
This symposium will present a model for agency cooperation from different perspectives.
School, child welfare, mental health and the multi-agency cooperative coordinator will
be providing information on the ways these groups collaborate and cooperate in bringing
needed services to children and youth. Agency and interagency obstacles and solutions will
be discussed. Presenters will provide a discussion of strategies to address issues and ideas
for creating this model.
Jeremy Yehl MS, SSPsyS, Athens City Schools, The Plains, OH
Cindy Birt, MS, LSW, Family & Children First Council, Athens, OH
Michele Cain, MA, Tri-County Mental Health & Counseling Services, Athens, OH
Sheila Shafer, MA, Athens County Children Services, Athens, OH
6. Avoid Getting Lost in Translation: Promoting Effective Communication in Interdisciplinary, University-Community Partnerships (LL)
Chair: Melissa George, PhD, University of South Carolina, Columbia, SC
Discussant: Mark Weist, PhD, University of South Carolina, Columbia, SC
This symposium presents three interdisciplinary, university-community partnerships promoting positive outcomes for students, families, schools, and communities. Each presentation identifies key university and community stakeholders and disciplines represented in
discussing language and communication barriers encountered in project development and
program implementation. Additionally, potential strategies for effective communication
are discussed to advance understanding of communication when building interdisciplinary,
university-community partnerships.
Melissa George, PhD, Melissa Dvorsky, BA, Elaine Miller, MAT, BA, Heather Lasky, BA,
Kendra DeLoach PhD, LMSW, and, Mark Weist, PhD, University of South Carolina, Columbia, SC
7. Children, Play, Research, Sandtrays, School, Behavioral Health, Children and
Outcomes: The Primary Project (EBP)
Chair and Discussant: Mary Anne Peabody, EdD, Children’s Institute, Rochester, NY
What do sand trays, play, schools, social workers and children have in common? Primary
Project! This symposium brings individuals with a combined 65 years of working in Primary Project across 17 states. School and community mental health providers share how
two behavioral health agencies and schools have successfully implemented Primary Proj31
Thursday,
October 25, 2012
_________________________________________________________________________________________
ect. This symposium includes a program overview, current research, and strategies used to
successfully establish and sustain evidence based practices.
Deborah B. Johnson, EdD and Mary Anne Peabody, EdD, Children’s Institute, Rochester,
NY
Sarah Gheen, MS, LPC, Ozark Guidance, Fayetteville, AR
Seth Bernstein, PsyD, Boys Town South Florida, West Palm Beach, FL
8. Integration of a Common Elements Approach to School Mental Health Services in
Maryland (EBP)
Chair: Sharon Stephan, PhD, Center for School Mental Health, University of Maryland,
School of Medicine, Baltimore, MD
Discussant: Jason Schiffman, PhD, University of Maryland Baltimore County, Baltimore, MD
As school mental health programs seek to increase their efficiency and effectiveness, interest in evidence-supported interventions has grown dramatically. The common elements
approach was developed to identify practice techniques that appear across many manualized protocols with strong empirical support. Three studies are presented to familiarize
participants with the common elements approach, present resources available to support
its use, and share findings of Maryland’s efforts to integrate a common elements approach
into SMH training and practice.
Sharon Stephan, PhD, Nancy Lever, PhD, Nicole Evangelista Brandt, PhD, and Elizabeth
Halstead Connors, MA, Center for School Mental Health, University of Maryland, School
of Medicine, Baltimore, MD
9. School Mental Health in Rural Settings: Effectiveness and Adapting Best Practices
(EBP)
Chair: Kurt Michael, PhD, Appalachian State University, Boone, NC
School-based mental health initiatives require program evaluations in order to appraise
the benefits of providing services within the schools. This presentation presents preliminary academic and mental health data from a school mental health program located in
rural western North Carolina. The goals of this presentation are a) discuss the need for
school-based services in rural areas; b) present preliminary findings from program evaluation; and c) discuss preliminary findings and the implications of the data. In 2007, a grant
from the Blue Cross/Blue Shield Foundation of South Carolina enabled the South Carolina
Department of Mental Health (SCDMH) to expand school mental health programs in underserved rural areas of the state. The session will describe how the special circumstances
of rural southern communities produced modifications in the best practice model utilized
by SCDMH This session will address program development and outcomes, and reflect the
perspectives of management, clinicians, and school personnel.
Abby Albright, BA, Kurt Michael, PhD, Klaire Roberson, BA, Krystal Trout, BA, BS, Mallory Forman, BA, and Christina Hall, BA, Appalachian State University, Boone, NC
Melissa Craft, LISW-CP, South Carolina Department of Mental Health, Columbia, SC
Dorothy McAllister, MA, Pee Dee Mental Health Center, Hartsville, SC
32
Thursday, October 25, 2012
_________________________________________________________________________________________
10. Enhancing School Climate and Providing Social Emotional Learning Supports
for Military Children (MIL)
Chair: Katie Eklund, PhD, Fountain Fort Carson School District, Colorado Springs, CO
Military youth experience many challenges to their successful development. Schools are
well positioned to remove barriers to learning and enhance children’s quality of life and
well-being. This presentation will identify stressors unique to military dependent youth
and how social emotional learning programs can positively impact student’s academic and
behavioral outcomes. Participants will begin to critically examine how schools can better
meet the behavioral, social, and emotional needs of military dependent youth.
Katie Eklund, PhD, Fountain Fort Carson School District, Colorado Springs, CO
11. Adolescence and Racial/Ethnic Identity Development: Theoretical and Practical
Considerations in a School Context (DY)
Chair: Rafael Art Javier, PhD, ABPP, St. John’s University, Queens, NY
Discussant: Caroline Clauss-Ehlers, PhD, Rutgers, The State University of New Jersey,
New Brunswick, NJ
This presentation focuses on the ethnic identity development for adolescents from seven
ethnic groups (i.e. African American, American Indian, Asian American, Arab American,
Latino/Latina, White American, and multiethnic youth). We will discuss prominent developmental theories and how these paradigms explain the ethnic identity development of
diverse adolescents. Commonalities and differences in ethnic identity development will
also be discussed as they pertain to adolescents in these seven ethnic groups.
Rafael Art Javier, PhD, ABPP, St. John’s University, Queens, NY
Kip Thompson, MA, University of South Carolina, Columbia, SC
Caroline Clauss-Ehlers, PhD, Rutgers University, New Brunswick, NJ
12. Implementation of Evidence-Based Practices and Programs in Schools
Chair: Donna Burton, EdM, University of South Florida, Tampa, FL
Discussant: Neil Humphrey, PhD, University of Manchester, Manchester, UK
Schools are increasingly viewed as providers of mental health services to children in the
face of significant gaps in service delivery. This conference session / discussion hour presents findings from one local school district’s efforts toward an integrated school mental
health framework. Presenters seek to promote discussion among participants on strategies
for integrated school mental health and extend the dialogue on core translational research
methodologies and implementation of evidence-based practices. We report on the evaluation of Achievement for All (AfA), an intervention for students with disabilities that combines school-wide and targeted approaches in three areas: (1) assessment, tracking and
intervention, (2) structured conversations with parents, and (3) developing provision for
wider outcomes. Our main foci will be the impact of AfA on the behaviour, positive relationships and bullying of students with disabilities and the contextual factors, processes
and practices that influenced variability in individual outcomes.
Donna Burton, EdM, Tom Massey, PhD, and Robert Lucio, PhD, University of South Florida, Tampa, FL
Neil Humphrey, PhD, University of Manchester, Manchester, UK
33
Youth Involvement & Leadership Day!
On Friday!
The 17th Annual Conference on Advancing School Mental Health
Finding a Powerful Voice Through the Arts!
The Mysterious Happy Life of Brown Bag—Written by local playwright Greg Near, the play tells the poignant story of a boy who was
born with an unusual difference. The story chronicles Brown Bag's struggle to fit in, and is told from the perspective of his mother
and his teacher. The title character teaches us to embrace and respect differences.
Web links: (http://vimeo.com/49035282) (http://vimeo.com/49035283)
Playwright: Greg Near
Director: Lane Richins
Actors: Barb Gandy, Bijan J. Hosseini, and Georgia Gregersen
Visual arts discovering the power of creating a piece of art with your own thoughts and feelings. Youth artwork will be created
on “Brown Bags” to be displayed at conference reception Friday night. Youth and families are invited back to attend the
reception. Art produced with assistance from 2 local Utah Artists:
Brian Bean
Ben Springer
Artwork is a powerful way to express feelings and thoughts, some people may express themselves through words. In addition,
using words with artwork can help other people to interpret your feelings and thoughts. We will explore the use of artwork,
words, and other ways to express ourselves by looking at things youth have left behind as tributes at the Flight 93 Memorial
Site. We will also talk about your artwork and how we can use words to help explain and interpret it.
Christina L. Scanlon
October 26th, 2012
9:30 AM to 2:00 PM
Salt Lake Marriott Downtown at City Creek
75 S. West Temple
Salt Lake City, Utah
Youth Involvement and Leadership: Focused on Advancing Youth Involvement and Leadership
◦Expanding youth leadership, participation, and input at local, state, and national levels
◦Advancing the development and implementation of strategies and approaches that promote greater youth leadership at all levels of the service systems that support them
◦Supporting efforts by the national community of practice and its practice groups to promote meaningful youth involvement and leadership
◦Organizing a dialogue around greater inclusion of youth in meaningful ways in all facets of school mental health
◦Developing and promoting best practices and innovative approaches for youth involvement and leadership
◦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
“School Mental Health: Promoting Positive Outcomes for Students, Families, Schools, and Communities."
Conference Program
Friday
October 26, 2012
Friday, October 26, 2012
7:00-9:00 AM
Registration
7:30-8:30 AM
Practice Group Training Sessions: Open to all participants
This session offers the opportunity for participants to learn more about the individual practice groups within the National Community of Practice (CoP) on Collaborative School
Behavioral Health. The National CoP utilizes a family-school-community shared agenda
with 12 practice groups that are engaging in deeper discussions about issues critical to the
field’s advancement. The National CoP has developed significant and broad partnerships at
local, state, national, and international levels that inform understanding and help mobilize
dissemination and diffusion efforts to increase reach and actual use of resources to over
4.5 million stakeholders. Collaboration with the National CoP is promoted through the
interactive website www.sharedwork.org. Participants are able to attend up to three of the
practice group training sessions (one session in the morning on Thursday and Friday and
one after picking up box lunches on Thursday). These sessions will go into greater depth
about the mission, activities, and resources of the practice group and will offer participants
a voice in planning for the year’s activities for the group. For a more detailed description
of each practice, see the beginning of the program booklet.
1) Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration
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 ensure that students receive the necessary supports and tools
for both academic and social emotional learning.
2) Psychiatry and Schools
This practice group focuses on psychiatry in schools, including:1) identifying the roles
of psychiatrists who work in schools, 2) interdisciplinary collaboration, 3) training,
4) the development of guidelines for appropriate medication prescribing in schools,
and 5) ways to utilize psychiatric services in schools.
3) Quality and Evidence-Based Practice
The mission of this practice group is to 1) share information across individuals and
groups interested in improving the quality of school mental health (SMH) programs and
services and 2) discuss, promote, and disseminate evidence based practices in SMH.
4) School Mental Health for Culturally Diverse Youth
The mission of this 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.
5) School Mental Health for Military Families
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.
6) Youth Involvement and Leadership
This practice group is focused on advancing youth involvement and leadership in
school mental health.
37
Friday,
October 26, 2012
_________________________________________________________________________________________
8:35-8:45 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, Project Director, IDEA Partnership, Alexandria, VA
8:45-9:45 AM
Keynote Address
Keeping Score for Kids: The Impact of Adverse Childhood Experiences on Health
and Society
Robert Anda, MD, MS, Co-Founder, Adverse Childhood Experiences, Atlanta GA
9:45-9:55 AM
9:55-10:55 AM
This presentation will overview findings from the Adverse Childhood Experiences Study
to examine the effects of common childhood stressors on risk behaviors and health. The
neurodevelopment impact of these experiences and a life course model will emphasized. Break
Conference Session V
1. Voices from the Field: Aligning Your Role with National Models of Practice (CC)
This session helps professionals explore voices from the field who are using national models of practice to frame their practice after self-assessment to plan their professional development and evaluate their work as the meet the needs of students in K-12 settings.
Sally A. Baas, EdD, Concordia University, St. Paul/ National Association of School
Psychology, Brighton, MN
Katie Eklund, PhD, Fountain Fort Carson School District, Colorado Springs, CO
John Kelly, PhD, Commack Schools, Commack, NY
2. Ideas from the Field: Building Comprehensive School Mental Health Programs
through Creative Collaborative Partnerships (CC)
This presentation will discuss ways in which school community partnerships have successfully sustained school mental health programs through strategies such as: 1) strengthening
and building local partnerships, 2) connecting with state agencies and legislators, 3) using
Medicaid resources such as administrative claiming and alternative billing strategies for
case management, social workers, and student support teams, 4) district funding and community providers collaborating to fund school mental health, and 5) integrating mental
health programs with PBIS/RTI and system of care models.
Elizabeth Freeman, MSW, LCSW, and Mary Thorngren, MS, American Institutes for Research, Washington, DC
38
3. Mapping the Road: Our Journey of Connecting School Based Mental Health, Positive Behavioral Support, and Community Resources (PBS)
Washington County School District (WCSD) located in Saint George, Utah began a collaborative effort with Southwest Behavioral Health Center (local mental health agency) to
initially provide school based services in 29 district schools. Additionally, WCSD began
implementation of PBIS/RTI within all the schools. These efforts are resulting in school
positive climate changes, but also positively affecting the community. Join in a panel discussion of area stakeholders in how this relationship developed to promote these positive
practices.
Marybeth Fuller, BS, MS, Washington County School District, Saint George, UT
Colleen Moore, MSW, LCSW, Southwest Behavioral Health Center, St. George, UT
Friday, October 26, 2012
_________________________________________________________________________________________
4. Building a Youth-Centric Prevention Framework to Address Teen Sexting Behaviors: Similarities and Differences Between Youth and Parent Perspectives (JJD)
This presentation will summarize the current findings of a study conducted in three states
(MA, SC, and OH) focused on development of youth-centric prevention policy to address
the incidence and consequences sexting. Sexting has attracted recent attention over its
prevalence and its potential connections with bullying, cyber-bullying, teen dating violence and child pornography. Similarities and differences between youth and parent perspectives are highlighted.
Carl E. Paternite, PhD, Cricket Meehan, PhD, and Amy Wilms, Miami University Center
for School-Based Mental Health Programs, Oxford, OH
5. Collecting Perceptual Data from Stakeholders to Improve Expanded School Mental Health (SOC)
This presentation will highlight a five school pilot in Utah focused on the assessment of
school community needs and strengths. Participants will explore how lessons learned here
might guide their own expanded school mental health initiatives, and receive several tools
to assist with this work.
Aidyn Iachini, PhD, MSW, LSW, University of South Carolina, Columbia, SC
Carol Anderson, MS, Utah State Department of Education, Salt Lake City, UT
Tammer Attallah, MSW, Valley Mental Health, Murray, UT
Michael Fuller, PhD, Muskingum Valley Educational Service Center, Zanesville, OH
Dawn Anderson-Butcher, PhD, MSW, LISW-S, Ohio State University, Columbus, OH
6. Using Prevention and Intervention Strategies to Promote the Least Restrictive Environment for Youth with Disabilities (YD)
This session will focus on ways to improve school mental health for youth with disabilities.
The session will begin with a discussion of the major limitations faced by school systems
with respect to providing the least restrictive environment for students with disabilities.
This discussion will be followed by a brief presentation of the CARS program, followed by
a group discussion surrounding evidence-based interventions in positive psychology that
target adolescents’ subjective well-being (SWB), academic achievement, and self-efficacy.
Jason Bird, BA, Robert Markle, BS, and Mark Weist, PhD, University of South Carolina,
West Columbia, SC
7. What’s With All these Pills? A Crash Course in Psychopharmacology for the NonPrescriber (PS)
Why so many pills? What are they all for? Why do the prescriptions keep changing? What
about all the side effects? Learn the answers to these and other questions you have about
psychiatric medications. The goal is to promote collaboration between the prescribing clinician and others working with the child in an effort to foster best outcomes for the child
and family. Having knowledge about the medications is an essential part of that collaborative relationship.
Lisa Ehrlichman, MSN, MEd, California School Nurses Organization Chair for Adolescent
Health, San Diego, CA
8. After a Suicide: Using School and Community Partnerships to Reduce Possible
Contagion and Help Heal the Community (CC)
Suicide in a school community is tremendously sad, often unexpected, and can leave a
school and surrounding community with many uncertainties about what to do next. This
interactive presentation will provide expert and evidence-based principles for developing
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family-school-community collaborations to address the needs of students, faculty and staff,
and community members in the aftermath of a suicide.
Phil Rodgers, PhD, American Foundation for Suicide Prevention, Wallingford, VT
9. The Alberta Mental Health Capacity Building in Schools Initiative: Update and
Results from the External Evaluation (EBP)
Data was collected from 21,899 participants and stakeholders over a 2.5 years. Key findings of the evaluation and the application to community-driven mental health initiatives
within schools will be outlined. Case models of various projects will be explored. Active
discussions will focus on adaptations of the Alberta model of collaborative service delivery
and a guideline for evaluating the progress of similar projects will be provided.
Tracey Trudeau, PhD, Alberta Health Services - Addiction and Mental Health, Edmonton,
Alberta, Canada
10. When Cultures Collide: Cultural Lessons Learned When Implementing the
School-Based Behavioral Health Program at Joint Base Lewis-McChord, WA (MF)
Deployments to Iraq and Afghanistan have affected nearly two million children who’ve
had one or both parent(s) serving in the military. It’s critical that school personnel and
behavioral health providers understand the significant impact of the military culture on
the social/emotional/behavioral/academic functioning of military children. Presenters will
discuss unique military culture/phenomena and lessons learned about military culture during implementation of a SBBH program for a combined Army and Air Force population in
Washington State.
Deanna Nuttbrock-Allen, PhD, and Jennifer Alford, PhD, Child and Family Assistance
Center (CAFAC)/School Behavioral Health (SBH); Madigan Healthcare System, LewisMcChord Tacoma, WA
11. Providing School Mental Health Services: Cultural Considerations for Practitioners
(DY)
This conference session is designed to provide participants with information regarding the
importance of providing culturally competent/responsive school mental health services for
children and adolescents. The presentation will combine lecture, discussion and handson activities for an interactive experience leading to greater understanding of the cultural
considerations mental health practitioners must be aware of in order to provide the most
appropriate treatment options for culturally diverse youth.
Gwendolyn Willis-Darpoh, PhD, American Institutes for Research, Washington, DC
Cynthia Wright, EdD, Education Development Center, Waltham, MA
12. Stigma, Courage, and Supporting the Authentic Voice of Youth (YIL)
Supporting and strengthening the voice of youth requires both a determination to reduce
and eliminate stigma, and a commitment to specific strategies and actions. This session
will explore the importance of the youth voice, examine the role of stigma, and review four
successful projects. The audience will share additional projects and ideas for the benefit of
others in attendance. All participants will begin work on personal action plans.
Jenah Cason, MSW, Federation of Families of South Carolina, Columbia, SC
Mike Paget, MEd, South Carolina PBIS and SMH Networks, Columbia, SC
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13. Evaluation of the Seattle Public School’s Family Support Program (DY)
This presentation will describe an evaluation of a school-based family program designed
to reduce barriers to learning in elementary and middle school for selected academically
struggling children of families of color and families in poverty. We will describe how the
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program functions and operates, evidence of the program’s success through focus groups
with key stakeholders and families, and an analysis of the relationship between program
participation and academic outcomes.
Michael Pullmann, PhD, Eric Bruns, PhD, and Ericka Weathers, MA, University of Washington, Division of Public Behavioral Health and Justice Policy, Seattle, WA
Isabel Muñoz-Colón, MA, City of Seattle Office for Education, Seattle, WA
Acquineta Williams, BA, Michael Melonson, BA, Family Support Worker in the Seattle
Public School System, Seattle, WA
10:55-11:10 AM
14. Learn how to Incorporate Preventative Mental Health Interventions that Foster
Academic and Social Achievement in Urban Elementary Schools (PBS)
Turn 2 Us, NYC. The presenters will demonstrate how two urban elementary schools and
community partnerships: a) parallel systems of care and PBS model; b) foster mental health
literacy throughout the school community; c) foster optimal academic and social performance through intervention services for at-risk youth that include mentorship, sports, arts,
dance, mind/body; and d) track and monitor student progress as part of the delivery of
service and program evaluation.
Evelyn Montanez, PhD, New York Presbyterian Medical Center, New York, NY
Blanca Battino, MA, New York State Department of Education, Hoboken, NJ
Break
11:10 AM-12:10PM Conference Session VI
1. Interdisciplinary School-Based Mental Health Team: A Demonstration (CC)
This session will demonstrate what an interdisciplinary and high-quality research-based
approach to what school-based mental health can look like through an enactment of a case
review meeting by the presenters. This review is based on current efforts to expand mentalhealth services in a moderately sized rural school district. Those interested in learning more
about the need for such initiatives and how they can be implemented will benefit from
participation in this activity.
Nicole Warcholak, MS, The SUMMIT Project, State College Area School District, State
College, PA
Michael Wolff, PhD, Elizabeth Mellin, PhD, and Brian Rabian, PhD, Penn State University, University Park, PA
Jeanne Knouse, MEd, and Patrick Moore, MEd, State College Area School District, State
College, PA
2. HEROES in Action: Attributes of a Successful School/Mental Health/Community
Partnership (CC)
This presentation, delivered by school mental health personnel, will address attributes of
an award-winning Safe Schools/Healthy Students grant collaboration based in Johnson
City (TN) Schools, highlighting relationships between stakeholders, placement of staff,
sustainability, evidence-based programs and practices, and outcomes. Appropriate participants are those developing, continuing, or expanding a collaborative culture for student
mental health. Participants will be involved in active discussion regarding the development
of program ideas in their own area.
Colleen Weems, MA, LPC-MHSP, and Rebecca Sapp, PhD, LMFT, Frontier Health, Johnson City, TN
Greg Wallace, EdD, Johnson City (TN) Schools, Johnson City, TN
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3. PBS and School Based Mental Health: A Comprehensive Approach (PBS)
In 2008 LBL ESD, received a Safe School/Healthy Students (SS/HS) grant to address a
number of barriers to learning facing our rural children and families. One barrier was the
lack of access to mental health services. To maximize the impact of federal funding, the
project adopted a systems approach to mental health services. Using the Positive Behavior
Support System as the foundation we developed a model of integrated supports, spanning
from early childhood through high school.
Kathryn Henderson, BSN, MPH, Linn Benton Lincoln Education Service District, Albany, OR
Vicki Harlos, MSW, Linn Benton Lincoln ESD, Albany, OR,
Jerri Wolfe, PhD, Linn Benton Community College, Albany, OR,
Ryan Noss, MEd, Lebanon Community Schools, Lebanon, OR
4. Measuring Readiness for Integration of Positive Behavior Interventions and Supports and School Mental Health (PBS)
In this session, the development of a measure for assessing readiness of key stakeholders to integrate Positive Behavior Interventions and Supports (PBIS) and School Mental
Health (SMH) will be reviewed. Although there are many benefits to combining PBIS and
SMH, readiness of schools, communities, and families must be estimated before initiating
changes. The process of constructing a psychometrically sound measure of this construct,
as well as survey results, will be discussed.
Vittoria Anello, MA, University of South Carolina, Columbia, SC
Mark Weist, PhD, University of South Carolina, Columbia, SC
5. North Carolina Department of Public Instruction’s On-line Module (JJD)
The development of a professional development tool to help teachers understand behavioral health issues in the classroom, decrease dropout rates, and increase graduation rates
for K-12 students. The goals of this presentation include providing a multi-system panel
and modeling four important SMH themes. The session involves utilizing shared schoolfamily-community resources, fostering a public health approach, reducing academic and
non-academic barriers to learning with diverse students and incorporating diverse stakeholders.
Christina K Minard, BS Nsg, MS, North Carolina Department of Public Instruction, Raleigh, NC
Karen L. Everett, BS, Raleigh Police Department, Raleigh, NC
Cameron Massey, MA, LPA, Title V Grant, Appalachian State University, Boone, NC
Jennifer Rothman, BS, NAMI NC, Raleigh, NC
DeLea Payne, EdD, NC Department of Public Instruction, Raleigh, NC
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6. An Exploration of the Autism Spectrum Disorders Service Delivery System: Implications for Practice, Research, and Policy (YD)
This presentation shares findings from a qualitative study exploring the experiences of
parents of children with an autism spectrum disorder and service providers. Themes from
interviews and focus groups will be discussed. The presenters will explore the implications of providing services to individuals with Autism Spectrum Disorders in relation to
research, policy, and practice within expanded school mental health. The importance of
promoting collaboration between service providers, schools, and parent/caregivers will be
emphasized.
Hilary Drew, MSW, The Ohio State University, Columbus, OH
Amber Moodie-Dyer, PhD, Jill Hoffman, MSW, and Dawn Anderson-Butcher, PhD, The
Ohio State University, Columbus, OH
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7. Bridging MH Literacy across the Education, MH and Health Sectors in Ontario
Canada (LL)
The Ontario Centre of Excellence for Child and Youth Mental has launched a mental health
literacy initiative designed to build a common ground to support service providers across
sectors. The Centre developed an initial training program in basic mental health literacy for
educators, mental health service providers and health-care professionals across the province and has also developed additional MH Literacy modules that focus in greater depth on
specific core issues around MH literacy and competency.
Despina Papadopoulos, MEd, The Ontario Centre of Excellence for Child and Youth
Mental Health, Ottawa, Ontario, CA
8. Building a Bridge to Close the Research to Practice Gap: Facilitating Evidence
Based Interventions in School (EBP)
This presentation describes the identification and implementation of several strategies for
use in bridging the research to practice gap in school mental health services. Case examples
and innovative strategies for the transportability of evidence based interventions will be
shared and include mental health, educator, and researcher perspectives. This presentation
will also include brainstorming activities, so that attendees can devise strategies for use in
their intervention efforts.
Melissa Dvorsky, BS, Elaine Miller, MA, Kathryn Van Eck, MA, and Leslie K. Taylor, PhD,
University of South Carolina, Columbia, SC
9. Enrolling, Engaging, and Empowering High Schools (EBP)
The Maryland Safe and Supportive Schools initiative aims to improve school climate in
high schools. An outline of the MDS3 model, lessons learned from enrolling, engaging,
and empowering high schools will be shared. The six programs include PBIS (Positive
Behavioral Interventions and Supports), Olweus Bullying Prevention Program, Botvin’s
LifeSkills curriculum, Check-In/Check-Out, Check and Connect, and CBITS (Cognitive
Behavioral Intervention for Trauma in Schools). Assessment instruments and results will
be reviewed. Beth Chatfield, MEd, Wayne Hickman, EdD, Christina Knepper, LGSW, and Rebecca Philbrick, EdS, LGSW, Sheppard Pratt Health System, Baltimore, MD
10. Living and Succeeding with Mental Illness: A Youth Perspective (YIL)
Rocky Mountain Youth Resources Youth Group panel presents on Living and Succeeding
with a Mental Illness: A Youth Perspective, a presentation by youth geared toward educators and other school staff who seek to learn more about youth and mental illness, and how
to accommodate. It provides an understanding of the daily struggles with mental illness
and the stigma associated with it, especially in the school environment, not only from
peers, but from educators as well.
Brianna Boje, Travis Henry, Dylan Henry, Morgan Henry, Rocky Mountain Youth Resources Youth Group, Helena, MT
11. Medicaid in the Schools- An Innovative Partnership (LL)
Many people are unaware that Medicaid partially reimburses some health care and outreach services provided in public schools across the country through the Medicaid School
Based Services Programs. This session will provide background, describe how it works,
and illustrate the unique partnership between Medicaid, Education and families, while defraying the ever-increasing costs of health care delivered in schools.
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Rena Steyaert, BS, National Alliance for Medicaid in Education/ Department of Public
Health & Human Services, Helena, MT
13. Looking at the Connections Between School Environments and Positive Outcomes
for LGBT Youth
This discussion-based session will include an overview of school issues and data related to school outcomes for students who identify as lesbian, bisexual, gay, or transgender
(LBGT). Strategies for increasing short- and long-term school supports will be presented
and discussed.
Debra Grabill, Jeff Poirier and Rich Weisgal
Human and Social Development Program, American Institutes for Research
12:10–1:00PM
Lunch and Awards Recognition
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.
Presenter: Nancy Lever, PhD, University of Maryland, School of Medicine, Baltimore, MD
Presented to: Lucile Eber, EdD, Statewide Corodinator of Illinois’ Emotional and Behavioral Disabilities Network, sponsored by the Illinois State Board of Education
Youth and Family Partnership Award
This 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.
Presenter: Sandra Spencer, Executive Director, National Federation of Families for Children’s Mental Health
Presented to: Madison CARES, Rexburg, ID
1:00-2:30PM
Hot Topics in School Mental Health: Plenary Panel Presentation
School Health in an Era of Reform
John Schlitt, MSW, National Assembly on School-Based Health Care
Health care redesign offers enormous challenges and opportunities for school health programs. School-centered services and programs are ideally situated to demonstrate impact
on reform goals that emphasize prevention and population health – interventions that address the root causes of disease. The presenter will describe how school-based providers
and advocates can leverage national, state and local health care reform efforts to create
more seamless integration into broader community delivery and payment systems.
Understanding the Role of Medicaid in Financing School Mental
Rena Steyaert, BS, National Alliance for Medicaid in Education
This presentation will describe how schools may use Medicaid as a possible avenue to
fund school mental health services. The speaker will highlight the relationship that the
National Alliance for Medicaid in Education offers to support states in this effort. NAME
advocates program integrity for school-based Medicaid reimbursement.
Working Collaboratively: Juvenile Justice and School-Based Services
Sim Gill, JD, Salt Lake City District Attorney’s Office
A systems approach to the issues of criminal and social justice, focusing on collaborative
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and community oriented approaches to problem solving. The importance of collaboration on the creation and implementation of various therapeutic justice programs including
Mental Health Court, Salt Lake City Domestic Violence Court, Misdemeanor Drug Court
and the Salt Lake Area Family Justice Center. These alternatives seek to transition those
offenders out of the criminal justice system who can most benefit from other programs—
giving them a much greater chance to not re-offend. That greater outcomes are being
shown through community collaborations and supporting those with mental health needs.
2:30-2:40PM
Break
2:40-3:40PM
Conference Session VII
1. First Grade Here I Come! (CC)
This workshop will discuss the process used in Alamance County to address school readiness issues with young children ages 0-5 who have experienced trauma or have social
emotional needs. Alamance County employed a collaborative approach with everyone involved in a young child’s life. Screening tools and assessments as well as Evidence Based
Practices will be addressed.
Gail Cormier, MS, and Elizabeth Jones, BS, NC Families United, Greensboro, NC
Laura Muse, MSW, LPC, Alamance Alliance, Burlington, NC
Katie Cox, MSW, LCSW, Burlington School System, Burlington, NC
2. The Greene County Model: How We Built a Collaborative Culture to Enhance
Student Mental Health (CC)
A model for building a collaborative culture to enhance student mental health was developed through community-university partnerships in a rural county in eastern North Carolina. Doctoral students under faculty supervision conducted individual and group counseling for students, provided behavioral consultation to teachers, hosted family educational
and enrichment activities, and coordinated a volunteer tutoring program. The presenter will
focus on the partners’ collaborative relationship and how it changed students’ lives.
Jeannie Golden, PhD, and Keith Letchworth, MEd, East Carolina University, Greenville, NC
3. Conceptualizing Pre- and In-Service Educator & Practitioner Competency Development: An Integrated Systems Model for Mental/Behavioral Health Services & Supports (PBS)
Systems-level SMH has fallen short in all areas (training, research, policy, practice) with
much of the research not translating into practice or policy. Why is the ‘evidence’ not ‘practice-’ or ‘policy-based’ enough? This is the enigmatic contradiction that divides us. This
session discusses mixed methods and illustrates systems science modeling alternatives to
capture complex, multifaceted variables, interactions, and processes. There is a focus on
evidence-based processes (vs. practices). Community-centered (educator, practitioner) applications are provided
Christina Pate, PhD, MEd, Johns Hopkins, Baltimore, MD
4. Incorporating Sensory Strategies into PBS (PBS)
In every school, there are students who struggle with regulating their physical and emotional states, which may present in off task and disruptive behavior. In this session, participants will explore methods for assessing how students’ experiences of everyday sensory
input may influence their behavior or participation in different academic activities and en45
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vironments. In addition, we will explore how to use data from these assessments to embed
sensory-based activities and supports into school-based positive intervention plans.
Susan M. Cahill, PhD Candidate, OTR/L, Midwestern University, Downers Grove, IL
Sharon Ray, ScD, OTR/L, Stony Brook University, Stony Brook, NY
Laurette Olson, PhD, OTR/L, FAOTA, Mercy College, Dobbs Ferry, NY
5. Missed Opportunities for Preventing Dropout: A Critical Examination of Pathways
to Alternative School Placement (JJD)
This session provides a structured forum in which to discuss alternative school placement
as a mechanism to prevent school dropout. Results of a case analysis of alternative school
placement using retrospective record review, in conjunction with a brief parent interview
will be presented. Highlighted are how particular pathways to placement may jeopardize
the potential benefit of placement; the critical roles of the provision of school mental health
services; and family inclusion in decision-making.
Zewelanji Serpell, PhD, Brittney Pearson, BS, and Leah Saulter, BS Virginia State University, VA
6. Collaboration: A Strategy to Promote Positive School Mental Health Outcomes for
Students (FP)
Family-school-community partnerships are built by collaboratively supporting capacity
building efforts for a shared agenda between all stakeholders. This session will focus on:
1.) how to include families in developing a shared agenda to voice their needs in their communities; and 2.) how to create partnerships between families, schools, other child service
systems, and policy groups on the importance of family integration at all levels.
Cynthia Glimpse, MS, Technical Assistance Coordination Center, FHI 360, Washington, DC
Claudette Fette, PhD, Texas Federation of Families, Texas Woman’s University, Denton, TX
7. Collaborative Roles in the Transition Process for High School Students with Disabilities (YD)
Collaboration between the special educator, school counselor, and vocational rehabilitation
counselor is necessary for high school students with disabilities to successfully transition to
post-secondary options. Unfortunately, role confusion and lack of a collaborative model aid
in poor transition planning practices. A collaborative model will be proposed and discussed to
assist school mental health personnel in building crucial collaborative relationships.
Charity Anne Kurz, BS, MEd, The Pennsylvania State University-Counselor Education and
Supervision, State College, PA
8. Early First Impression - What Kindergarten Parents Can Teach Us (LL)
This workshop focuses on the power of language with incoming kindergarten parents. We
will examine the necessary intentionality of our words to support parents not only as the
child’s first teacher but as their child’s continuous teacher. We will briefly examine the Parent Appraisal of Children’s Experiences (PACE) measure to acquaint participants with this
instrument for assessing early life experiences as the underpinnings of the child’s current
social/emotional capacity and foundational to their academic capacity.
Mary Anne Peabody, LCSW, Children’s Institute, Rochester, NY
9. Ethical and Professional Practice Issues in the Delivery of School-Based Mental
Health Services (PS)
The focus of this presentation will be on the ethical standards (i.e., confidentiality, informed
consent for treatment, competency, and dual/multiple relationships), legal, and profession46
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al practice matters (i.e., burn-out, practicing while impaired, and continuing education) that
may impact the delivery of school based-mental health services by various mental health
service providers. Case studies will be used to provide the opportunity to discuss risk management strategies and problem solving approaches to manage ethical and legal challenges.
Michelle M. Perfect, PhD, Richard J. Morris, PhD, and Katherine Stoll, MA, University
of Arizona, Tucson, AZ
10. Project CLIMB: The Feasibility and Susceptibility of an Integrated Mental Health
and Physical Health Intervention (EBP)
School mental health (SMH) quality indicators highlight the use of evidence-based practices (EBPs) and collaboration between professionals working with children across service
settings. This presentation will discuss the development, feasibility, and acceptability of
the CLIMB project, which incorporates EBPs for behavior change in physical and mental
health. Active discussion will be encouraged to enhance the understanding of integrated
physical and mental health in schools and issues of feasibility and acceptability.
Heather Lasky, BA, Melissa George, PhD, Nevelyn Trumpeter, MS, Mark Weist, PhD,
Dawn Wilson, PhD, and Meghan Gottung, University of South Carolina, Columbia, SC
Lori Chappelle, MA, Waccamaw Center for Mental Health, Conway, SC
11. Family Stress Impacts Student Success; Linking Behavioral Health to Schools
(MF)
Almost a decade of war has led to exposure of multiple risk factors to our school-aged children. The continued cycle of deployment has increased stress in our military families. This
stress in turn has impacted the academic and social development of the military connected
child. Through a strong partnership between schools, mental health professionals, parents,
military officials, and community leaders a program has been developed that promotes
intervention and prevention in the schools.
Paul Douglas, Masters/Doctoral Student, Clover Park School District, Puyallup, WA
Jennifer Alford, PhD, Madigan Healthcare Systems, JBLM, WA
12. The College Choice: Finding the Fit, Bridging the Gap for All Students (YIL)
The college search and transition are important yet stressful events for many high school
students. This presentation addresses what research indicates are the needs of those with
mental health challenges. It introduces the framework of both the four year college selection plan and the multi-modal counseling model for college preparation. Participants will
be given printed information concerning both of these counseling tools.
Judith Justice, EdD, and James Rosenberger, EdD, Indiana Wesleyan University, Marion, IN
13. Addressing Barriers to Mental Health Services in Immigrant Communities: The
Unique and Necessary Role of the School (DY)
Attendees will be oriented to the systemic issues impacting the treatment seeking and engagement behaviors of the immigrant population. Case study will assist attendees in identifying how issues of race and ethnicity are entwined in helping immigrant families receive
the mental health services they need. Obstacles and solutions to the school acting as facilitator and liaison for the mental health treatment of immigrant families will be explored.
Janee Both Gragg, PhD, University of Redlands, Redlands, CA
Debra Warner, PsyD, The Chicago School of Professional Psychology, Los Angeles, CA
Marquette Brown, BA, University of Redlands, Redlands, CA
3:40-3:50PM
Break
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3:50-5:20PM
Advanced Practice Skills Session
1. Building a Collaborative System for Educating Traumatized Children: Moving
Evidence Based Interventions into the Classroom (CC)
Students in our schools have been exposed to traumatic and other adverse circumstances.
These experiences undermine students? ability to learn, form relationships, and manage
their feelings/behavior. Educators are often unaware of these children’s needs or how to
meet those needs within the hours of the typical school day. This presentation will focus on
describing how school based mental health providers can assist teachers implement practical, and effective strategies for supporting traumatized students in school.
Robert Hull, EdS, MHS, University of Missouri/Prince Georges County Schools, Millersville, MD
Mona Johnson, MA, CPP, CDP, Madigan Army Medical Center, Tacoma WA
Ron Hertel MSW, Washington State Educational Agency, Olympia, WA
2. Building and Sustaining a School-Based CARE Team: Ready? Set? Go! (CC)
This workshop will present the CARE team model, demonstrate how to determine school
readiness, and describe the steps for planning and implementing a CARE team. Participants will get a first-hand account about how several Chicago high schools have embarked on building and sustaining CARE team. Participants will learn skills in assessing
readiness, initiating a CARE team planning process, developing protocols for assigning
students to behavioral health interventions and collecting student and school-level data.
Laura Hurwitz, MSW, LCSW, Ann & Robert H. Lurie Children’s Hospital of Chicago, Department of Child and Adolescent Psychiatry, Chicago, IL
3. Social Emotional Learning for 4th and 5th Graders: An Innovative Curriculum
that Builds Resiliency Skills for Students, Educators and Parents (CC)
The Cleo Eulau Center is known for providing expert mental health consultation in schools.
In this presentation, we discuss an innovative Social Emotional Learning (SEL) curriculum for 4th and 5th graders collaboratively developed that provides sequenced lessons for
students and works with educators and parents to promote resilience in students. Participants will learn about program details, participate experientially in an SEL lesson, and hear
evaluation results. Participants are encouraged to ask questions and participate throughout
the presentation.
Terese Brennan-Marquez, MSW, LCSW, PPSC, The Cleo Eulau Center, Mountain, CA
4. RENEW Phase 1, Personal Futures Planning: Skills for Engaging Youth with Emotional and Behavioral Disorders to Take Control of their Lives (JJD)
This session will focus on Tertiary level supports in a Multi-tiered System of Support
Framework being implemented in New Hampshire high schools. The presentation will
include case examples and student pre- and post-intervention data.
Jonathon Drake, MSW and JoAnne Malloy, PhD, Institute on Disability University of New
Hampshire, Concord, NH
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5. The Hawaii Department of Education: Partner for Building an Interagency Unified and Comprehensive Framework for Behavioral and Mental Health Services to
Children and Youth (SOC)
This presentation will provide a venue to hear how Hawaii Department of Education is
collaborating with other state departments, community health, the University of Hawaii,
families and youth, to articulate a unified comprehensive framework for behavioral and
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mental health services to children, youth and their families.
Kelly A. Stern, MA, Hawaii State Department of Education, Honolulu, HI
Jason Schiffman, PhD, University of Maryland Baltimore County, Baltimore, MD
6. Using Communities of Practice to Advance School Mental Health in States (SOC)
Hawaii’s Department of Education piloted the Community of Practice (CoP) approach to
develop structures necessary for ongoing SBBH and school intervention support systems.
Participants will learn how 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.
Glenn Gray, BA, MA, Hawaii Department of Education, Honokaa, HI
Susan Wood, CA, Hilopa’a F2F Health Info Center, MCH LEND, Honokaa, HI
Arthur Souza, BA, MA, Hawaii Department of Education, Kailua-Kona, HI
James Palmiero, EdD, Tina Lawson, EdD, and Sue Zeiders, MEd, Pennsylvania Training
and Technical Assistance Network, Reedsville, PA
Kelly Perales, MSW, Community Care Behavioral Health, Camp Hill, PA
7. Positive Behavior Supports for Students with ASD and Co-morbid Mental Health
Disorders: A Collaborative Approach (YD)
Educators, mental health providers and families must work collaboratively to correctly
identify students’ needs and develop positive behavior supports to address these needs.
This presentation will assist educators and mental health providers in how to differentiate
between ASD and co-morbid disorders and how to design effective research based positive
behavior supports to address both areas.
Maureen Bradshaw, MSE and Maryann McIntyre, MA, CCC-SLP, Arkansas State Coordinator Behavior Consultants, Conway, AR
8. Best Practices for Providing Trauma-Focused Cognitive Behavioral Therapy in
Schools to Military Children and Adolescents with Post-Traumatic Stress (MF)
This workshop is presented by a multidisciplinary military school behavioral health treatment team. The workshop provides instruction on Trauma-Focused Cognitive Behavioral
Therapy (TF-CBT) and its implementation in schools to military beneficiaries. The bulk
of the workshop provides an extensive overview of the TF-CBT treatment protocol with
interactive and engaging instructional activities to rehearse and reinforce the material. It
also reviews trauma assessment and introduces the concept of Trauma-Informed Systems
of Care.
Maisley Jones Paxton, PhD, Northern Regional Medical Command, Department of TeleHealth, Rosslyn, VA.
Renee Kavanagh, MA, Ft. Belvoir Community Hospital, Ft. Belvoir Elementary School,
Ft. Belvoir, VA
9. Creating Culturally Competent Collaborative Mental Health Education Programs
for Hispanic School Communities (DY)
Working with Hispanic school communities, the American Psychiatric Foundation and its
partners conducted extensive research and collectively created culturally competent program materials focused on education and practical tools for (Latino) parents and teachers
on adolescent mental health. This workshop is designed to share research and key findings, provide information about the Tipico o Problematico curriculum and grant funding to
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implement the program, and engage in skill building and role playing exercises.
Colleen Reilly, MPP, The Reilly Group Inc., Washington, DC
Angela Castellanos, LCSW, Sante Fe High School, Santa Fe Springs, CA
10. Creating Safety in an Inner City Latino School-based Behavioral Health Program: Applications of Cultural Competence and the Sanctuary Model (DY)
This presentation describes how a culturally sensitive school based behavioral health program has created safety in an inner city Latino neighborhood using the Sanctuary Model.
In this interactive session attendants will participate in group activities to create safety
for practitioners and clients. Practical tools to learn about the culture and empathize with
Latino youth and their families utilizing concepts of multicultural counseling such as, acculturation and ethnic identity development will be discussed.
Norma Kisaiti, MA, LPC and Alicia Gonzalez Wiese, MA, Children’s Crisis Treatment
Center, Philadelphia, PA
11. Creating a Multi-State Network for School Mental Health: Challenges in Merging
Vision, Purpose, Motivation, and Other Practical Realities (CC)
The development of a school mental health (SMH) is an important but daunting task. Although the aspirations of such a network are admirable, including the potential to create
awareness of SMH initiatives in the region and to facilitate opportunities for clinical and
research collaborations, the challenges are substantial. Variable attendance rates, difficulties merging vision statements, and other practical realities often limit the extent to which
SMH networks can be successful. The goals of this presentation are 1) to present data on
the evolving process of a current network in development and 2) to facilitate a productive
discussion among the panelists and those in attendance who have either participated in
such a network or aspire to do so.
Kurt Michael, PhD, Appalachian State University, Boone, NC
Melissa George, PhD, and Mark Weist, PhD, University of South Carolina, Columbia, SC
Eric Youngstrom, PhD, and Angela Quick, MS, North Carolina Department of Public
Instruction, Chapel Hill, NC
Lori Chappelle, MA, Waccamaw Center for Mental Health, Conway, SC
Abby Albright, BA, John Paul Jameson, PhD, Appalachian State University, Boone, NC
13. Effective Cross Disciplinary Teaming: The Collaborative for Child and Adolescent Mental Health
This presentation will use case-based lecture, discussion, and hands-on activities to increase knowledge and skill in collaborative teaming. The presentation will focus on how
to structure school-based collaborative sessions for vulnerable children and youth In a
way that scaffolds better academic, social, and emotional outcomes. The structure and development of cross-role, cross-disciplinary teams in low-income areas will be discussed.
Examination of evaluation findings will demonstrate the trajectory of collaboration, from
suspicious/disengaged to highly engaged, collaborative, and effective.
Donna M. San Antonio, EdD, Lesley University, Cambridge, MA
5:20-5:30PM
Break
5:30-7:00PM
Poster Board Session and Complimentary Networking Reception
(Come to learn and network while enjoying the entertainment and a taste of
Salt Lake City food!))
50
Friday, October 26, 2012
_________________________________________________________________________________________
Adolescents’ Willingness to Use School Mental Health Services
Rachel Williamson, Melissa George, PhD, K.P. Deloach, L.K. Taylor, and Mark D. Weist,
PhD, University of South Carolina, Columbia, SC
The Benefits and Outcomes of Implementing a Consistent Positive Behavior Strategy
at Positive Connections: Calcasieu Academic and Treatment Center
Stephanie Jensen, MS, Boys Town, Boys Town, NE
Ernest Fruge, LMSW, MA, C-SSWS, Positive Connections: Calcasieu Academic and Treatment Center, Calcasieu, LA Rob Oats, MA, Boys Town, Boys Town, NE
Clinical Tools for Addressing Chronic Trauma in the Classroom
Jillian Kelly and Talia Halperin, Institute for Family Health, Bronx, NY
Clinical Utility of Assessment Tools in School Settings: Preliminary Analysis of Clinician Perspectives
Latisha Curtis, BA, Elizabeth Halstead Connors, MA, Prerna Arora, PhD and Sharon
Stephan, PhD, Center for School Mental Health, University of Maryland, School of Medicine, Baltimore, MD
A Coordinated Approach to Maintaining Mental Health Stabilization and Improving
Academic Achievement After Psychiatric Hospitalization
Elysia Clemens, University of Northern Colorado, Greeley, CO
Empowering Greatness with an Evidence-based Approach to Lowering Barrier to
Learning
Carol Gerber Allred, PhD, Positive Action, Twin Falls, ID
Executive Principal Leadership Academy (EPLA) – Evaluation Report
Dawn Anderson-Butcher, PhD, The Ohio State University, Columbus, OH
The Impact of a Late-School-Start-Schedule on Adolescent Sleep
Seth J. Marshall, PhD, Middle Tennessee State University, Murfreesboro, TN
Including Key Players in Treating New Orleans Area Students’ Symptoms Associated
with Trauma Exposure
Kelly M. Holmes, MS, Project Fleu-de-lis/Mercy Family Center, Metairie, LA
Involving School Staff and Parents in Suicide Prevention
Rebecca Davis, LCSW, Mental Health Screening, Wellesley, MA
Implementing Restorative Practices in Schools
Kelly Monahan, Sarah Metallo, Melissa R.W. George, & Mark D. Weist, University of
South Carolina, Columbia, SC
Meltdown: A Behavior or Sensory Processing Problem?
Eunice Zee-Chen, MS, OTR/L, FAOTA, and Annie Jamieson, Jordan School District ,
Riverton, UT
Motivational Interviewing and School-Based Mentoring with Middle School Students
John David Terry, Wright Wilson, Brad Smith, Sam McQuillin, and Gill Strait, University
of South Carolina, Columbia, SC
51
Friday,
October 26, 2012
_________________________________________________________________________________________
National Survey of Mental Health Training in Educators
Stacy Lorenz and Jennifer Gibson, Xavier University, Cincinnati, OH
Nicole Evangelista Brandt, PhD, Sharon Stephan, PhD and Nancy Lever, PhD, University
of Maryland, School of Medicine, Baltimore, MD
Outcomes of a SWPBS Program with Mental Health Support in Urban Schools
Ricardo Eiraldi, PhD, Natasha Watkins, PhD, and Elyss Pickenheim, The Children’s Hospital of Philadelphia, Philadelphia, PA
P-20 Collaboration: Programs Designed to Achieve Collaboration in Attaining PreK20
Dan Lowry, EdD ,University of Missouri, Columbia, Missouri
The Psychological, Social and Academic Impact of Immigration Policy on Culturally
and Linguistically Diverse Students
Kathryn Breitenborn Kigera, The George Washington University, Washington, DC
School Based Continuum of Care
Siamak Khadjenoury, Edventures Group, CEO, Sandy, UT
Strengthening Self-Care: Using Mental Health Support to Decrease Vicarious Trauma in School Professions
Danni Lapin, ANDRUS, Yonkers, NY
Sustainable Integrated Mental Health Services and Supports for Students: Results
of a Multi-Tiered School and Community Partnership
Jacqueline Kirby Wilkins, PhD, Ashland University, Ashland, OH
Teacher Identification of Student Academic and Behavioral Concerns in High
School Classrooms
Sarah Metallo, Kelly Monahan, Melissa R.W. George, PhD, and Mark D. Weist, PhD
University of South Carolina, Columbia, SC
Melissa R. Dvorsky, B.A., Virginia Commonwealth University, Richmond, VA
Using Check and Connect to Motivate and Mentor Disengage Youth
Kathryn Van Eck, M.A., Emily Mancil, B.A., and Mark Weist, PhD, University of South
Carolina, Columbia, SC
Violence and Disorder, School Climate, and PBIS
Chris Eacho, University of Maryland, College Park, Gaithersburg, MD
52
Conference Program
Saturday
October 27, 2012
Saturday, October 27, 2012
7:30-8:30AM
Registration
Registration open to all participants
8:30 AM–12:00 PM Intensive Training Sessions: Registration is open to all participants
1. Break Free From Depression: A 4-Session Curriculum to Address Adolescent Depression (PBS)
In this training workshop, participants will be introduced to the Break Free From Depression curriculum, a 4-session school-based prevention curriculum developed to address
adolescent depression. Participants will thus be afforded an opportunity to deepen their
understanding of how to implement a mental health prevention program through learning
how to use, teach, and implement this curriculum in their respective school and/or community. Further, participants will learn how to tailor this prevention program to their school’s
and/or community’s needs.
Vanessa Prosper, PhD, Children’s Hospital Boston, Boston, MA
2. Talking with Students in Conflict: The Foundation Principles of Life Space Crisis
Intervention (JJD)
Life Space Crisis Intervention (LSCI) is about talking with students who are under extreme
stress, or are in crisis. LSCI is a verbal process that uses a behavioral incident as the format
for teaching and helping youth gain insight into their characteristic manner of thinking and
behaving. This workshop will demonstrate a cognitive behavioral paradigm that will assist
teachers in de-escalating and debriefing problem situations or incidents in the classroom.
Michael A. Perry, MSW, Positive Youth Interventions, Anaheim, CA
3. Family Resource Facilitator Project - Strengthening Families & Building Communities (FP)
Family Resource Facilitator Project - A Model for Strengthening Families and Building
Communities. This program is also a Medicaid approved Peer Support Service. Family
Resource Facilitators provide high impact care at a low cost for agencies who serve families with children with emotional, behavioral, and mental health challenges. The outcome
of Family Resource Facilitation is family involvement at all levels of care and improved
outcomes for families and communities.
Lori Cerar, Allies with Families, Salt Lake City, UT
Tracy Johnson, New Frontiers for Families, Salt Lake City, UT
Wendy Mair, National Association for the Mentally Ill – Utah, Salt Lake City, UT
Dinah Weldon, MPA, Division of Substance Abuse and Mental Health - State of Utah, Salt
Lake City, UT
4. Home and School-Based Mental Health Services: Latest Research (YD)
Latest research documenting the potential positive influence that in-school and in-home
behavioral support and mental health treatment can have on children with Autism spectrum
disorders, ADHD and other conditions. The treatment model developed by the presenter
has been in use for 20 years and is funded 100% by Medicaid. It can be implemented in all
50 states with comparable expectations of success. Disabled children can access Medicaid
funding regardless of parental income in 36 states.
Steve Kossor, MA, The Institute for Behavior Change, Coatesville, PA
55
Saturday,
October 27, 2012
_________________________________________________________________________________________
5. safeTALK: Suicide Alertness for Everyone (Tell, Ask, Listen, KeepSafe) (PS)
safeTALK teaches participants to recognize and engage persons who might be having thoughts of suicide and connect them with community resources trained in suicide intervention. SafeTALK stresses safety while challenging taboos that inhibit open
talk about suicide and is designed to help participants monitor the effect of false societal beliefs that can cause otherwise caring and helpful people to miss, dismiss, or
avoid suicide alerts. It is cross-cultural and appropriate for a variety of audiences.
Heather Brown, BA, Consultant for LivingWorks Education, LP, Maricopa, AZ
6. Promoting Positive Outcomes for LGBTQ Students: Information and Strategies to
Promote Cultural and Linguistic Competence in Schools (DY)
This Intensive Training Workshop will feature three components: 1) research studies that
point to the necessary steps for schools to take and to the policies, programs and practices
that have been shown to improve school outcomes for LGBTQI2-S youth, 2) an activity,
that engages participants in developing their knowledge of important terminology and language, and 3) a description of effective approaches to establishing inclusive and supportive
school environments and to measuring school climate.
Jeffrey Poirier, MA, PMP, PhD Candidate, Sandra Williamson, MEd, CAGS, and Debra
Grabill, MEd, CAGS, American Institutes for Research, Washington, DC
56
First Floor
Second Floor
ADVANCING
SCHOOL MENTAL HEALTH
EXHIBTORS
American Institutes for Research
Center for School Mental Health
Corwin
Education Management Solutions, Inc.
Positive Action
Screening for Mental Health, Inc.
Springer Science & Business Media
Center for School Mental Health
Mark your calendar and plan to join us
utcomes for Students,
unities
al Health
Medicine
your calendar and plan
School Mental Health: Promoting Mark
Positive
Outcomes for
Families, Schools, and Communities
October 3-5, 2013
October 3-5, 2013
The Center for School Mental Health at the
The Center for School Mental Hea
University of Maryland School of Medicine Presented by
University of Maryland School of Med
In partnership with
In partnership with
The
IDEA
Partnership
funded
by
the OfficeHealth
of Special Educ
The
Center
for School
Mental
The IDEA Partnership funded by the Office of
Special
Education
sponsored byPrograms
the National(OSEP),
Association of State Directors of
University
of Maryland
of Medicine
sponsored by the National Association of State Directors
of Special
Education School
(NASDSE)
Announces
The 18 Annual Conferen
Announces
th
The IDEA
Partnership
18 Annual Conference
onAdvancing
School Mental
In collaborationthwith
p
rograms (OSEP),
ctors of Special Education
ity Creek
Center for School Mental Hea
The
Advancing School
Health
FundedMental
by the Office
of Special Education Programs (OSE
Sponsored by the National Association ofCrystal
State Directors
Specia
GatewayofMarriot
1700 Jefferson Davis High
Crystal Gateway Marriott Hotel (NASDSE)
1700 Jefferson Davis Highway
Arlington, VA 22202
Arlington, VA 22202
Join us for:
Over 100 Sessions
Outstanding Keynote Prese
Intensive Trainings
Twelve Specialty Trac
Poster Session and Networking
An Emphasis on Youth and Famil
Join us for:
Over 100 Sessions
Outstanding Keynote Presentations
Intensive Trainings
Twelve Specialty Tracks
information about the conference or to receive a brochure, please cont
Poster Session and NetworkingFor
Reception
410-706-0980; [email protected] or visit our website (http://cs
An Emphasis on Youth and Family Involvement
October 25-27, 2012
Supported by Project # U45 MC 00174 from the Office of Adolescent Health, Maternal, and Child Health Bureau
Administration, Department of Health and Human Serv
For information about the conference or to receive a brochure, please contact the Center for School Mental Health,
Salt
Lake
Marriott Downtown
410-706-0980; [email protected] or visit our
website
(http://csmh.umaryland.edu)
at City Creek
75 S. West Temple
Salt Lake City, Utah
Supported by Project # U45 MC 00174 from the Office of Adolescent Health, Maternal, and Child Health Bureau (Title V, Social Security Act),
Health Resources and Services Administration, Department of Health and Human Services.