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
University of Maryland
School of Medicine
In collaboration with
The IDEA Partnership funded by the
Office of Special Education Programs (OSEP),
sponsored by the National Association
of State Directors of Special Education (NASDSE)
18th Annual Conference on Advancing School Mental Health
FEATURING 13
SPECIALTY TRACKS
1) Building a Collaborative
Culture for Student Mental
Health (CC)
2) Connecting School Mental
Health and Positive Behavior
Supports (PBS)
3) Connecting School Mental
Health with Juvenile Justice and
Dropout Prevention (JJD)
What Works in School Mental Health:
Collaboration from the Inside Out
October 3-5, 2013
Crystal Gateway Marriott
1700 Jefferson Davis Highway, Arlington, VA
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) Mental Health for Military
Families (MF)
12) Youth Involvement and
Leadership (YIL)
13)Special Topics: Funding and
Sustainability (FS).
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.
The mission of the Center for School Mental Health (CSMH)
is to strengthen policies and programs in school mental health
to improve learning and promote success for America’s youth.
For more information on CSMH, visit the website
http://csmh.umaryland.edu
1
University of Maryland
School of Medicine
SPONSORSHIP
Mental
Health:
School Mental Health: PromotingSchool
Positive
Outcomes
for Promoting
Students, Positive Ou
Families, Schools, and Commu
Families, Schools, and Communities
The 18th 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)
October 25-27, 2012
October 25-27, 2012
Photo on Cover: “Out of the Norm” By Chelsey Bivens
Lake Marriott Downtown at Cit
Salt Lake Marriott Downtown at CitySalt
Creek
75 S. West Temple
75 S. West Temple
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2
Keynote and Plenary Speakers
Michael L. Dennis, PhD, Research Psychologist and GAIN Coordinating Center Director
Chestnut Health Systems
Dr. Michael Dennis is a Senior Research Psychologist in Chestnut Health System’s research
division and the Director of its Global Appraisal of Individual Needs (GAIN) Coordinating
Center (GCC). He has been the coordinating center PI of the Cannabis Youth Treatment (CYT)
experiments and over a dozen other multisite adolescent treatment and juvenile justice studies.
He is also PI or Co-PI of several experimental and longitudinal studies on recovery. To date, he
has authored over 250 peer-reviewed journal articles, chapters, manuals, or monographs, and
other kinds of technical reports, made over 350 professional presentations, and received multiple professional
awards for his work on assessment, treatment, recovery management and translating research to practice. The
GAIN is a continuum of measures ranging from 5-minute screeners to 20- to 30-minute quick measures to a 1- to
2-hour standardized biopsychosocial. Each integrates research and clinical assessment to guide clinical decision
making and bridge the gap between assessment, evidence-based practice, and practice-based evidence. The
GCC works with over 2500 agencies in 49 states, 7 provinces of Canada and 8 other countries as a key piece of
infrastructure for supporting clinical decision making, program development and evaluation.
Ingrid Donato, Chief, Mental Health Promotion Branch, Division of Prevention,
Traumatic Stress and Special Programs, SAMHSA
Ingrid has over twenty years experience in the mental health field including work in
inpatient, outpatient, community, and research settings. The Branch consists of mental health
promotion and mental illness prevention focused grant programs, technical assistance centers,
and national evaluation efforts including the Safe Schools / Healthy Students Initiative,
Project LAUNCH, Implementing Evidence-based Prevention Practices in Schools, and the
Community Resilience and Recovery Initiative. Prior to SAMHSA, Mrs. Donato oversaw
operations of the Children’s Hospital, Boston, behavioral health services. She also managed an emergency
psychiatric center serving the metro Boston area (now a National Suicide Prevention Lifeline affiliated crisis
center) and served as director of an evening program for chronically mentally ill adults, including those dually
diagnosed and those with mental illness and hearing loss. She has an extensive research background, including
research of mood disorders, treatment options in children and adolescents, as well as Phase II through IV
pharmaceutical trials, and investigating alternative therapies for Bipolar Disorder, Seasonal Affective Disorder,
and PTSD in Military Veterans. Ms. Donato has also spoken on mental health issues for DC radio listeners.
3
combatting violent extremism. Mr. Esquith
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4
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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. Schoolwide positive behavior support systems support all students along a continuum of need based on the three-tiered PBS
prevention model. SMH can be thought of as a framework of approaches that promote children’s mental health by
emphasizing prevention programming, positive youth development and school-wide approaches. These approaches call
for collaboration among mental health providers, educators, families, related service providers and school administrators
in order to meet the mental health needs of all students. By working collaboratively, this practice group seeks to clarify
the relationship between PBS and SMH in order to promote seamless practice at the local level.
3. Connecting School Mental Health with Juvenile Justice and Dropout Prevention (JJD). This practice group is
committed to working across stakeholder groups to advance knowledge and best practice related to effectively linking
school mental health with juvenile justice and dropout prevention. For youth to be successful, effective coordination
and communication across systems is needed, and resources and best practice guidelines related to this work need
to be readily available. Key priority areas include advancing effective strategies for: Reducing truancy, unnecessary
suspensions and expulsions, dropout, and delinquency; Increasing opportunities for student voice, self-advocacy, selfdetermination and student-centered planning; Building school and community capacity to meet the needs of youth and
their families; Promoting successful transitions between systems; Encouraging relevant professional development for
school and juvenile justice staff; Advancing school connectedness and family partnership; Promoting best practices
in diversion and early intervention for youth who are in the juvenile justice system or who are at risk of placement in
juvenile detention; Identifying and removing systemic practices and barriers to speedy and appropriate school enrollment
for youth upon release from detention/incarceration/residential placement.
4. Education: An Essential Component of Systems of Care (SOC). This practice group is focused on the role of schools
as significant partners with other child-serving, community agencies/organizations and families in improving outcomes
for children and youth with, or at risk of, mental, emotional and behavioral health challenges. The EESOC practice
group promotes learning as critical to social-emotional health and the adoption of effective services and supports that
build and sustain community-based, Systems of Care (SOC). As a proactive, national level practice group, we will
support resource sharing, cross agency training, and collaborative professional development. Our practice group is
committed to looking at the multiple needs of children and families through a systemic lens. Therefore, it encourages
presentations that outline or describe a system approach to service delivery; incorporating various system partners
especially families and youth in any presentations.
5. Families in Partnership with Schools and Communities (FP). This practice group embodies family driven principles
and is led by family members. Submissions including family members as part of the presentation team are strongly
encouraged. Submissions should reference a connection to meaningful family participation in content and development
of the presentation. This practice group fosters family participation in family-school-community collaboratives by
supporting capacity building efforts for a shared agenda and effective infrastructure development and maintenance. 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
5
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). This practice group
helps to promote a greater understanding of the language used across interactive systems in mental health and education
and by all stakeholders. Strong communication is needed between all community members--parents, educators, pupil
services personnel, and mental health providers--- in order to promote understanding and mutual respect so students can
learn, participate, and achieve. 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 interdisciplinary collaboration
must include jargon-free, culturally sensitive language and resources at an appropriate literacy level that invites full
participation. 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 (through words and actions) across systems/stakeholders;
and 4) To build stronger relationships across systems of care for families, students, and professionals involved in schools.
8. Psychiatry and Schools (PS). This group focuses on issues related to psychiatric services in schools. Topics may
include, but are not limited to, the roles of psychiatrists who work in schools, and interdisciplinary collaboration among
psychiatrists and other professionals working in schools, including primary health care professionals. One of the goals
will be to consider what kind of training is needed for psychiatrists to be effective school consultants and providers.
Other important issues include the development of guidelines for appropriate medication prescribing in schools, and
ways to utilize psychiatric services optimally in the face of severe shortages of child and adolescent psychiatrists. This
practice group and proposals for our track are open to psychiatrists, educators, school health professionals and all others
with an interest in this topic. We hope this practice group will encourage psychiatrists who work in schools and those
who interact with them to share their experiences and challenges. We hope this joint effort will lead to the development
of effective recommendations and, ultimately, improved psychiatric support in schools.
9. Quality and Evidence-Based Practice (EBP). The mission of the Quality and Evidence-Based practice group is to
(a) share information across individuals and groups interested in improving the quality of school mental health (SMH)
programs and services and (b) discuss, promote, and disseminate evidence based practices in SMH. The practice group
strives to bridge the research-practice and practice-research gaps in the field. In addition, the practice group seeks to
understand and identify the best student- and program-level evaluation strategies
10. School Mental Health for Culturally Diverse Youth (DY). This practice group will focus on the practice, theory, and
research specific to culturally diverse youth in the schools. The mission of the School Mental Health for Culturally Diverse
Youth practice group is to promote a better understanding of the strategies that are designed to enhance the success of
culturally diverse youth in the school environment. Specific issues such as stigma, cultural adaptations, health disparities,
disproportionality, family engagement, and cultural competence will be addressed. The practice group will identify and
disseminate information on effective treatment approaches to better inform the education, family, and youth-serving systems.
11. Mental Health for Military Families (MF). The vision of this practice group is: To develop and implement a
comprehensive array of school programs and services to support military students, family, and community. Proposed
objectives include: 1) To promote a full continuum of mental health promotion and intervention programs and services
to include early identification and intervention, prevention, evaluation, and treatment; 2) To remove barriers to learning
and improve the academic success of students; 3) To enhance strengths and protective factors in students, families, and
the school community; 4) To promote the quality of life and wellness in military families; 5) To provide training, staff
development, and research opportunities to improve children’s and adolescents’ mental health and education.
12. Youth Involvement and Leadership (YIL). This practice group is focused on advancing youth involvement and
leadership in school mental health. Priority areas include: 1) Expanding youth leadership, participation, and input at
local, state, and national levels; 2) Advancing the development and implementation of strategies and approaches that
promote greater youth leadership at all levels of the service systems that support them; 3) Supporting efforts by the
national community of practice and its practice groups to promote meaningful youth involvement and leadership; 4)
Organizing a dialogue around greater inclusion of youth in meaningful ways in all facets of school mental health; 5)
Developing and promoting best practices and innovative approaches for youth involvement and leadership; 6) Serving
as a resource for educators and practitioners to develop strategies and approaches that teach new skills that help advance
youth involvement and leadership in schools and communities. This practice group is especially interested in proposals
that include youth presenters as part of the presentation.
13. Special Topics: Funding and Sustainability (FS). We are seeking presentations on the topic of funding and policies
that promote sustainable school mental health. Presentations should include specific examples of feasible funding and/or
policy mechanisms that have successfully sustained mental health in schools at local or state levels. These presentations
will be featured throughout the conference program as part of a «special topic» strand.
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CSMH Advisory Board Members
Steve Adelsheim, MD
Linda Juszczak, DNSc, MPH, CPNP
Dawn Anderson-Butcher, PhD
Rep. RaeAnn Kelsch, BS
Jennifer Axelrod, PhD
Jim Koller, PhD
Paul Ban, PhD
Joe Lee
Nancy Bearss, PAC, MPH
Alison Malmon, BA
Seth Bernstein, PsyD, CAP
Matthew Mock, PhD
Robert Burke, PhD
Angela Oddone, MSW, LCSW
Aurelia Carter
Julie Owens, PhD
Joanne Cashman, EdD
Carl Paternite, PhD
Caroline Clauss-Ehlers, PhD
Glen Pearson, MD
Joan Dodge, PhD
David Pruitt, MD
Rep. Addie Eckardt
Kay Reitz, MEd
Steven W. Evans, PhD
Mark Sander, PsyD
Michael Faran, MD
Zewelanji Serpell, PhD
Louise Fink, PhD
Bradley Stein, MD, MPH, PhD
Lois Flaherty, MD, Advisory Board Chair
Michael Summers, BA
Paul Flaspohler, PhD
Susan Tager, BS
Marcia Glass-Seigel, MSS, LCSW-C
Mary Tillar, MEd
Reverend Alvin Hathaway, MACM
Mark Weist, PhD
Micah Haskell-Hoehl
Cheryl Vince Whitman, MEd
Robert Hull, MEd, EdS, MHS
Nollie Wood, Jr., PhD, MPH
D.J. Ida, PhD
Reverend Todd Yeary, PhD
Jenni Jennings, MA
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.
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Planning Committee Members
Linda Anderson, Marshall University
Sally Baas, National Association of School Psychologists
Paul Ban, MEDCOM Child, Adolescent and Family Behavioral Health Office
Cyntrice Bellamy, Maryland State Department of Health and Mental Hygiene
Nicole Evangelista Brandt, Center for School Mental Health
Joanne Cashman, IDEA Partnership
Jenah Cason, South Carolina Federation of Families
Latisha Curtis, Center for School Mental Health
Ellie Davis, Center for School Mental Health
Joan Dodge, Georgetown University National Technical Assistance Center for Children’s Mental Health
Louise Fink, Baltimore City Public Schools
Lois Flaherty, Center for School Mental Health Advisory Board Chair
Christina Huntley, Center for School Mental Health
Mona Johnson, MEDCOM Child, Adolescent and Family Behavioral Health Office
Nancy Lever, Center for School Mental Health
Alicia Mezu, Maryland State Department of Education
Sylvia McCree-Huntley, Center for School Mental Health
Gloria Owens, University of Maryland School of Medicine
James Palmiero, Pennsylvania Training and Technical Assistance Network
Mariola Rosser, IDEA Partnership
Mark Sander, Minneapolis Public Schools
Sandra Schefkind, American Occupational Therapists Association
John Schlitt, School-Based Health Alliance
Judie Shine, American Council for School Social Work
Mironda Shepard, IDEA Partnership
Sharon Stephan, Center for School Mental Health
Mary Summers, American Association of School Administrators
Renee Thomas, R. Thomas Associates
Richard Tischler, University of Maryland School of Medicine
Mark Weist, University of South Carolina
Sandra Williamson, American Institutes for Research
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Conference Program
Thursday
October 3, 2013
9
10
Thursday, October 3, 2013
_________________________________________________________________________________________
Thursday, October 3, 2013
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.
11
Thursday,
October 3, 2013
_________________________________________________________________________________________
6.
8:35-8:50 AM
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.
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
Dignitaries and Guests
8:50-9:50 AM
Plenary Address
Now is the Time: The President’s proposals to improve school climate, mental health services, school safety and emergency planning
David Esquith, Director for the Office of Safe and Healthy Students (OSHS) Office of Elementary and Secondary Education (OESE), US Department of Education
Ingrid Donato, Branch Chief, Mental Health Promotion, Center for Mental Health Services, Substance Abuse and Mental Health Services Administration (SAMHSA)
Following the Sandy Hook Elementary School tragedy, the President put forward a number of initiatives aimed at making schools and communities safer and to increase access to
mental health services in his plan “Now is the Time”. As he said, “We won’t be able to stop
every violent act, but if there is even one thing we can do to prevent any of these events, we
have a deep obligation, all of us, to try.” This session will provide an overview of federal
efforts that have already been put in place, as well as those that have been proposed for
the upcoming years. The presenters will also provide participants with information about
other existing federal initiatives to prevent youth violence and promote positive student
outcomes. Presenters will discuss strategies that support students, schools, and communities as well as highlight the importance of cross-system partnerships.
9:50-10:00 AM
10:00-11:00 AM
Break
Conference Session I
1. Adoption of the CARE Team Model in Urban Elementary Schools: Identifying
Characteristics of Ready, Willing and Able Schools (CC)
Researchers recommend that all schools take appropriate measures to address students’ social and emotional difficulties through systematic methods. While many schools are eager
to adopt such a model, school districts are becoming increasingly attuned to the importance
of readiness in establishing effective and sustainable models. This presentation will highlight indicators of readiness, explore the ways in which readiness indicators are related
to implementation and offer strategies for increasing a school’s readiness to implement a
model.
Mashana L. Smith, PhD, Ann & Robert H. Lurie Children’s Hospital of Chicago, Chicago, IL.
and Hellen Antonopoulos, LCSW, SGA Youth and Family Services, Chicago, IL
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2. In the Schoolhouse Door: Connecting PBIS and School Mental Health (PBS)
This presentation will review the stories and processes of a year-long effort at connecting
School Wide Positive Behavior Interventions and Supports and School Mental Health into
an Interconnected Systems Framework. The emphasis will be on specific activities between
PBIS and SMH staff members. In addition, the project will describe advocacy, education, and
satisfaction surveys of both youth and families. Also, the results of a research based implementation assessment will be shared.
Mike Paget, MEd, Mike Paget Consulting, Columbia, SC
Christy Scuggs, MEd, South Carolina Department of Education, Columbia, SC,
Diane Flashnick and Jenah Cason, MSW, Federation of Families of South Carolina,
Columbia, SC
3. Collaborating for Alternatives to Arrest: The Connecticut School-Based Diversion
Initiative (JJD)
The Connecticut School-Based Diversion Initiative (SBDI) is designed to reduce in-school
arrests and to link youth with behavioral health needs to appropriate community-based services and supports. Model development, implementation steps, and outcome data are presented describing the efforts of this multiagency collaboration to promote systems change.
Plans for expansion and replication are discussed, with an emphasis on collaborative methods for utilizing existing resources in schools, the local community, and statewide, in response to local needs.
Jeana R. Bracey, PhD, Eric R. Arzubi, MD, and Yecenia Casiano, MS,
Child Health and Development Institute of Connecticut, Farmington, CT
4. Bridging School Leadership and School Mental Health: Defining Goals and
Objectives for a National Workgroup (SOC)
This presentation, helpful for educators, administrators, researchers and clinicians, aims
to situate participants within the relationship between school mental health and school
leadership. Consideration is given to the role of school principals in the context of
SMH. Featured also is a case study analysis examining SMH instructional content for
school principals. Finally, participants will see how these two fields are being brought
together through a workgroup consisting of social workers, clinicians, school leaders and
researchers.
Sielke M. Caparelli, MEd, EdD, PDLCS, Pittsburgh, PA
5. Fairfax County Public Schools Parent Clinic: Improving Effective Collaboration
with Parents (FP)
The FCPS Summer Parent Clinic is an outreach program delivering school mental health
services to parents over the summer months. Over the past three years, the FCPS Summer
Parent Clinic has provided over 500 families with supportive consultation regarding school
functioning, behavioral and emotional health. Intake and follow-up survey data will be
discussed and copies of forms, procedural steps, and follow-up surveys will be reviewed
enabling participants to consider program utility in their school district.
Donna Douglas, MS, Jeffrey Hoffman, MA, Fairfax County Public Schools, Fairfax, VA
6. Supporting Playground Friendships for Children with Difficulty Understanding
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Nonverbal Cues (YD)
Children use their nonverbal communication to manage social interactions. Nonverbal
Learning Disability (NVLD), Attention Deficit Disorder with Hyperactivity (ADHD), and
Asperger Syndrome have been associated with difficulty with reading nonverbal social
cues. Children with these difficulties may have social challenges when managing friendships during unstructured times. This session will use a case illustration approach to describe strategies to support children who have difficulty engaging in social play, particularly during recess.
Sharon A. Ray,OTR/L, Stony Book University, Stony Book, NY
7. Bullying Prevention from the Trenches (LL)
This workshop explores the differences between regular conflict and bullying. Behavior
based language to use as an alternative to the traditional bully/victim labels will be provided.
The session will offer concrete examples and information on how one large school district,
that has received national recognition for their bullying prevention efforts, has tackled bullying through interdisciplinary district teams and community collaboration: including streamlining programming, developing coherent consistent messaging among community partners,
and working in, and sometimes around, large bureaucracies.
Brooke Tafoya, MSW, Albuquerque Public Schools, Albuquerque, NM
Ana-Lisa Montoya Torres, MPA, Bernalillo County Parks & Recreation, Albuquerque, NM
8. Taking the Challenging Horizons Program from Research to Practice: The Chagrin
Falls Pilot Study (EBP)
The Challenging Horizons Program (CHP) is a treatment program for adolescents with
ADHD. Researchers and staff at a middle school in Ohio collaborated to create a new
model of CHP that maximizes efficacy and efficiency. Researchers and school staff will
summarize the development and research of the CHP, the school needs of adolescents with
ADHD, consultation and implementation procedures, and the process of modifying the
CHP for implementation during the school day.
Steven W Evans, PhD, Joanna M. Sadler, MA, Ohio University, Athens, OH,
Rebecca Holthaus, MA, Curtis Howell, MA, Chagrin Falls Middle School, Chagrin Falls, OH
9. Closing the Efficacy-Effectiveness Gap in Social-Emotional Learning Programs
(EBP)
This session is designed to highlight potential barriers schools may face when evaluating
the implementation and effectiveness of evidence-based SEL programs. Drawing from
experiences with a district-wide implementation and evaluation of two SEL programs, this
session will provide practical solutions and tools to aid school administrators in monitoring
implementation fidelity and enhancing evaluation efforts.
Jennifer Fleming, MS, Paul LeBuffe, MS, Devereux Center for Resilient Children,
Villanova, PA
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10. Supporting Military Families in Systems of Care (MF)
This presentation will focus on the unique needs of military families in systems of care.
The presenters will outline culturally appropriate, evidence-informed strategies for identifying and serving military families and examine strategies that can be implemented to
leverage the rich history of the military culture and provide culturally-informed, collaborative services. The presenters will also share their personal experiences as a child growing
up in a military family and as a military spouse.
Debra Grabill, MEd, CAGS, TA Partnership, American Institutes for Research, Washington, DC,
Joan Dodge, PhD, National TA Center for Children’s Mental Health, George Washington
University, Washington, DC,
Michael Rovaris, LCSW, Education Development Center, Raleigh, NC
Thursday, October 3, 2013
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Bridgitt Mitchell, MA, Walden University, Peyton, CO, and
Patti Derr, BA, Texas Federation of Families for Children’s Mental Health, Converse, TX.
11. Culturally Diverse Youth: Underserved and Overwhelmed with Mental Health
and Illness-Related Problems (DY)
There exist unique aspects of mental health and health-related issues for minority students
in middle and high schools. The presenter will focus on issues related to coping with
overwhelming familial issues, bullying and its effects, issues related to self- esteem, selfinjury, substance abuse, stress, anxiety, and anger, and the psychological effects of chronic
illnesses. The presenter will describe and demonstrate effective ways to collaborate with
families and professionals and evidence-based techniques for treating minority youth.
Jeannie Golden, PhD, East Carolina University, Greenville, NC
12. LIFE Sports Youth Leadership Program: Preparing Youth for the Future (YIL)
The presentation shares the details of the Youth Leadership Program (YLP) at The Ohio
State University in Columbus, Ohio. The YLP is a program for youth, ages 15 to 18, that
enhances their development as well as prepares them for future work-related experiences.
Presenters will discuss the curriculum used for the YLP, successes and challenges faced
during program implementation, and strategies for engaging 15-18 year old youth during
summer youth development programming.
Jill Hoffman, MSW, Donna Ruch, MSW, Allison Gibson, MSW, Becky Wade-Mdivanian,
MSW, and Dawn Anderson-Butcher, PhD, MSW, Ohio State University, Columbus, OH.
13. Building a Sustainable Model for Mental Health Service Delivery in Schools: Internal and External considerations (FS)
This presentation highlights how the second largest school district in the country, the Los
Angeles Unified School District - School Mental Health Department, has had to (1) identify
and enter into new opportunities for collaboration in order to maximize funding resources,
(2) build a sustainable training model for staff that addresses the needs of children and
families, and (3) secure sustainable funding via new sources as well as expansion of nondistrict contracts.
Joel E. Cisneros, MSW, and Kezia Miller, MSW, Los Angeles Unified School District –
School Mental Health, Van Nuys, CA
11:00-11:15 AM
Break
11:15 AM-12:15 PM Conference Session II
1. Closing the Gap: Partnering to Improve School Climate, Access to Mental Health
Services, and Student Outcomes (CC)
This presentation will discuss the development, implementation, and expansion of an innovative collaboration between United Way of Buffalo and Erie County, Catholic Charities
of Buffalo, Buffalo Public School District, and mental health and social service providers
to improve student outcomes by addressing the unmet needs of students and families. We
will discuss ways in which attendees could apply Closing the Gap’s components and lessons learned within their own communities.
Cheri Alvarez , MS, Closing the Gap, (Catholic Charities)
Lynn Pullano, Ed.M, United Way of Buffalo and Erie County, and
Caroline Taggart, MPH, South Buffalo Promise Zone- Buffalo, NY
2. Promoting Positive Behavior and Learning for All Students through Recess (PBS)
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Recess is often considered a privilege and sometimes this unstructured ‘free’ time is taken
away from children as a consequence for engaging in negative behaviors. However, engagement in recess has the potential to promote student attention and engagement, reduce
anxiety and depression, and lead to better overall health and social outcomes. Occupational
therapists can collaborate with educators to develop structured recess opportunities for
children with or at-risk for social emotional disabilities. Strategies for promoting positive
behavior and learning for all students through recess will be shared.
Sandra Shefkind, MS, OTR/L, American Occupational Therapy Association, Bethesda, MD
Susan M. Cahill, PhD, OTR/L, Midwestern University, Downers Grove, IL
3. Improving School Climate to Prevent Violence in At-Risk Youth (JJD)
Violence in schools can lead to truancy, detachment, and poor achievement, especially
for students with multiple risk factors. In order to increase attachment and achievement,
schools must provide an environment in which students feel safe, welcome, and involved.
Researchers will present the results of a study that examined school climate and its relationship to violence, achievement, and students’ feelings of safety and connectedness to
school. Implications for strength-based treatment and school-wide policies will be shared.
Chris Eacho, PhD, University of Maryland, College Park, MD
Kevin Curtin, PhD, Graduate Division of Counseling and School Psychology Alfred
University, Alfred, NY,
Nisha Sachdev, PhD, George Washington University, Washington, DC,
Sarah Lindstrom Johnson, PhD, Johns Hopkins School of Medicine, Baltimore, MD
Catherine Bradshaw, PhD, MEd, Johns Hopkins Bloomberg School of Public Health,
Baltimore, MD
4. One State’s Strategy to Support the Integration of Systems of Care and Schoolbased Behavioral Health: Pennsylvania’s Tale (SOC)
This presentation addresses the efforts of Pennsylvania’s System of Care Partnership and
Pennsylvania’s Community of Practice on School Based Behavioral Health to ensure the
establishment of articulated, comprehensive support systems for at risk children and youth.
The session will feature historical perspectives and current efforts that frame state-wide
structures designed to support local school-community partnerships so that children and
youth are able to learn and grow safely in their home, schools and communities.
James Palmeiro, EdD, Pennsylvania Training and Technical Assistance Network,
Pittsburgh, PA
Ellen DiDomencio, MEd, Pennsylvania Governor’s Commission for Children and
Families, Harrisburg, PA
5. Ohio’s Race to the Top Family and Civic Engagement Model: Evaluation of Efforts
to Engage Families and Communities at Ohio’s Low-Achieving Schools (FP)
This session describes the results of external evaluations of Ohio’s Race to the Top Family and Civic Engagement efforts conducted by Miami University, Case Western Reserve
University, and The Ohio State University. Evaluations of the impact and effectiveness of
Parents for Public Schools of Greater Cincinnati’s parent leadership training program and
of the impact and effectiveness of technical assistance support provided by the Center for
Learning Excellence to PLA schools and districts will be discussed.
Paul D. Flaspohler, PhD, Miami University, Oxford, OH,
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Cricket Meehan, PhD, Miami University’s Center for School-Based Mental Health
Programs, Oxford, OH,
Dawn Anderson-Butcher, PhD, Donna Ruch, MSW, and Allison Gibson, MSW, BSW, The
Ohio State University’s College of Social Work, Columbus, OH
6. Enhancing Transition Related Outcomes through Meaningful Occupation for
Youth on the Autism Spectrum (YD)
Research suggests that youth on the autism spectrum are not being integrated into their
communities following transition from school. They have limited opportunities to engage
in meaningful occupations that are consistent with their abilities, interests and preferences. Needed post- school community connections are not being established. This presentation discusses strategies for helping youth on the spectrum cultivate abilities and interests
through participation in meaningful activities, and for promoting positive mental health
and successful post-secondary outcomes.
Barbara B. Demchick, ScD, Towson University, Towson, MD
Lisa Crabtree, PhD, Department of Occupational Therapy & Occupational Science,
Towson, MD
7.Innovative Approaches to Using External Consultants to Build Internal Capacity
of Urban Schools and School Districts to Deliver Sustainable Mental Health Services
(LL)
Consultants can help to equip schools to weather staff turnover, dwindling resources, shifting priorities, and growing levels of student need. This workshop will describe the various
roles and skill sets required of a consultant to build the internal capacity of a school to
deliver quality mental health services to students. This workshop will present how Chicago
Public Schools uses consultants to develop sustainable behavioral health practices within
individual schools as well as across the district.
Laura Hurwitz, LCSW, Lurie Children’s Hospital, Chicago, IL
8. Advancing Mental Health Training and Consultation for Educators (CC)
This session will include the findings from a study conducted by the Center for School
Mental Health regarding educators’ pre-service and on-the-job training, comfort in supporting student with various mental health problems, desire for additional support from
mental health professionals, and types of support desired. The session will also provide
recommendations for supporting educators through training and consultation and include
discussions of a model for teacher training currently being developed in Maryland.
Jennifer E. Gibson, PhD, Xavier University, Cincinnati, OH
Nicole E. Brandt, PhD, Sharon Stephan, PhD, and Nancy Lever, PhD, University of
Maryland School of Medicine, Center for School Mental Health, , Baltimore, MD
9. The Military Adolescent School Based Health Initiative (MF)
Available research suggests that military service, repeated deployments, and war injuries
within families are exceptionally stressful to military dependent adolescents. A novel approach using a Patient Centered Medical Home (PCMH) model to manage our unique
population has been piloted. The initiative is designed to promote optimal physical, behavioral, and emotional well-being of military dependent adolescent students on their school
campuses.
Keith Lemmon, MD, Madigan Army Medical Center, JBLM, WA
10. How Can School Leadership Support Culturally and Linguistically Diverse17
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Children and Families? (DY)
This presentation will introduce participants to the ways in which school leadership can
help to foster a collaborative and effective environment for culturally and linguistically
diverse children and families within the school setting.
Kathryn Kigera, MA and Elizabeth Crouch, MA, The George Washington University,
Washington DC
11. 25 years of School Based Mental Health Services: Funding and Sustainability (FS)
This presentation will focus on financial components that support a comprehensive school
based mental health program. It will discuss funding streams and the link between evaluation and sustainability with an emphasis on developing appropriate goals and effective
evaluation strategies.
Louise L. Fink, MEd, PhD, Baltimore City Schools, Baltimore, MD
Denise Wheatley-Rowe, BsN, MSW, Baltimore Mental Health System, Baltimore, MD
Orethers Y. Mattison, DM, MHS, LCADC, Baltimore Substance Abuse Systems, Inc.
(BSAS), Baltimore, MD
12. The Affordable Care Act and Medicaid: School Based Service Delivery Implications (FS)
The Patient Protection and Affordable Care Act (ACA) has potential implications for
mental health service delivery to children and families. Participants will better understand
how changes to the law and subsequent policies may impact the psychologist’s role in the
provision of services to children, especially in the school setting.
Kelly Vaillancourt, PhD, National Association of School Psychologists, Bethesda, MD,
Katie Eklund, PhD, University of Arizona, Tucson, AZ, Sally Baas, PhD, Concordia
University, St. Paul, MN
13. Now is the Time: SAMHSA’s Federal Mental Health and Substance Use Initiatives
(SOC)
This session will highlight federal initiatives focusing on the promotion of mental health
and the prevention of mental and substance use disorders. The focus will be on the priority initiatives of the Substance Abuse and Mental Health Services Administration and its
federal partners. Presenters will provide current updates on the Federal efforts to prevent
school violence in the wake of the Sandy Hook school shootings, implications of the Affordable Care Act, and discussion of lessons learned in advancing evidence based prevention practices in schools.
Joyce K. Sebian, MSEd and Ingrid Donato, BA, SAMHSA/CMHS/Division of Prevention,
Traumatic Stress & Special Programs from US DHHS, Rockville, MD
Melodye L. Watson, MS, LCSW, Gail F. Ritchie, MSW, LCSW-C, and William Hudock, MA,
SAMHSA/CMHS, Rockville, MD,
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
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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)
9. Quality and Evidence-Based Practice (EBP)
10. School Mental Health for Culturally Diverse Youth (DY)
11. 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. Building School and Community Collaboratives for Child and Family Resiliency
(CC)
This presentation will describe the development of a community collaborative for promoting child and family resiliency that was initiated by a large unified school district in the
southwest. The benefits and rationale for the integration of community, school, and juvenile justice programs into a cohesive and comprehensive system of learning supports will
be outlined with a focus on how this reorganization of resources can improve access to
quality mental health care for students and families.
Sylvia A. Cohen, PhD, John Balles, PhD, Charles Kaprolet, PhD and Kathleen Rahn, MS,
Scottsdale Unified School District, Scottsdale, AZ
2. Using Mentoring in High Schools as a Tool for Improving School Climate: Mapping
Existing Programs to the PBIS Framework (PBS)
This presentation will highlight the use of the PBIS 3-tiered logic to organize existing mentoring efforts in high schools. We will share the problem-solving model coaches used to facilitate coordination and integration of these efforts and school-level data showing impact.
Lastly, we will incorporate the lessons we have learned from listening to student voice on
mentoring. Time will be included for questions and answers about this work.
Christina Jordan, MEd Counselor Education, Patricia Hershfeldt, EdD and Susan Barrett,
MEd Counselor Education, Sheppard Pratt Health System, Baltimore, MD
3. Smart Choices: Youth Problem Gambling Collaborative Prevention in School, at
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Home and Within the Community
The intention behind the Smart Choices program, an evidence-based gambling prevention
program that can be implemented in schools, is to focus on making it part of the school/
community base collaboration. The program strives to avoid giving participating youth any
message that “normalizes” gambling in today’s society. Evidence suggests that improved
understanding of risk taking, improved decision making and support from the environment
all lend to youth using their refusal skills and making smarter choices with the use of their
time, money and relationships. The prevalence of youth gambling and strategies to address
youth problem gambling will be reviewed.
Carl E. Robertson, MRE, MDiv., University of Maryland Center for Excellence on Problem
Gambling, Baltimore, MD
4. ENACT’s Attendance and Drop Out Prevention School Partnership Programs (JJD)
This experiential and didactic presentation will review the ENACT program’s successful
dropout prevention model and demonstrate its assessment approach through a developmental application of theater games and role play and facilitation technique. Implementation challenges along with strategies to overcome them will be discussed, along with a description of the Ford Foundation funded evaluation process undertaken. Lastly, Indicators
of collaboration, classroom practice and student outcomes that were generated during the
Ford Foundation funded evaluation will be reviewed.
Emilie Ward, MA, LCAT, RDT, ENACT Inc, New York, NY
5.Comprehensive School-Based Mental Health: Outcomes from an Innovative Multisystem Partnership Program (SOC)
Through collaborative efforts of school districts and community mental health agencies,
children have an increased likelihood of increased mental health as well as improved behavior, academic achievement, and school attendance. Comprehensive project evaluation
included quantitative outcomes for academics (reading and math), behavior, and attendance. Implications for practice and research will be presented, as will lessons learned
from implementing and sustaining the program.
Danielle Swick, PhD, Kate Wegmann, MSW, and Charity Sneed, BA, University of North
Carolina at Chapel Hill--School of Social Work, Chapel Hill, NC
Joelle Powers, PhD, Boise State University--School of Social Work, Boise, ID
Janet Cherry, MSW, and Bea Laney, MSW, Durham Public Schools, Durham, NC
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6. Universities and External Consultants: Providing Tools for Innovation in Sustainability Strategies of School-Community Partnerships (FP)
Sustainability remains a constant challenge for pilot initiatives, including Safe Schools/
Healthy Students (SS/HS) grantees, no matter how exemplary the programs themselves.
This session will explore two innovative strategies that are improving the odds: a beyondthe-usual collaboration with a local university and an asset-based ‘roadmap’ that opens
doors at state-level policy and financing offices and outlines opportunities in the fastchanging world of health care reform and education regulatory modification for those who
can fit their work into new paradigms.
Evelyn Frankford, MSW, Frankford Consulting, Brookline, MA,
Laura Bronstein, PhD, LCSWR, ACSW, College of Community and Public Affairs,
Binghamton University, Binghamton, NY
7. Intensive Learning Centers: Working with the Student, the Home, School, & the
Thursday, October 3, 2013
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Family (YD)
Session will address what works and what doesn’t work in Intensive Learning Centers. It
will cover the behavior management program, faculty and staff, and policies/procedures.
In addition, transition issues that occur as the student moves along the least restrictive
environment continuum will be discussed and several strategies to encourage family
involvement will be shared.
Jarrett M. Horibata, PhD, Department of Education, Wahiaiwa, HI
8. Suicide Prevention in Schools: Understanding the Research and Implementing Best
Practices (LL)
Suicide prevention and response is a priority for schools and school mental health service providers. However, fears of risk elevation, disagreement surrounding prevention approaches, and confusion about prevention language often complicate the implementation
of effective suicide prevention strategies. This presentation reviews current research and
evidence-based suicide prevention practices and provides practical recommendations for
implementing a comprehensive interdisciplinary prevention approach. Accessible prevention/intervention/postvention resources are identified and discussed.
Mary Margaret Kerr, EdD, University of Pittsburgh, Pittsburgh, PA
Michael Valenti, PhD, Pressley Ridge, Pittsburgh, PA
9. Ensuring Effective Treatment: The Importance of Implementation Support for the
Provision of Evidence-Based Practices (EBP)
There is general consensus on the value of evidence-based practices (EBPs) in school
mental health; however, numerous factors influence the quality of EBP implementation, and
ultimately, its positive impacts on students and families. Building upon the literature base
as well as experiences from a large study on EBP implementation in schools, presenters
will discuss why supporting practitioners is crucial, strategies for effective implementation
support (IS), and areas in which understanding of IS may be strengthened.
Johnathan Fowler, PhD, Crystal McWhirter, MS, University of South Carolina, Conway, SC,
Samantha Paggeot, MS, Lori Chappelle, MA, Waccamaw Center for Mental Health,
Conway, SC
Heather McDaniel, BA, Mark Weist, PhD, University of South Carolina, Columbia, SC
10. School Mental Health, Early Intervention Supports, and Academic Outcomes: A
Systematic Review (EBP)
This presentation focuses on existing evidence supporting the proximal and distal outcomes of school mental health interventions. The results of a systematic review of studies
examining the outcomes of school mental health early intervention for high school aged
youth will be presented. Implications of the review’s findings also will be discussed, including practical suggestions for translating these findings into SMH practice.
Annahita Ball, PhD, Louisiana State University, Baton Rouge, LA
Aidyn Iachini, PhD, University of South Carolina, Columbia, SC
Elizabeth Levine Brown, PhD, George Mason University, Fairfax Campus, Fairfax, VA,
Jennifer E. Gibson, PhD, Xavier University, Cincinnati, OH
11. Science-Based Research in Schools: Unpacking the insurmountable (EBP)
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2:40-2:50 PM
This session provides a structured forum to discuss potential solutions to challenges associated with conducting science-based educational and psychological research in school settings. Presenters will share lessons learned from conducting exploratory and efficacy studies of school-based interventions in rural and inner-city schools. The concept of conducting
research ‘with’ schools as opposed to ‘in’ or ‘on’ schools will be introduced as a guiding
framework. Practical guidelines about adapting to the reality of schools will be discussed.
Zewelanji Serpell, PhD and Aysha Foster, MS, Virginia State University, Petersburg, VA
12. Engaging Youth Voice on Harsh School Discipline Policies (YIL)
Something powerful happens when the people most affected by an issue are engaged as
partners in resolving it. This interactive session will share findings from a facilitated roundtable where youth impacted by school discipline and safety issues shared their perspectives and recommendations about improving the school to prison pipeline and creating
safe learning environments. It will also engage audience participants in discussing best
practices to successfully engage youth.
Mary Thorngren, MS and Reyhan Reid, BA, American Institutes for Research, Washington, DC.
13. Sustaining School Mental Health Services: Is there an App for That? (FS)
Despite documented benefits, barriers continue to limit expansion of school mental health
services and financing is cited as a reason. This workshop will highlight two school mental
health programs, the common elements of their successful business plans and school mental health program’s funding strategy.
Donna Behrens, MPH, BSN, Center for Health and Health Care in Schools, Washington, DC
Barbara Parks, LICSW, D.C. Department of Mental Health, Washington, DC
Mark Sander, PsyD, Minneapolis Public Schools, Minneapolis, MN
Break
2:50-3:50PM
Conference Session IV
1. Merging Pathways: Infusing Interdisciplinary Approaches to Study Emotional Labor and Therapeutic Alliances Across Educational Settings (LL)
Interdisciplinary collaboration has led to improved services and outcomes for at-risk
students by combining the strengths of multiple stakeholders. This presentation describes
an ongoing multidisciplinary study exploring the relationship between teachers’ emotional
labor and their ability to develop healthy therapeutic alliances. Data indicate that the
interplay between teachers’ emotional labor and therapeutic alliance have significant
influences on student outcomes. Implications for future research, policy and practice in
education, social work and psychology fields will be discussed.
Elizabeth Levine Brown, PhD, George Mason University, Fairfax, VA
Michael W. Valenti, PhD, Pressley Ridge, Pittsburg, PA
Mary Margaret Kerr, EdD, University of Pittsburgh, Pittsburgh, PA
2. Implementing Evidence-based Tier II Interventions: Challenges, Strategies, &
Success Stories (PBS)
Although many evidence-based interventions exist for students with academic and
behavioral challenges, implementation remains challenging for school systems. The authors
explore barriers to implementation through two projects. First, authors will present a pilot
study on the Classroom Check-up Consultation Model, intended to increase elementary
school teachers’ use of evidence-based classroom management practices. Second, the
authors will discuss the implementation of a seven year evidence-based reading curriculum
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led by school staff.
Vittoria Anello, MA and Kathryn Van Eck, MA, University of South Carolina, Columbia, SC
Dana Darney, MS, MA, Johns Hopkins University, Baltimore, MD
Mindy McNeal, MA, Bookman Elementary School, Elgin, SC
3. No Youth Left Behind: Improving Educational Outcomes through Interagency
Collaboration (SOC)
This session focuses on building effective partnerships among education, mental health,
child welfare and juvenile justice systems to improve educational outcomes for youth in
foster care. It will introduce a six-stage developmental framework for understanding collaboration and then explore specific collaborative practices and strategies that have been
successfully employed in the school setting. During the concluding discussion, participants
will identify ways to use the materials presented to integrate cross-systems work in their
own communities.
Rich Weisgal, MA, American Institutes for Research/TA Partnership, Walnut Creek, CA,
Simon Gonsoulin, MEd, American Institutes for Research/TA Partnership, Washington, DC
4. Responding to Intersections of Racism and Privilege in Developing Effective
Family-School-Community Partnerships (FP)
This workshop presents a university-school-community partnership program designed to support diversity, equity, and cultural responsiveness in school districts and the community at large.
The workshop will describe findings from a series of focus groups, and discuss how this is used
in the engagement of families, school personnel, and community stakeholders; training of staff
and student interns; and the process of implementation using the Parent Cafe/Community Cafe
model to support transformative conversations and actions.
Lisa V. Blitz, PhD, LCSW-R and Denise Yull, EdD, Binghamton University, Binghamton, NY
5. Every Moment Counts: Promoting Mental Health throughout the Day for Students
With and Without Disabilities in Integrated School Settings (YD)
This session will review an Ohio Department of Education initiative focusing on meeting
the mental health needs of students with and without disabilities and mental health challenges in inclusive academic and nonacademic settings. The project emphasizes building capacity of school personnel using a variety of professional development activities
in order to promote mental health throughout the day (classroom, recess, cafeteria, and
after-school) using indigenous resources. Year one programs, toolkits, and outcomes will
be summarized.
Susan Bazyk, PhD, Cleveland State University, Cleveland, OH
6. Feasibility and Acceptability of an Interdisciplinary Approach to Implementing an
Evidence Based Intervention for Youth with Mood Difficulties (LL)
Mood difficulties are often widely undetected and under-treated despite advances in assessment and treatment research. The Student Emotional and Educational Development
(SEED) Project focuses on the feasibility and acceptability of interdisciplinary school
mental health trainee teams from psychology, social work, and psychiatry to collaborate
in the assessment and delivery of an evidence-based intervention. Presenters will share
their experiences from their disciplinary perspectives and discuss challenges and successful strategies for supporting youth with mood difficulties.
Melissa George, PhD, Aidyn Iachini, LSW, MSW, PhD, Mary Ellen Warren, PhD, Sara
C. Schmidt, MA, Joni Splett, PhD, and Mark Weist, PhD, University of South Carolina,
Columbia, SC
7. Predicting a Successful Transition to College for Students with ADHD: Implica23
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tions for Interventions (EBP)
Adolescents and emerging adults with Attention-Deficit/Hyperactivity Disorder (ADHD)
often experience significant academic, social, and emotional impairment that warrants additional school and community support services. The purpose of this conference session is
to present findings on the impairment profiles of college students with ADHD, to evaluate
predictors of functional impairment, and to discuss implications for providing students
with ADHD with the skills that they need to successfully transition to college.
Melissa Dvorsky, BA, Joshua M. Langberg, PhD, Aaliah Elnasseh, BS, and Cecilia Choi, BS,
Virginia Commonwealth University, Richmond, VA
8. Increasing the Impact of Evidence-Based Practice: An Engagement-Based Program for School Nurses (EBP)
This session will discuss evidence-based practices for increasing utilization of mental
health services and enhancing service engagement for youth with emotional or behavioral
issues. The session will include a brief review of literature on evidence-based engagement
practices (EP), teaching of specific engagement practices and their use, and presentation of
a pilot study on training of school nurses in use of EP. We hope to facilitate discussion of
possible application of EP with other gateway personnel.
Rachel E. Kim, MA, University of California, Los Angeles, Los Angeles, CA
Kimberly D. Becker, PhD and Sharon H. Stephan, PhD, University of Maryland School of
Medicine, Baltimore, MD
9. Developing Collaborative Partnerships in School Behavioral Health: Anne Arundel
County Public Schools and the Fort Meade Army School Behavioral Health Program
(MF)
This Conference Session will focus on the ongoing, five-year partnership between Anne
Arundel County Public Schools (AACPS) and the Army School Behavioral Health Program
(SBH) at Fort Meade Maryland. Through this partnership, the Army provides embedded
behavioral health services (individual, family, and group psychotherapy; educational
consulting; Psychiatric evaluation and medication management) to military beneficiaries
in all seven AACPS schools (Pre-K thru 12th grade) on post at Ft. Meade. The Executive
Director of Alternative Education for AACPS and the Chief of SBH at Ft. Meade will colead the session.
Kathy Lane, MA, Anne Arundel County Public Schools, Annapolis, MD
Maisley Jones Paxton, PhD, Northern Regional Medical Command, Department of
Tele-Health, Rosslyn, VA
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10. Suicide Prevention in Schools: Best Practices and Innovative Resources (CC)
Suicide prevention in schools is essential for maintaining a safe school environment and
supporting students’ academic performance and overall wellbeing. This workshop will discuss best practices for school-based suicide prevention, including responding to a suicide
crisis, and highlight two innovative toolkits designed for schools.
Gayle Jaffe, MSW, MPH and Julie Goldstein Grumet, PhD, Suicide Prevention Resource
Center, Washington, DC
11. The Power of Youth in Changing School Culture (YIL)
Student leaders at Honokaa High School have launched a student initiated and student led
support program for incoming freshmen. The focus of their efforts have been to decrease
9th grade retention and failure and to insure high school graduation for the cohort class and
Thursday, October 3, 2013
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to enhance student mental health wellness with a focus around anti-bullying, harassment
and suicide prevention.
Glenn Gray, MA, Hawaii Department of Education, Honokaa, HI
Susan Wood, CA, Cornell University & University of Hawaii CDS, Hilopaa F2F Heath Info
Center, MCH LEND, JABSOM, Honokaa, HI
Arthur Souza, MA, Community Leadership, MA, Educational Administration, Hawaii Department of Education, Kailua-Kona, HI
students from Honokaa High School, Honokaa, HI
12. Building a School-Based Prevention Support System: A Business Plan
Evidence-based practices (EBPs) developed to address bullying, school violence, and other
problems have been shown to improve outcomes when implemented with fidelity (Durlak
& DuPre, 2008; Elliott & Mihalic, 2004). However, when supported through ‘business-asusual’ approaches, these EBPs often fail to produce the level of outcomes that result from
testing programs in academic laboratories or under controlled community trials. To address
the gap between this research-practice game, we developed a model prevention support
system based on the Interactive Systems Framework for Dissemination and Implementation (ISF, Wandersman et. al., 2008). The support system provided specialized training
and technical assistance for three cohorts of schools, delivering evidence of high quality
implementation and outcomes (Flaspohler, Meehan, Maras, & Keller, 2012). Despite initial
evidence of success, the initiative has proven difficult to bring to scale, in large part due to
the expense required to fund adequately through a single funding source. In this session,
we will present results from research undertaken in order to leverage private and public
funding to support a sustainable support system for prevention in schools.
Paul D. Flaspohler, PhD, Miami University, Oxford, OH
Cricket Meehan, PhD, Center for School Based Mental Health Programs, Oxford, OH,
Kathryn E. Keller, MPA, The Health Foundation of Greater Cincinnati, Cincinnati, OH,
Jeffrey Shepard, PhD, Developing Inclusion in Schools, Communities, & Organizations,
Mason, OH
13. Systems Building to Improve Mental Health Services in Schools-Considerations
for Effective Service Delivery
This conference session will be led by staff members from the Student Support Center, a
non-profit organization based in Washington DC, with over 13 years of experience in placing, supporting, and providing clinical supervision to, school-based mental health professionals. Based on lessons learned, SSC will provide considerations for building effective
and sustainable school mental health programs, including a discussion of building systems
in schools that support, and maximize the use of, clinicians.
Reginald Burke, MEd and Carla Galone, MSW, Student Support Center, Washington, DC
3:50-4:00PM
Break
4:00-5:30PM
Advanced Practice Skills Session
1. Using Innovative Practices (PBS)
Distance Delivery Protocols (DDPs) and use of e-technologies have been providing an innovative way to deliver tertiary PBIS services in rural and remote areas of Alaska. These
protocols and e-technologies have great potential to enhance the PBIS and School Mental
Health services and the ongoing efforts to create an Interconnected Systems Framework
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between the two fields. That is, even in times of limited funding and increasing demands
on systems and service providers.
Lyon Johnson, MA, Special Education Service Agency, Eagle River, AK
2. Interconnected Systems Framework, Part 1: Screening, Assessment, and Selecting
EBPs & Part 2: Data Based Decision Making (PBS)
This session will describe how cross-systems problem solving teams are using a new consumer facilitation guide to develop (1) comprehensive screening procedures, (2) formalize
processes for selection and implementation of evidence based practices (EBP).and (3) rigorous progress-monitoring systems for both fidelity and effectiveness. Practical examples
will be shared from sites that are implementing the ISF. In addition, this session will describe how progress monitoring and reviewing community, home, and school data can
help track outcomes and progress of youth and families who participate in advance tiered
supports. Practical examples will be shared from two sites that are implementing the ISF.
A particular emphasis will be placed on working with youth who have experienced trauma.
Resources will be shared, such as data tracking tools, fidelity tools, and rating scales.
Lucille Eber, EdD, Illinois PBIS Network, LaGrange Park, IL
Susan Barrett, MS, Sheppard Pratt Health System
Ami Flamini, MSW, Illinois PBIS Network, LaGrange Park, IL
Kelly Perales, MSW, Community Care Behavioral Health, Hershey, PA
Jill Johnson, MS, Illinois PBIS Network, LaGrange Park, IL.
3. Using The Incredible Years Approach to Provide a Continuum of Mental Health
Interventions That Fit Within the School’s Multi-Tiers of Services and Supports.
This presentation will focus on using an evidence-based model, The Incredible Years, to
provide a continuum of mental health supports that fit within the school’s multi-tiers of
services and supports (PBIS model). SOLUTIONS and Moorhead Public Schools have
invested in this approach to have common language, common strategies and common data
to help support and serve children with mental health disorders; thereby allowing children
to remain in their natural classroom environment.
Kelli Gast, MSW, LICSW, Solutions Behavioral Healthcare Professionals, Moorhead, MN.
Jill Skarvold, Phd, Moorhead Area Public Schools, Moorhead, MN
Steve Summers, BA and Joel Bakken, MS, LP, Solutions Behavioral Healthcare Professionals,
Moorhead, MN.
4. In School and Off the Streets, With Families and Out of Secure Detention: Status
Offender Prevention & Intervention (JJD)
In school and off the streets, with families and out of secure detention, is an initiative
to bring youth advocates together for the purpose of designing a more appropriate and
effective response to status offending youth. Truancy is the number 1 status offense
leading youth to court involvement. The opportunity for schools to provide prevention
and intervention services is through partnership and collaboration. Section 1 emphasizes
the value of bringing together a broad spectrum of stakeholders to further define the need,
review and research best practices, and evaluate opportunities. Laying this foundation for
a coordinated approach will prompt collaborative efforts. Section 2 demonstrates how the
alignment of stakeholder goals can bring clarity to the task, and provide a framework for
collaboration. This framework highlights the need for a higher level of communication
and cooperation. Section 3 incorporates the use of critical success factors to guide the
scope of the work, and ensure successful outcomes. A continued focus on the collaborative
approach is key to program sustainability. Growing community partners in advocacy will
build awareness, engage ambassadors, and broaden community impact. The strength of
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Thursday, October 3, 2013
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these efforts will determine long-term success.
Julie Raia and Rebecca Ballard Diloreto, Children’s Law Center, Inc., Covington, KY
Susanne M. Bookser, Kentucky Department of Public Advocacy, Frankfort, KY
Ray Finke, Director, Compliance, Safety and Court Liaison, Covington Independent Schools,
Covington, KY
5. Connecting Kids to Coverage: School-Based Approaches (SOC)
This session will describe ‘Ten Things Schools Can Do’ to connect uninsured students to
Medicaid and CHIP coverage; and will help school nurses, social workers and administrators understand how to secure benefits of healthcare coverage for students to strengthen
school-based healthcare, mental health and related services.
Frank Rider, MS and Elizabeth V. Freeman, MSW, LISW-CP & AP, American Institutes for
Research, Raleigh, NC
6. Strategies for Mental Health Providers, Educators, and Families Trying To Navigate Information Sharing To Help Students Face Challenges (LL)
Mental health providers, educators, and others often struggle to effectively share information about students involved in multiple systems. Participants will learn a decision-making
approach and ten practical strategies to more effectively share information while protecting
the privacy of the students and families they serve. A role-playing activity with real-life
information sharing scenarios, an action planning exercise, and a demonstration of a free
online course will allow participants to build their skills in information sharing.
John Rosiak, MA and Emily Veysey, Education Development Center, Inc. Rockville, MD
7. Improving Access to Psychiatric Services: How Web-based Videoconferencing Enables a
Child and Adolescent Psychiatrist to Provide Psychiatric Care to Students in their Homes and
Schools (PS)
In collaboration with the Hawaii Department of Education (DOE) our agency, Mind &
Body Works, Inc. pioneered the provision of telepsychiatry services to students in Maui,
Molokai, and Lanai in 2010. This program will outline the evidence supporting telepsychiatry, describe our model of care and help the attendees formulate adaptations of this
model to meet their community’s need for mental health services despite the shortage of
mental health professionals.
David E. Roth, MD and Sofija Zekovic-Roth, Lac, Mind & Body Works, Inc.
8. Enhancing Evidence-Based Interventions for Students At-Risk for Depression
within a School-Based Mental Health System (EBP)
Cognitive-behavioral therapy (CBT) is one technique that has been shown to be effective
in the prevention and treatment of mental health problems in children and adolescents.
During this presentation, information about the effect of an empirically-supported intervention for students at-risk for depression and the intervention characteristics and its effectiveness will be discussed. Attendees will benefit by expanding their understanding of
utilizing cognitive-behavioral therapy interventions within a school-based mental health.
Courtney L. McLaughlin, NCSP, Indiana University of Pennsylvania, Indiana, PA
9. Building and Sustaining School Mental Health Partnerships for Our Most Vulnerable Students (CC)
This session will address how effective interagency collaboration leads to a sustainable
school mental health program. The Symposium will show how specific tools, procedures
and structures have resulted in a sustainable program in a large and diverse school system.
Presenters will highlight the perspective of providers, agency partners and the school sys27
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tem, and address funding issues.
William Flook, PhD, Baltimore County Public Schools, Towson, MD
Ari Blum, LCSW-C, Bureau of Behavioral Health, Baltimore County Dept. of Health
Carl Fornoff, LCPC, Child and Family Services of Catholic Charities, Timonium, MD,
Marilyn Healy, RN, NCSN, Baltimore County Public Schools, Towson, MD
10. Caution: Children at Play! Rewards and Challenges of Implementing an EBP
with Younger Children (EBP)
This session will provide a national, state/county and local overview of the implementation
of the evidenced based program Primary Project in child development centers and schools.
Primary Project is an early intervention and prevention program developed by the Children’s
Institute in Rochester NY for young children This presentation will include results from
two Primary Project sites West Palm Beach, Florida and Washington, DC. e-K-3rd grade
who are exhibiting mild difficulties with socio-emotional adjustment in the classroom.
Barbara Parks, MSSA, J’Wan Griffin, MSW, DC Department of Mental Health, Washington,
DC, Deborah Johnson, EdD, Children’s Institute, Rochester, NY
Seth Bernstein, PsyD, BoysTown South Florida, West Palm Beach, FL
11. Evidence-based, practical strategies for reducing behavior problems in schools
(JJD)
This session will describe the What Works Clearinghouse practice guide Reducing
Behavior Problems in the Elementary School Classroom which contains evidence-based
recommendations for working with children with or at risk for behavior problems at school.
The Practice Guide is a product that we believe offers practical suggestions to parents and
a variety of professionals who work with children with behavioral health needs (such as
behavioral specialists, social workers, school psychologists, counselors, administrators,
and teachers).
Michelle Woodbridge, PhD and Carl Sumi, PhD, SRI International, Menlo Park, CA
12. The Relational Diagnostic Assessment: A Contextual, Relational, and Culturally
Responsive Approach to School-based Therapy (DY)
This seminar will introduce the Relational Diagnostic Assessment (RDA), a contextual
and relational assessment treatment process designed to facilitate culturally responsive,
school-based individual and family therapy. The RDA is a practice-based evidence model
utilizing feasible data collection methods for improving decision-making in day-to-day
clinical practice. Participants will learn the RDA’s theoretical underpinnings, core practice
components, and evaluative/research methodologies.
Jennifer Ramji, MA, Guadalupe Alternative Programs/Change Inc., Saint Paul, MN
John Souza, Jr., PhD, Corey Yeager, MA, and Lisa Xiong, MA, Change, Inc. Minneapolis, MN
13. Medicaid in Schools – An Innovative System of Funding Special EduServices (FS)
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. The goal of building
on existing school strengths and resources in partnership with Medicaid and Education for
funding Mental Health services will be emphasized.
Rena Steyaert, BS, National Alliance for Medicaid in Education/ Dept. of Public Health &
Human Services for MT, Helena, MT
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Conference Program
Friday
October 4, 2013
29
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Friday, October 4, 2013
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7:00-8:30 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.
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.
31
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October 4, 2013
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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
National Community of Practice on Collaborative School Behavioral Health Update
Joanne Cashman, EdD, Project Director, IDEA Partnership, Alexandria, VA
8:45-9:45 AM
Keynote Address
The Need and Opportunity to Expand Substance Use Disorder Treatment and Recovery Services in School Based Settings
Michael L. Dennis, PhD, Research Psychologist, GAIN Coordinating Center Director,
Chestnut Health Systems
9:45-9:55 AM
Of the 25 million (8.5%) of youth with substance use disorders (SUD), 96% are still in
school; This presentation will talk about a) how the Affordable Care Act is poised to increase the low rate of treatment participation (1 in 12), b) the feasibility, effectiveness and
cost-effective of two evidenced based treatment approaches tested in school based settings, and c) the impact of reducing substance use disorders on standardized measures of
academic achievement.
Break
9:55-10:55 AM
Conference Session V
1. Surviving and Thriving in School Mental Health: Practical Strategies for Building
a Collaborative Culture in Today’s Challenging Times (CC)
This presentation will identify common challenges that exist within schools between
the education and mental health providers. Issues such as role clarification of clinicians,
confidentiality, mandated reporting, crisis response, and the negotiation between academic
priorities and mental health provision of services will be explored. This presentation
will highlight how the Department of Mental Health School Mental Health program in
Washington, DC has collaborated with the schools to address these issues.
Charneta Scott, PhD and Barbara Parks, MSSA, DC Department of Mental Health,
Washington, DC
2. The School Counselor as a Collaborator in Promoting Student Mental Health (CC)
This study examined the school counselors role in promoting student mental health. Current school counselors were surveyed to gauge their level of involvement in building a
collaborative culture utilizing intervention and prevention services, aimed at improving
student mental health. Ultimately, we seek to call attention to how these services, which are
designed to promote student mental health, effect change in student academic functioning.
Ronald D. Morgan, EdD and Shyrea Minton, EdD, University of Redlands, Redlands, CA
32
3. Improving Mental Health through Better School Climate (PBS)
Select Maryland Eastern Shore high schools are improving school climate by focusing
on six evidence-based practices that target student engagement safety and environment.
Through the use of one or two of these interventions, schools have realized a decrease in
office referrals, suspensions and an increase in attendance and academic rigor.
Beth Chatfield, Med and Wayne Hickman, EdD, Sheppard Pratt Health System, Baltimore, MD
Friday, October 4, 2013
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4. The Case for School-Based Case Management: Innovative Approaches to Reaching
Unreachable Youth (JJD)
A panel of Montgomery County Government and nonprofit directors would like to make
the case for assertive community outreach as a component of school based programs. This
panel will raise a very important and provocative question in light of the tragic school
shooting in Connecticut. How hard must we try to reach children and families traumatized
by poverty, violence, and mental illness? The panel will argue that there are innovative
ways to reach the unreachable youth.
Larry Epp, EdD, Scott Birdsong, MSW, Family Services, Inc., Gaithersburg, MD
Monica Martin, MSW, Viviana Azar, MFT, and Zaida Hernandez, BSW, YMCA Youth and
Family Services, Silver Spring, MD
5. The Make A Friend, Be A Friend Challenge: Improving social climate and mental
health in schools and communities (FP)
Research has identified three main assets of self-confident resilient youth as 1) having loving, supportive families, 2) feeling valued by adults in the community, and 3) being good at
making and keeping friends. This fun and informative session will have you participating
in a curriculum designed to promote friendship, reduce bullying and increase pro-social
skills. Come learn how schools, families and communities in Hawaii are working together
to help students learn the importance of being good friends!
Donna Makaiwi, Hawaii Families as Allies, Aiea, HI
Steven Vannatta, MS, Hawaii Department of Education, Honolulu, HI
6. Images and Imagination: An Inter-disciplinary Collaboration using the Creative
Processes in Visual Arts (YD)
Communication is often interpreted as using words. This presentation explores and identifies perceptual motor challenges of youth with autism impacting self-perceptions and behavior through a program using creative processes in animation techniques. Collaborative
strategies and related language that can be used to promote better understanding across
stakeholders will be discussed.
Lisa Crabtree, PhD and Sujan Shrestha, MFA, Towson University, Towson, MD
7. A Professional Organization’s Guide to Development of School Mental Health
Toolbox (LL)
School mental health services have shifted from traditional, reactive and isolated approaches
to preventative, strengths-based and interdisciplinary. School personnel require simple,
accessible resources outlining their role within the new system. The first part of this session
will describe a toolkit developed to facilitate training and education of therapists. The
second part of this session will include examples of how these resources have been used to
promote multi-tiered interventions and a collaborative and interdisciplinary practice.
Lauren Foster, OTD OTR, University of Kansas Medical Center Occupational Therapy
Education, Kansa City, KS
Sandra Schefkind, OTR, American Occupational Therapy Association, Bethesda, MD,
Claudette Fette, PhD, School of Occupational Therapy Texas Woman’s University, Denton, IL
Susan M. Cahill, OTR/L, Midwestern University Occupational Therapy Program, Downers
Grove, IL
Michael A. Pizzi, OTR/L, Department of Occupational Therapy Long Island UniversityBrooklyn, New York, NY
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8. The Brief Intervention for School Clinicians (BRISC): Initial Test of a Modularized,
Evidence-informed Intervention for School Mental Health Providers (EBP)
The Brief Intervention for School Clinicians (BRISC) is designed to be (1) based on
common elements of evidence-based mental health treatments; (2) responsive to the
typical presenting problems of high school students; (3) tailored to the workflow and
caseloads of SBMH clinicians; (4) connected to other types of school-based supports; and
(5) responsive to results of ongoing monitoring of fidelity and student progress. In this
presentation, we review the rationale for and describe the components of BRISC, present
results from an initial feasibility study, and discuss implications for ongoing development
of the intervention and for school mental health programs in general.
Eric Bruns, PhD, Aaron Lyon, PhD, and Elizabeth McCauley, PhD, University of
Washington School of Medicine, Seattle, WA
Kristy Ludwig, PhD, Seattle Children’s Hospital, Seattle, WA
9. Creating Trauma Informed Schools in the District of Columbia (EBP)
In 2011, The District of Columbia Public Schools Mental Health and Behavior Support
Service Program began an initiative to pilot two trauma focused evidenced based treatments:
Cognitive Behavioral Intervention for Trauma in Schools (CBITS) and Structured
Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS). This presentation
will discuss the need for trauma informed intervention, highlight successes and challenges
associated with the implementation process and offer strategies to overcome them.
Deitra Bryant-Mallory, MSW, Rachel Bradley Williams, MSW, Dawn Thurman, PhD,
Katrice Ashton, MSW, Douglas Gotel, MSW, and Bonita Bantom, MSW, DC Public Schools,
Washington, DC
10. A Global Approach to Serving Military Connected Students (MF)
At Fort Belvoir Elementary School, 98% of the students are children of service members,
which inform every aspect of the counseling program. The learning objectives for the session
are to describe the unique challenges, identify specific interventions and demonstrate a
model of collaboration between a school counseling program and other mental health
professionals both within the school and the community. Teaching methods will include
lecture, student testimonials, and examples of classroom and group curricula.
Teresa A. Chapman, MBA, and Monica Crossley, MEd, Ed Specialist, Fairfax County
Public Schools & Armed Forces Foundation
Emily Baldwin, MA, Marymount University
Mary McAlevy, MA, Mount Vernon High School, Alexandria, VA.
11. Worth the Effort! Partnership between Hispanic Families and the School and Community (DY)
Desiring to improve the relationship between the school and the Hispanic families in the
community, two Johnson City schools in partnership with the community mental health
center and the local university offer a unique program designed to teach Hispanic parents
English, how to use computers, how to find mental health resources and services, and ways
to participate in their children’s education.
Tiffany Ysidron, BA, BS, Rebecca L. Sapp, PhD-SW, MA Marriage and Family Therapy,
Frontier Health, Johnson City, TN
Ardis Nelson, PhD Hispanic Literature, East TN State University
Angie Johnson, BS, Johnson City School System, Johnson City, TN
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12. Creating Self-Sustaining, Replicable School Mental Health Programs: A User’s
Guide (FS)
Using examples from various programs across the U.S., this presentation identifies the
key factors for maximizing school mental health sustainability and replicability, including community collaboration, maximizing funding streams, role clarification, identifying
necessary ancillary services, expanding insurance benefit sets, concurrent Medicaid and
Special Education billing by school districts, minimizing financial and legal liabilities for
school districts and methods of data analysis that measure improved educational outcomes
and the cost savings resulting from school mental health services.
William Dikel, MD, Self Employed, Minneapolis, MN
13. A National Model of School Social Work (CC)
There is critical need to develop a national school social work model that promotes academic and behavioral success, in partnership with community stakeholders. This workshop
proposes best practices for a national model developed by a national school social work
task force, and seeks feedback from this multidisciplinary school organization. The presentation builds upon commentary received in workshops at the 2011 Society of Social Work
Research (SSWR) and 2012 School Social Work Association of America (SSWAA) APMs.
Christine Anlauf Sabatino, PhD, The Catholic University of America, Washington, DC,
Brenda Lindsey, EdD, MSW, LCSW, University of Illinois at Urbana-Champaign, Urbana, IL
Frederick Streeck, MSW, School Social Work Association of America, Sumner, WA.
10:55-11:05 AM
Break
11:05 AM-12:05 PM Conference Session VI
1.Student Health & Wellness: From the Trenches (CC)
Addressing students’ health and mental health needs by providing an internal system of
care; Health and Wellness teams provide a collaborative model for referral, intervention,
and support. The Albuquerque Public School district has been training, implementing, and
collecting data on, school Health and Wellness teams for over a decade and will share how
this collaborative model supports students and families leading to student success.
Leslie G. Kelly, MA, Freida Trujillo, MA, and Brooke Tafoya, MSW, Albuquerque Public
Schools, Albuquerque, NM
2. Bully-Free Fairfax: A collaborative effort to create a community of respect (CC)
This presentation will provide information about a partnership between schools, county
government, and a community organization to prevent and respond to bullying. It will
include specific examples of the school division’s bullying prevention and intervention
program, the county’s integration of PBIS into youth and teen recreation programming, a
community facilitator training developed by a community youth partnership and a toolkit
developed for use by parents and youth group leaders.
Mary Ann Panarelli, MS, EdD, Fairfax County Public Schools
Karla Bruce, MA, Fairfax County Department of Neighborhood and Community Services,
Fairfax, VA
Kristen Brennan, BS, Fairfax Partnership for Youth, Fairfax, VA
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3. Multi-Tiered Systems of Mental Health Support in Schools (PBS)
SW-PBS provides a framework in which schools work with students, families, and community systems to provide integrated strategies to reduce academic and non-academic barriers to learning. Three schools from the Maryland Safe and Supportive Schools project
will describe their efforts to improve the mental health of their students using the multitiered framework. Schools will also highlight the challenges and lessons learned in creating
and maintaining a framework for mental health supports.
Brian Tureck, MEd, and Christina Jordan, MEd, Sheppard Pratt Health Service, Towson, MD
4. Further Advancing the Interconnected Systems Framework for PBIS and School
Mental Health (PBS)
This session will describe how cross-systems problem solving teams are using a new consumer facilitation guide to develop (1) comprehensive screening procedures, (2) formalize
processes for selection and implementation of evidence based practices (EBP) and (3) rigorous progress-monitoring systems for both fidelity and effectiveness. Practical examples
will be shared from sites that are implementing the ISF.
Susan Barrett, M. Ed. Counselor Education, Sheppard Pratt Health System, Baltimore, MD
Lucille Eber, EdD, Illinois PBIS Network, LaGrange Park, IL
Mark Weist, PhD, University of South Carolina, Columbia, SC
5. Directions: A Successful Community-Based Program Addressing Alternative to
Juvenile Justice Detention (JJD)
Many youth with mental health needs end up in the juvenile justice system not because of
the seriousness of their offenses but because of their need for mental health treatment. For
youth with complex mental health needs, involvement with juvenile justice can have devastating effects. This presentation will review the outcomes of a grant focused on decreasing the number of youth in detention through youth/family team meetings, communitybased alternatives to detention, and connecting community resources.
Lori Chappelle, MA and Eryn Bergeron, MSW, Waccamaw Mental Health, Conway, SC
6. School Community Planning for Children’s Mental Health: Bridging Assets to
Radically Integrate Services and Supports (SOC)
Madison Metropolitan School District in Wisconsin will share its strategic planning process for involving key community stakeholders in developing a set of actionable recommendations for a comprehensive, integrated and culturally-competent school-linked system of mental health practices and supports for students. The resulting School Community
Children’s Mental Health Plan’s 23 action steps reflect the districts commitment to Positive
Behavior Supports and tiered interventions. Participants will be invited to apply MMSD’s
planning process to local conditions.
Sara Parrell, MS, Nancy Yoder, MEd, PhD, Katherine Halley, PhD, Mara McGlynn, MSW,
Jeannette Deloya, MSW, and Nikki Hoffmaster, Chair, Madison Metropolitan School District, Madison, WI
Scott Strong, MS, Community Partnerships, Madison, WI
Nikki Hoffmaster, Chair, MadiMSD Parent Mental Health Leadership Council
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7. Needs Assessment of Grandparents Raising Grandchildren: Implications for Collaborations among Family, School, and Community (FP)
A needs assessment of the grandparent raising their grandchildren was conducted to investigate the specific needs of the grandparents. The findings of this study show that the
grandparents are in need of strong support systems and a Community School would allow grandparent caregivers easy access to the school system for better communication
with teachers/staff and a way to be connected to other grandparent caregivers to maintain
healthy support systems.
Youjung Lee, Ph.D and Lisa Blitz, PhD, Binghamton University, Binghamton, NY
8. Adapting Modularized Treatment for Adolescent Mood Disorders across Multiple
Sites (YD)
School-based mental health services for adolescents are designed to both deliver quality
mental health care for students as well as eliminate barriers that are present in receiving
treatment. The Student Educational and Emotional Development (SEED) Project is a
modularized treatment protocol addressing the needs of adolescents experiencing mood
disorders. This presentation will discuss the rationale of the SEED Project, as well as issues
surrounding the implementation of a standardized treatment program across multiple sites.
Cameron S. Massey, MA, LPA, Kurt D. Michael, PhD, Abby Albright, BA, and Rafaella
Sale, BA, Appalachian State University, Boone, NC
Melissa W. George, PhD and Mark D. Weist, PhD, University of South Carolina, Columbia, SC
9. Advocating for Comprehensive and Coordinated School Based Mental Health
Services (LL)
This training session will teach you the basics of grassroots, professional, and legislative
advocacy. Participants will have hands on and interactive practice designing and advocacy
action plan to improve comprehensive and coordinated mental health services in the schools.
Activities include crafting key messages, identifying stakeholder partners and opponents,
designing and implementing communication strategies, and evaluating the advancement of
an advocacy agenda.
Kelly Vaillancourt, PhD, National Association of School, Bethesda, MD
Katie Eklund, PhD, University of Arizona, Tucson, AZ
Sally Baas, PhD, Concordia University, St. Paul, MN
10. Promoting Evidence-Based Practice in SEL: Interim Findings and Implications of
a Randomized Controlled Trial of the PATHS Curriculum in England (EBP)
This session will explore the interim findings of a randomized controlled trial of the PATHS
curriculum in England involving 45 schools and over 5,000 children. We will present analyses pertaining to assessment of implementation (e.g. adherence, dosage) and outcomes
(e.g. social skills, academic attainment). Following this, we will use the study as a lens
through which to consider and discuss the challenges and opportunities posed in promoting
evidence-based practice in school mental health
Neil Humphrey, PhD, University of Manchester, Manchester
11. Supporting Behavioral Health of Military Connected Students: The Fairfax
County Public Schools and Fort Belvoir Community Hospital Partnership (MF)
Military children and families have been heavily affected by the past thirteen years of war.
One Fairfax County Public School has partnered with Fort Belvoir Community Hospital
to design a three-tiered approach to addressing the unique social/emotional needs of mili37
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tary-connected, elementary age students and their families. This presentation will highlight
each tier of intervention and the collaboration and partnership between students, families,
school staff and community and medical support services.
Terri T. Hodges, PhD, Noreen M. Hill, MSW, Renee Kavanagh, LCSW, Margaret A. Moore,
MEd, and Brenda F. Duffy, MA, Fairfax County Public Schools, Fort Belvoir, VA
12. Bringing Parents to the Table through the Doorway of Cultural Understanding
(DY)
Successfully engaging parents to become active participants in the education and emotional welfare of their children can have a powerful effect on outcomes. When these parentpartners include diverse populations, it is essential that teachers, practitioners, and administrators ground their interactions and programs with cultural awareness and sensitivity.
This session will provide research and practice based philosophical and pragmatic considerations to support empowering programs and finding ways to get parents involved.
J. Donnel Nunes, MSCP, NCC, LMHC, Hawaii DOE, Kailua, HI
Cristyn Tamashiro, MA, Hawaii Department of Education, Waipahu, HI
Sydney Wicklund, MSCP, Hawaii DOE, Kaneohe, HI
13. Youth Participatory Action Research Approach to Bullying and Teen Dating Violence (YIL)
This presentation will describe a study that utilized the participatory action research (PAR)
approach to engage youth in bullying and dating violence prevention in a middle school.
The presenter will discuss the process of engaging in youth PAR and the effectiveness of
the prevention program. Future directions for bullying and dating violence prevention and
youth engagement will be discussed.
Vanessa Watts, MA, Paul Flaspohler, PhD, Kristen Figas, Jessie Ann Richard, BA, Lauren
Eagle, and Angela Wells, Miami University, Oxford, OH
12:10–12:30 PM
Lunch and Awards Recognition
Take Action Campaign - Who Cares About Kelsey?
Dan Habib, Filmmaker, University of New Hampshire, Institute on Disability
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: Debbie Mintz, Director, Students FIRST Project – Chittenden County, VT
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: Donna Makaiwi, Youth Program Coordinator, Hawaii Families As Allies,
Make a Friend, Be a Friend.
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12:30-1:30 PM
Plenary Presentation
The Inside Scoop: What Families Know
Sandra Spencer, Executive Director, National Federation of Families for Children’s Mental
Health
Joy Spencer, Policy/Research Assistant and Youth Advocate, National Federation of Families for Children’s Mental Health
Families live with the challenges of navigating through multiple systems and circumstances associated with obtaining mental health services, every day. From these experiences
families, including the young person as the consumer, know what may work and what
doesn’t, what’s helpful and what can hurt. This plenary session will give the inside scoop
from a mother and daughter with lived experience. Knowing what families know, and valuing their input, may improve the services and programs you offer to serve them.
1:30-1:40 PM
Break
1:40-2:40 PM
Conference Session VII
1. The School Mental Health Collaboration Instrument: Advancing Practice, Program Evaluation, and Research (CC)
Collaboration between school professionals and mental health professionals from collaborating agencies is a critical component for school mental health, however, there are few
tools available for accurately assessing the strength of collaborative practice and identifying strategies for improvement. The School Mental Health Collaboration Instrument will
be introduced as psychometrically sound tool for systematically assessing collaboration
and advancing practice, program evaluation, and research.
Elizabeth Mellin, PhD, Penn State University, University Park, PA
Leslie Taylor, PhD and Mark D. Weist, PhD, University of South Carolina, Columbia, SC
2. Collaborating for the Whole Child: Building Multiple Levels of Partnership in
Support of Student Social and Emotional Health (CC)
The Cleo Eulau Center is known for providing expert mental health consultation in
schools. Using our skills as mental health professionals, we have developed a model of
collaboration that allows us to promote proven resilience-building strategies for working
with individuals and organizations that serve educators and students. This approach promotes the social and emotional well-being of the school community serving the needs of
the whole child. Participants are encouraged to ask questions throughout the presentation.
Terese Brennan-Marquez, MSW, The Cleo Eulau Center, Mountain View, CA
3. The Side by Side Program for Social and Emotional Skill Development: A Case
Study Classroom from the South Bronx (PBIS)
Established in 1934, Wediko’s commitment to improving the lives of vulnerable youth is
illustrated in its direct service programs and a continuing investment in applied research.
The Side by Side (trademarked) social and emotional skill-building program was created
to place clinicians in the classroom context with students and teachers. A classroom case
study from the South Bronx will be presented to assess social and emotional skill building, including data from the GRIT scale.
Johanna C. Baez, LCSW, PhD, Kristen J. Renshaw, LCSW, Douglas Delaney, LICSW,
Wediko Children’s Services, Boston, MA
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4. The Development of Suicide/Violence Risk Assessment and Crisis Intervention
Protocols within a School Mental Health Program (JJD)
Suicide risk is greater among individuals living in rural areas compared to urban residents. Specifically in the Appalachian region, youth exhibit higher than average drop-out,
depression, and suicide rates. This presentation will discuss barriers and lessons learned
from the implementation of an evolving violence risk assessment tailored for a rural high
school population. Ideally, the presentation intends to illicit feedback on the development
of a crisis response decision tree and how to foster and sustain school personnel and family collaboration.
Rafaella Sale, BA and Kurt Michael, PhD, Appalachian State University, Boone, NC.
5. Schools are Essential Partners in Systems of Care! (SOC)
An overview of the challenges and opportunities of working toward school-family-community partnerships, along with descriptions of effective strategies through systems integration and planning will be presented. The session will highlight the work of the Madison
Cares (Idaho) System of Care community’s school and community-wide efforts to build
supportive learning environments, reduce stigma and increase access to mental health services for children and youth ages 3-21. Team members from Madison CARES will include
family and youth representation.
Debra Grabill, MEd, CAGS and Sandra Williamson, MEd, CAGS, American Institutes for
Research, Washington, DC
Janet Goodliffe, BA, Kelly Taylor, and Kayci Taylor, Madison School District, Rexburg, ID
6. School-Family-Community Collaboration and the Canyons Community School
Initiative (FP)
This presentation share one school district’s school-family-community partnership approach, sharing successful implementation strategies, overviewing evaluation findings,
and discussing key lessons learned from work in the Canyons Community Schools Initiative. Implications for state and local policy will be drawn. The importance of promoting
collaboration among school and districts, health and social services agencies, families,
youth, and other organizations will be emphasized.
Richard Landward, MSW and Karen Sterling, MS, Canyons School District, Sandy, UT,
Carol Anderson, MS, Utah State Department of Education, Salt Lake City Utah
Dawn Anderson-Butcher, PhD, MSW, The Ohio State University, Columbus, OH
7. Evaluating the Impact of School Mental Health Programs on Student Functioning
for Youth with Emotional Disabilities (YD)
Without intervention, students with Emotional Disabilities (ED) often demonstrate minimal improvements. While accurately assessing change can be difficult, it is important to
explore the impact of interventions delivered to these students. Top Problems (TP) and the
Brief Problem Checklist (BPC) were administered to students, caregivers, and teachers to
assess changes in functioning for students participating in two school mental health programs in Maryland. Results will be shared and challenges to obtaining meaningful assessment data discussed.
Dana Cunningham, PhD, Latisha Curtis, BA, Sharon Stephan, PhD, Nancy Lever, PhD,
University of Maryland – Center for School Mental Health, Baltimore, MD
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8. Communicating Mental Health Information to School Staff and Students (LL)
This presentation, delivered by school-based mental health personnel, will highlight methods of conveying appropriate mental health information to school staff and students. The
use of didactic presentation within the school/classroom, productive means of educating
staff on services and issues, creative ways to engage students on a larger scale, and building
community relationships as a means of incentive and support will be discussed. Appropriate participants are those interested in obtaining ideas, information, and usable templates
related to conveying mental health information within the school setting.
Colleen Weems, MA, Rebecca Sapp, PhD, Frontier Health, Johnson City, TN
9. Exploring Integrative and Holistic Approaches to Youth Mental Health and
Wellness (PS)
As many as 40 to 50% of youth and families are experimenting on their own with the use
of complementary and integrative approaches because they are searching for interventions
that have the potential to be culturally friendly, reaffirm the healing relationship between
the practitioner and person and emphasize wellness. This presentation will increase
participants’ knowledge of the current use in youth mental health of holistic and/ or
integrative approaches. There will be time for participants to ask questions and share
experiences to improve their expertise and the knowledge to regarding risks and benefits in
the use of integrative approaches. Participants will also learn about resources to continue
improving their knowledge for the future.
Bettina Bernstein, DO, Private Practitioner and School Consultant, Wynnewood, PA
10. Developing Evidence-Informed Professional Learning Communities to Enhance
Practice Effectiveness in School Mental Health (EBP)
This conference session describes the first year of a multi-year mixed methods training
and research project to create 5 Professional Learning Communities (PLCs) for 28 school
social workers in a large Chicago suburban K-8 school district. Initial data from the first
PLC year will be analyzed and detailed to show how the PLCs have already begun to
transform the practice of school mental health in this district.
Michael S. Kelly, PhD, LCSW, Loyola University of Chicago School of Social Work,
Chicago, IL
Joyce Bartz, MSW, District 65 Special Services Department, Evanston, IL
11. Measuring the Mental Health and Educational Effects of School Mental Health:
Data from 2010-2012 (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. Drs.
Sander and Daly will present data from a new 3 year study that examined mental health and
educational outcomes for over 700 treatment students and over 700 comparison students.
Mark Sander, PsyD, Hennepin County/Minneapolis Public Schools, Minneapolis, MN,
Brian Daly, PhD, Drexel University, Philadelphia, PA
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12. Cracking the Code: How to Design a Successful Business Model for Funding and
Sustainability of School-Based Health and Mental Health Services (FS)
Learn how to design a successful business model for funding and sustainability of schoolbased health and mental health services, to develop a multi-year sustainable business
plan and budget incorporating key financing strategies and performance metrics for
sustainability, and to analyze the importance of six proven service development strategies.
A case example demonstrates how Washington County, OR has successfully implemented
these strategies and tools to leverage over $5,000,000 for new school-based health and
mental health services.
William B. Thomas, MSc, Washington County Commission on Children and Families,
Hillsboro, OR
13. Integrated Mental Health Consultation for Families and Children in Head Start
(CC)
The session will cover the process and outcomes of an ECMH consultation project, in
collaboration with Head Start centers in Baltimore City, embedding a mental health
consultant within programs to implement consultation practices and treatment. The
presentation includes a review of mental health consultation, treatment services, training, a
case presentation and lessons learned within the collaboration.
Jessica Lertora, MSW and Andrea Downing, MSW, University of Maryland Taghi
Modarressi Center for Infant Study: Secure Starts, Baltimore, MD
2:40-2:50PM
Break
2:50-3:50PM
Conference Session VIII
1. Leveraging Collaboration to Implement SEL in Schools: Practical Examples and
Successful Strategies (CC)
Collaboration can be an effective method for schools to draw on resources, tools and expertise of external organizations. This presentation explains the importance of effective
collaboration in implementing a district-wide SEL initiative in Allentown, PA. Successful
strategies and practical examples used to promote a culture of collaboration will be identified and highlighted throughout the presentation. Communication and decision making,
as well as professional development and ongoing staff support within the schools will be
emphasized.
Gabriel Smith, MA, The Devereux Center for Resilient Children, Villanova, PA
Juan Carlos Lopez, PhD, Devereux Center for Effective Schools, King of Prussia, PA
2. The Benefits and Outcomes of Implementing a Consistent Positive Behavior
Strategy (PBIS)
This session will focus on how to use positive behavior supports to effectively layer and
align academic, behavioral, and social/emotional supports and services for students with E/
BD, in order to reduce frustration and accelerate learning. Participants will also learn how
to supplement core instruction in academic, behavioral, and social/emotional supports, to
ensure students with E/BD have access to special education supports and services in addition to the same supports and services as their peers.
Stephanie Jensen, MS, Boys Town, Boys Town, NE
Ernest Fruge, LMSW, MA, C-SSWS, Calcasieu Academic and Treatment Center, Lake
Charles, LA
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3. The Middle School Support Project: Collaborative School-based Care Coordination Designed to Address the Mental Health Needs and Support Academic Success of
High Risk Middle School Students (JJD)
The presentation will describe the Middle School Support Project (MSSP), a schoolcommunity-university collaborative effort to develop and assess a program to increase
the school success and retention of high risk students with both academic and behavioral
health needs. The MSSP system involved placing mental health professionals within high
risk need public middle schools in Seattle, Washington to coordinate the multiple service
needs of students experiencing a combination of behavioral health and academic difficulties. Findings from both process and outcome evaluations of the project will be presented.
Challenges experienced when engaging in community partnerships to reduce barriers to
learning will be outlined and solutions addressed.
Elizabeth McCauley, PhD, Kelly Thompson, MSW, Aaron Lyon, PhD, Ann Vander Stoep,
PhD, University of Washington/Seattle Children’s Hospital, Seattle, WA
4. Sustainability for SMH Services Utilizing University-School-Community
Partnerships: Maintaining Momentum after the Grant (FP)
This conference session will examine specific mechanisms and processes to support and
sustain School Mental Health programs. This presentation will be examining ways that
stakeholder partnerships including special education, student services, university training
programs, and community resources are able to come together to support a centralized
school mental health program.
Micheal C. Wolff, PhD and Brian Rabian, PhD, Penn State University, University Park, PA
Jeanne Knouse, MS and Pat Moore, MS, State College Area School District, State College, PA
5. Occupational Justice: Advocating for Meaningful Participation (YD)
We will introduce occupational justice to frame advocacy for the right to participation in
meaningful activities and roles to facilitate mental health. Participants will identify four
basic occupational rights to enable health and well-being. We will discuss the implications
of an occupational justice within an interconnected systems framework for school mental
health and on the promotion of student mental health across all three tiers.
Claudette Fette, PhD, Texas Women’s University, Denton, TX
6. School-Based Mental Health Screening: Rationale, Validity, and Procedures (EBP)
In the presentation, we will discuss the public health importance of universal school-based
screening for social, emotional, and behavioral problems in children entering Kindergarten, present concurrent and predictive validity data for two free, publicly-available parent
and teacher rating scales that districts can use for universal screening, and lead an interactive discussion about the steps that school personnel can take to make school-based social,
emotional, and behavioral screening a reality in their own district.
Clifton S. Mixon, MA, Julie S. Owens, PhD, Jennifer L. Stewart, MS, Alex S. Holdaway,
MS, and Verenea J. Serrano, BS, Ohio University, Athens, OH
Nina C. Andrews, MS, Logan-Hooking District, Logan, OH
7. Using the Community of Practice Model as a Strategy to Close the Research to
Practice Gap (EBP)
This presentation will discuss statewide systemic policy changes influencing Montana’s
school mental health program and how Montana’s monthly statewide Community of Practice
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webinars are a demonstration of cross state collaboration as one strategy towards closing the
research to practice gap and enhance SMH best practice implementation.
Erin Butts, MSW, University of Montana, Missoula, MT
8. Bugged About Bullies? This Popular Prevention, Researched-Based K-12 District
Program Features the Bug Jug and More Bully Busting Bonanzas (PBS)
This workshop focuses on the power of language with incoming kindergarten parents.
We Bug Jugs? 10 Point Plan? Quick Notes? Quick Link Resource Centers? Teachers and
bus drivers and cooks and custodians and secretaries and principals? What do all of these
people and things have in common? They are all critical elements of a successful bully
prevention program in this northern Utah school district. Enthusiastically supported by
parents, students, educators, and the community, this program can help prevent what’s
bugging you about bullying.
Jack Robinson, PhD, Teresa Handy, and Amber Jardine, Cache County School District,
Logan, UT
9. Creating Safer Environments for LGB Families: Strategies for School Mental
Health Professionals (DY)
Many same sex parents and sexual minority youth experience an unwelcome school climate and may face difficulties in their school communities. Understanding school climate
and its’ impact on LGB families is an important first step in supporting learning and promoting mental health. This presentation will provide an overview of challenges to the
safety of LGB families, identify best practices for creating safer school climates, and suggest specific prevention activities for school mental health professionals.
Carly Scarton, MEd and Elizabeth Mellin, PhD, Penn State University, University Park, PA
10. Engaging Urban Adolescents with Depression in School Mental Health Services
Ethnically diverse youth have historically experienced lower levels of mental health
service use, and non-financial factors may be a primary explanation. Even while school
mental health services provide greater access to treatment for this population, perceptual
barriers including the perceived relevance of services and mental illness stigma still persist.
This presentation will describe The Making Connections Intervention a theoreticallydriven intervention designed to improve engagement, perceived relevance and treatment
satisfaction.
Michael Lindsey, MSW, MPH, University of Maryland Baltimore, School of Social Work,
Baltimore, MD
Nancy Lever, PhD, University of Maryland, Center for School Mental Health, Baltimore, MD
11. Power of Many: Student Leaders Battling Bullying (YIL)
Power of Many....come listen to an initiative led by student leaders to address bullying in
their schools. Through collaboration with a university and an area high school, amazing
outreach, prevention, and learning occurred.
Brandie Oliver, EdD, NCC, Butler University, Rossville, IN
12. Promoting Mental Health for Children who are Overweight or Obese (PBS)
Mental health and learning issues faced by children who are obese or overweight and who
struggle daily to be successful is increasing. Strategies to empower these children will be
discussed. An environmental and public health approach will be applied as obesity impacts
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not only individuals, but families, communities and our society. Participants will have opportunities to share strategies for mental health promotion and discuss development of in
classroom activities that embrace differences and are inclusive.
Michael Pizzi, PhD, OTR/L, FAOTA, Long Island University – Brooklyn, Brooklyn, NY
13. 529 High Schools, 2,900 Teachers: How NYC is Using Technology to Train School
Personnel to Help Students
The New York City Department of Health launched the At-Risk Training program for
educators in high schools designed to help school staff identify students suffering from
psychological stress. We will explore the program and emphasize the complexities of
marketing in an urban educational system, collaborating with multiple departments, and
getting buy-in from gatekeepers. Additionally, we will discuss potential strategies for
effective communication and implementation when building interdisciplinary, healthschool partnerships.
Scott Bloom, MSW, LCSW and Denise Arieli, LCSW, New York City Department of
Education, New York, NY
3:50-4:00PM
Break
4:00-5:30PM
Symposia Sessions
1. Evidence-Based Classroom Interventions for Youth with Emotional and Behavioral
Disabilities: Efficacy and Effectiveness (EBP)
This symposium focuses on efficacy, effectiveness, and implementation of evidence-based
interventions for youth with emotional and behavioral disorders (EBD). A systematic review
of evidence-based classroom interventions for youth with EBD will be discussed. We will
present the effectiveness of a multi-component package of classroom interventions used
by the Center for Adolescent Research in Schools (CARS). We will discuss the Student
Emotional and Educational Development (SEED) project, which focuses on implementing
interventions for adolescent mood difficulties.
Kathryn Van Eck, MA, University of South Carolina, Columbia, SC
Shelley Hart, PhD, Johns Hopkins University, Bloomberg School of Public Health,
Baltimore, MD
Elaine Miller, MA, University of South Carolina, Columbia, SC
2. An Urban Model of Comprehensive Behavioral Health Services
The Comprehensive Behavioral Health Model has been constructed with the belief that
integrating behavioral health services into schools creates safe and supportive learning
environments that optimize academic outcomes for all students. This symposium presents
critical components in implementing a Comprehensive Behavioral Health Model in an urban school district: (1) securing district and staff support and using evaluations and data to
inform service delivery; (2) partnering with community agencies; and, (3) partnering with
university training programs.
Melissa Pearrow, PhD and Erik Maki, M.Ed., LMHC, University of Massachusetts Boston,
Boston, MA
Andria Amador, CAGS and Noelle Roop, CAGS, Boston Public Schools, Boston, MA
Luba Feigenberg, EdD and Shella Dennery, PhD, LICSW, Boston’s Children Hospital,
Boston, MA
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3. School Resource Officers: Possible Roles in School Mental Health (JJD)
Part 1: Collaboratively Utilizing School Resource Officers to Empower Students in
Instituting Successful Decision Making
Part 2: School Resource Officers & Social Workers: An Innovative Approach to Connecting School Mental Health Dropout Prevention
This presentation will demonstrate the development of school-based interventions that incorporate SROs as key change agents in addressing the behavioral health needs of students at risk. The presentation will document the feasibility and acceptability of the on-site
school support team composition as evidenced by an all-time increase in North Carolina’s
graduation rate, a decrease in the expulsion and suspension rates and a decrease in student
referrals to the Juvenile Justice system.
Christina K. Minard, MS, North Carolina Department of Public Instruction, Raleigh, NC,
James Carlton, and Karen L. Everett, BS, Raleigh Police Department, Raleigh, NC
Nakisha T. Floyd, MA, CHES, RHEd, North Carolina Department of Public Instruction,
Raleigh, NC
DeLea Payne, Ed.S., North Carolina Department of Public Instruction, Raleigh, NC
Part 2: Aidyn Iachini, MSW, LSW, College of Social Work, Columbia, SC
Amy Lutz, MSW, Richland County Sheriff’s Department, Columbia, SC.
4. Working Together to Meet the Goals of Youth with Emotional Behavioral Disorders
(JJD)
Part 1: Building Social Supports and Self-determination Among Youth with Emotional
and Behavioral Disorders: Youth Narratives Part 2: The RENEW Model: Mental
Health and School Professionals Working Together to Meet Youth’s Goals
This presentation focuses on an ethnographic study focused on the narratives of high school
youth who were receiving RENEW, a tertiary level intervention, finding that the youth
valued positive reciprocal relationships and support to develop goal-setting and problemsolving skills. The presentation will include video-taped interviews and a description of
the RENEW school-to-career transition model for youth with emotional and behavioral
disorders.
JoAnne M. Malloy, PhD, Institute on Disability at the University of New Hampshire,
Concord, NH
Part 2: Jonathon Drake, MSW, University of New Hampshire Institute on Disability,
Concord, NH.
5. Meaningful Partnerships: the Key to Reducing the Challenges of School Transition
for Military-Connected Students with Special Needs (FP)
Military-connected children and their families face unique educational challenges. The
average military child will attend between six and nine different schools from kindergarten
to the time they graduate from school. Having a disability compounds the difficulties
associated with school transition. This symposium will present and examine patterns and
trends from qualitative data as well as best practices for alleviating stress on militaryconnected families, which in turn maximizes learning experiences for their special needs
children and youth.
Martha Blue-Banning, PhD, The Beach Center on Disability University of Kansas,
Lawrence, KS
Stacey Smith, Military Children Education Coalition
Claudette Fette, PhD, OTR, CRC, Texas Women’s University, Denton, TX, Toni Hill, PhD,
Parent.
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Friday, October 4, 2013
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6. Sharing Family Experiences: Working with the Media and Understanding Risks
and Safety in Public Disclosures (FP)
Family leaders discuss family involvement with the media. We will discuss risks faced by
families in public disclosure and how to protect families while also getting the benefit of
their experience in the public policy debates. We have also developed and will discuss 5
talking points in our advocacy for a positive mental health policy response.
Conni Wells, Family leader, Axis Group 1, Butler
Sandra Spencer, Family leader, National Federation of Families for Children’s Mental
Health, Rockville, MD
Chris Hendrix, MHP, Illinois Children’s Mental Health, OFallon, IL
Patti Derr, Family leader, Texas Federation of Families for Children’s Mental Health,
Converse, TX
Cynthia Glympse, MS, Families in Partnership with Schools and Communities practice
group, Alexandria, VA
Claudette Fette, PhD, Texas Woman’s University, Denton, TX
7. Evaluating the Impact of Mental Health and other Supportive School-Based Programs on Students’ Academic and Educational Outcomes (EBP)
This symposium seeks to help bridge the research-practice and practice-research gaps in
the field by: (1) Reviewing the theory and evidence behind the connections between schoolbased mental health (SBMH) and academic success; (2) Discussing important directions for
using SBMH to promote academic gains; and (3) Engaging the participants in a discussion
about evidence-based ways to obtain and evaluate academic and educational outcome data
to improve the quality and effectiveness of school mental health programs.
Brian P. Daly, PhD, Drexel University Department of Psychology, Philadelphia, PA
Mark Sander, PsyD, Minneapolis Public Schools, Minneapolis, MN
Eric Bruns, PhD, University of Washington School of Medicine, Seattle, WA
Michael Pullman, PhD, University of Washington School of Medicine, Seattle, WA
Kimberly Becker, PhD, University of Maryland, Baltimore, MD
Nicole Evangelista Brandt, PhD, University of Maryland School of Medicine, Baltimore, MD
8. Enhancing the Quality of Assessment and Intervention for Promoting Social and
Emotional Learning (EBP)
This symposium will focus on quality practices for enhancing assessment and intervention
related to the promotion of social and emotional learning (SEL) in schools. The three
presentations will highlight the following: (1) How SEL data can be utilized to predict
students’ academic and behavioral problems, (2) modular-based interventions for improving
SEL, and (3) the benefits of the Getting To Outcomes framework for promoting quality
planning, implementation, and evaluation of SEL interventions in schools.
Robert Markle, MA, Jason Bird, MA, and James Siddall, BA, University of South Carolina,
Columbia, SC
9. Evidence-Based Assessment Methods for Tracking Progress and Outcomes within
the School and Public Mental Health Systems in Hawaii (EBP)
This symposium will describe various options for utilizing evidence-based assessment tools
to track individual and system level progress and outcomes within school mental health and
beyond in Hawaii. School and community based training in the use of ongoing intervention
and progress tracking will be described. Implications for mental health program selection
of evidence-based assessment and progress tracking tools will be discussed in terms of
47
Friday,
October 4, 2013
_________________________________________________________________________________________
relative advantages related to utility, evidence-based quality, and cost.
Jason Schiffman, PhD, University of Maryland Baltimore County, Baltimore, MD
Charles Mueller, PhD, and Henri-Lee Stalk, MA, University of Hawaii at Manoa, Honolulu, HI
Kelly Stern, MA, School Based Behavioral Health, Honolulu, HI
David Jackson, PhD and Scott Kier, PhD, Child and Adolescent Mental Health Division,
Honolulu, HI
10. Studies of the Efficacy, Implementation, and Sustainability of CBITS: An Evidence-based Mental Health Intervention for Students Exposed to Trauma
The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program, recognized in SAMHSA’s National Registry of Evidence-based Programs and Practices, is a
school-based intervention for students who experienced acute or chronic trauma. This symposium will describe an efficacy study of CBITS being conducted in San Francisco USD,
an implementation study examining clinician characteristics and how they influence the
adoption and implementation of CBITS, and a study of the use of the CBITS website to
support training and implementation of CBITS.
Carl Sumi, PhD and Michelle Woodbridge, PhD, SRI international, Menlo Park,CA
Janey Sturtz McMillen, PhD, 3-C Institute for Social Development, Cary, NC
Pamela Vona, MA, UCLA/NPI Health Services Research Center, Los Angeles, CA
11. School Mental Health in Rural Communities
Part 1: Understanding Rural Appalachian Youth’s Engagement in Risky Behaviors
Part 2: The Effectiveness of a Rural Appalachian School Mental Health Program
(DY)
Behaviors associated with teen pregnancy and high school drop-out is among the leading
causes of youth morbidity and mortality, and has driven recent research to focus on adolescents’
attitudes and perceptions. This presentation discusses one such effort to understand community
perceptions in two rural western North Carolina communities, and how the information being
obtained is used to guide intervention and treatment of adolescents.
Cameron S. Massey, MA, Theresa E. Egan, MA, Klaire Roberson, BA, Kimberly M. Pratt,
PhD, Alex Kirk, BA, and Kurt D. Michael, PhD, Appalachian State University, Boone, NC,
Part 2: Theresa Egan, MA, Abby Albright, BA, Rafaella Sale, BA, Alex Kirk, BA, Cameron
Massey, MA, Kurt Michael, PhD, Appalachian State University, Boone, NC
12. Safe, Supportive Schools for LGBT Students: Standards, Strategies, and Action
Planning to Promote Their Well-Being
This interactive session will provide a deeper understanding of LGBT identity; challenges
LGBT students experience in schools and how this affects their well-being; conditions for
learning necessary for students to thrive; and standards of care and school supports that
can foster well-being among LGBT students from a recently published book, Improving
Emotional and Behavioral Outcomes: A Guide for Professionals. Participants will have
time to plan and discuss action steps they can take to improve school experiences of LGBT
students.
Jeffrey Poirier, PhD candidate, MA, Deb Grabill, M.Ed., Sandy (Keenan) Williamson,
M.Ed., American Institutes for Research, Washington, DC
48
48
Friday, October 4, 2013
_________________________________________________________________________________________
13. It Takes a Village: The Role of School Health Providers in Addressing Student
Mental Health
Experts in increasing access to mental health services will discuss models of training and
capacity building for Primary Care Providers. Using case studies and research data the
presenters will discuss the current state of Primary Care Providers providing mental health
services in school-based health centers.
Joy Twesigye, School Based Health Alliance, Washington, DC, Jill Haak, PhD and Sharon
Stephan, PhD, University of Maryland, Center for School Mental Health, Baltimore, MD
5:45-6:45PM
Poster Board Session and Complimentary Networking Reception
(Come…enjoy Crystal City entertainment and food!)
Collaborating with OTs to Support Student Role Development
Susan M. Cahill
Motivational Interviewing and School-based Mentoring with Middle School Students
John Terry, BS, University of South Carolina, Columbia, SC
Program Development of the Mental Health Training Intervention for Health Providers in Schools (MH-TIPS)
Jill Haak, Sharon Stephan, Elizabeth Connors, Larry Wissow
Supporting Students Who Serve As Language Brokers and Their Families
Patricia A. Thomas
Infusing SEL Activities into a Three-Tiered PBS Model
Lauren Foster, Tiffany Baker, and Anna Frantz
Public Schools as Access Points to Mental Health Care: A Global Perspective
Susan Mason, Laura Bronstein
Preparing Educators for Tiered-Based Interventions for LGBTQ Victims of School
Bullying Who Manifest Ttiered Mental Health Intervention Needs
John Palladino
Vanderbilt University School-based Mental Health Clinics: A Collaborative Model
for Sustainable Student Mental Health Services
Margaret M. Benningfield, Kathy A. Gracey, Tracey A. Glascoe, Shirley Berry Yates,
Richard A. Epstein
Examination of the Effects of Elementary School Organizational Climate on Students’ Socio-Emotional Development
McHale Newport-Berra
Performing Arts to Promote Mental Health and Well-Being for Children with
Disabilities
Michael Pizzi
Examining the relationship Between ADHD and Comorbidity in Predicting Academic
Impairment in College Students
Aaliah Elnasseh, Cecilia Choi, Melissa Dvorsky, Trenice Morton, Joshua Langberg
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Friday,
October 4, 2013
_________________________________________________________________________________________
Characterizing the Mental Health Needs of Urban Middle School Students
Erica Sutton and Veronica Morgan Jones
Examination of the Effects of Elementary School Organizational Climate on Students’ Socio-Emotional Development
McHale Newport-Berra
Evaluation of a Peer-to-Peer Support Program for Parents of Students with Emotional
Disturbance
Amy L. Green, Krista Kutash, Albert J. Duchnowski
Strategies for Fostering Safe, Supportive Schools for Lesbian, Gay, Bisexual, and
Transgender Students
Jeffrey Poirier and Deb Grabill
Academic and Behavioral Outcomes from an Urban Expanded School Mental Health
Program
Latisha Curtis, Jill Haak, Nicole Brandt, Nancy Lever, Sharon Stephan
Training Trusted Adults: Mobilizing Your Community to Address Youth Suicide
Prevention
Rebecca Davis
All-In! for Student Success: Evaluating a Response-to-Intervention Partnership
Jenny Ventura
The ‘Treatment Trifecta’: Teaming Together For a Successful School Based Mental
Health Program
Mark McNamer, Dawn Willson, Suzanne Aoun, Paula Okorafor
Fully Integrated Mental Health Services in a Therapeutic School Setting
Therese Korth and Kara Roberts
School-Based Therapy on a Budget- after the fiscal cliff
Elizabeth Porter and Andrea Sonnabend
Behavioral Consultation for Adolescents with ADHD
Brandon Schultz, Aaron Vaughn, Steve Evans, Josh Langberg
Bullying and Suicide: Cutting through the hype to keep youth safe
Gayle Jaffe and Smita Varia
School Mental Health Services Integration and Readiness for Adoption of EvidenceBased Practices
Donna L. Burton and Tom Massey
Building Effective Collaboration through Family Engagement: Clinician Strategies
and Perceptions
Samantha Paggeot and Crystal McWhirter
Enhancing Success for Students with Emotional/Behavioral Disabilities in MiamiDade County Public Schools
Robin J. Morrison, Nadyne Floyd-Grubbs, Craig Siegel
50
Friday, October 4, 2013
_________________________________________________________________________________________
Using Insurance to Fund a Satellite Mental Health Clinic in Schools
Leani Spinner
Paving the Road Ahead: Social Emotional Development and Positive Indicators of
Early School Success
Shana Bellow, Barbara Parks and Monique Malone
Developing and Using a User-Friendly Logic Model to Improve Implementation and
Evaluation of a Multi-Site School-Mental Health Collaboration
Caroline Taggart, Cheri Alvarez, Lynn Pullano
Creating Research-Based IEPs for Students with ADHD
Craig F. Spiel, Judith R. Harrison, Steve W. Evans
Evaluation of an Evidence-Based Intervention for Promoting Social, Emotional, and
Behavioral Health in Urban Elementary School Students
Elizabeth G. Nicholls Aimee K. Hildenbrand, Jean A. Boyer, Brian P. Daly
E-team: a Web-based Collaboration Tool for Student-serving Mental Health
Professionals, Agencies, and Organizations
Megan Number, Candace, Murayama, Janelle Tamashiro
Caregiver perspectives on family involvement in school mental health services for
youth receiving mood disorders treatment
Heather L. McDaniel, Melissa W. George, Kurt Michael, and Mark D. Weist
Teachers’ Attitudes toward Evidence-based Practices and Associations with the
Implementation of Classroom Interventions for At-Risk High School Youth
Kelly E. Monahan, Emily B. Mancil, Melissa W. George, Heather L. McDaniel, Elaine
Miller, and Mark D. Weist
Exploring Clinician Feedback to Strengthen the Quality of School Mental Health
Services through Implementation Support
Crystal M. McWhirter, Heather L. McDaniel, Melissa W. George and Mark D. Weist
Inattention and Hyperactive/Impulsive Related Difficulties: Methods of Increasing
Student Engagement
Emily B. Mancil, Kelly Monahan, Melissa George, Steven W. Evans, and Mark Weist
The School Transition Program: An Intervention to Facilitate Transitions from
Inpatient Psychiatric Care Back to School
Angela Blizzard, Carrie Mills, Amanda Mosby, Catharine Weiss, Nancy Lever, Sharon
Stephan
6:45-7:45PM
Friday Night at the Movies
Dan Habib, Filmmaker, University of New Hampshire Institute on Disability
Screening and discussion of new documentary mini-films by Dan Habib (filmmaker of
Including Samuel and Who Cares About Kelsey?). Mr. Habib will share three films, including his newest film, Restraint and Seclusion: Hear Our Stories, which features first-person
51
Friday,
October 4, 2013
_________________________________________________________________________________________
accounts from students and adults about their experiences while students in public schools.
Mr. Habib will also screen Marcel, a film about Marcel Parks, 8, who struggles with mental
health challenges that have led to fits of violence. His Missouri school attempts to include
Marcel in general education classrooms as the school district works to address racial disparities in discipline and education. The final film, Tariq, features Tariq Zubhuza, an inmate
at the NH State Prison for Men. Tariq, who experiences bipolar disorder, shares events that
led him into the system, and what type of school-based interventions might have made a
difference. “If you’re 11 years old and you’re drunk, it’s a problem,” Tariq says in the film.
Come, enjoy free popcorn, and get ready for a thought-provoking discussion of the films!
52
Conference Program
Saturday
October 5, 2013
53
54
Saturday,
October 5, 2013
Friday, October 4, 2013
_________________________________________________________________________________________
7:30-8:30AM
Registration
Registration open to all participants
8:30 AM–12:00 PM Intensive Training Session: Open to all participants
1. Functional Assessment and Data-based Problem Solving: Implementing
Comprehensive Response-to-Intervention Systems
This workshop describes the SPRINT (School Prevention, Review, and Intervention Team)
process being implemented across Arkansas through its State Personnel Development
Grant, and nationwide as part of Project ACHIEVE, an evidence-based (through SAMHSA)
school improvement program. The system, school, and staff structures needed for successful
academic and behavioral multi-tiered systems are described, along with a data-based
problem solving process that systematically identifies needed services (including mental
health), supports, strategies, and programs for challenging students.
Dr. Howie Knoff, PhD, Arkansas Department of Education, Little Rock, AR
2. Creating a Safe and Respective Environment in our Nation’s Classrooms
Bullying among school-aged children may have serious, lasting effects. Recognizing the
warning signs, which may point to other issues or problems, such as depression or substance abuse, is an important first step in taking action against bullying. Learn the strategies
that help school personnel identify those signs and provide helpful interventions which are
part of two training modules developed for school personnel, available on line fron the
National Center on Safe Supportive Learning Environments.
Sandra Keenan Williamson, M.ED, CAGS, Greta Colombi, MS, American Institutes for
Research, Washington, DC
3. Going Slow to Go Fast: A Collaborative Leadership Model with Mental Health,
Education and Child Welfare
The Chittenden County, Vermont Collaborative Leadership Academy Cohort was
developed to increase cross-system collaboration with an emphasis on systemic issues
related to the intersection of mental health, education and child welfare. A positive and
powerful impact on young people and families resulted from a deeper collaboration
of leaders from the aforementioned groups coming together in an action oriented
community. Come join us for an intensive and inspiring training on this model.
Kym Asam, MSW, HowardCenter, Burlington, VT
Katie Decker, MEd, Centerpoint School, Burlington, VT
Scott Thompson, MEd, Milton Town School District, Milton, VT
Matthew MacNeil, MA, MEd, EdD and Charlotte McCorkel, MSW, HowardCenter,
Burlington, VT
4. Break Free from Depression: A 4-Session Curriculum to Address Adolescent
Depression
In this workshop, participants will be introduced to Break Free from Depression, a four
session classroom based curriculum developed to raise awareness about adolescent
depression. Participants will be given the opportunity to deepen their understanding of
how to implement a mental health prevention program through learning how to use, teach,
and apply this curriculum in their schools and/or community. Participants will receive a
detailed manual, a copy of the documentary, and materials needed for implementation.
Molly Jordan, MSW, LICSW, Boston Children’s Hospital, Boston, MA
55
Friday,
October 4, 2013
Saturday, October 5, 2013
_________________________________________________________________________________________
5.Using the Stage Model of Nonsuicidal Self Injury (NSSI) and Readiness for Change
to Close the Research-Practice Gap
An overview of the research regarding NSSI and its similarities to other addictions will be
presented. The stage model of NSSI will be reviewed and motivation to change will be applied to NSSI. A screener, developed from this line of research, will provide practitioners
with a tool to bring research into their everyday practice. Participants will have hands-on
experience with the screener, apply results to situations and become familiar with the language of NSSI.
Diane Teske, MS and Bob R. Van Divner, PsyD, Milton Hershey School, Hershey, PA
6. Trauma-Informed Schools: Meeting the Needs of Our Most Vulnerable Children
The prevalence of traumatic stress in the lives of school-age children is extraordinarily
high. Exposure to traumatic stress impacts how a child thinks, feels, and behaves. Providing trauma-informed care in schools means using an understanding of trauma and its’
impact to create supportive, healing environments that minimize the potential to do further
harm. This session will explore the impact of trauma on children, trauma-informed care,
and concrete practices that schools can implement to become trauma-informed.
Kathleen Guarino, LMHC, and Dr. Carmela DeCandia, PsyD, The National Center on
Family Homelessness, An Affiliate of the American Institutes for Research, Needham, MA
7. Best Practices for Early Intervention and Treatment for Trauma Survivors in
School: Psychological First Aid and Trauma-Focused Cognitive Behavioral Therapy
A team from the Army School Behavioral Health Program will provide training on early
intervention with trauma survivors, and identification and treatment of children and
adolescents with Acute Stress Disorder and Posttraumatic Stress Disorder starting with
an overview of the signs and symptoms of PTSD. Next, it will review best practices for
early intervention with trauma survivors, concentrating on Psychological First Aid. Then it
will provide detailed instruction about Trauma-Focused Cognitive Behavioral Therapy in
school-based settings.
Maisley Jones Paxton, PhD, MA, EdM, Ranon Cortell, PhD, MA, Monique Deely, MSW,
Allison Judd, MSW, Liz Merrill, MSW, and Susan Edward, MSW, CAC, Army, Arlington, VA
8. Finding Funding: There IS a Way to Finance School Mental Health
This presentation will present strategies on finding funding to support school mental health
programs through partnerships with community and state agencies, blending funding strategies, and using Medicaid and other third-party billing sources. Participants will have the
opportunity to Google their state’s administrative claiming guide in order to garner an understanding of how to navigate the website. In today’s uncertain economy, this information
will provide useful to those who need to find funding on supporting local school mental
health programs.
Elizabeth Freeman, LISW-CP/AP, LMSW, Kelly Wells, MPA, and Mary Thorngren, MSHR,
American Institutes for Research, Washington, DC
56
9. Using Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) to bring
Excellent MH Treatment into Schools
EPSDT funding for children’s mental health treatment has existed throughout the US since
1989. In 36 states, it has been available to all children with disabilities, including Autism
spectrum disorders and ADHD, regardless of family income. Knowledge about EPSDT
funding for mental health treatment is dreadfully inadequate. Thousands of children fail to
receive potentially life-saving mental health treatment every year because their parents or
teachers don’t know enough about EPSDT to get help for them.
Steve Kossor, MA, The Institute for Behavior Change, Coatesville, PA
SUBMIT YOUR PAPERS AND SUBSCRIBE
TO A JOURNAL FOCUSED ON
SCHOOL MENTAL HEALTH!
Advances in School Mental Health
Promotion (ASMHP) is essential
reading for those with a clinical,
professional, academic or personal
interest in promoting mental health in
schools, and serves to emphasize the
interconnected nature of research,
policy, training and practice and the
opportunities to make progress in all
these areas through global dialogue,
collaboration and action.
This peer-reviewed international journal
publishes research by, and of relevance to all, those working
in this field including administrators, advocates, counselors,
health care providers, policy makers, psychiatrists,
psychologists, social workers, school principals, sociologists,
teachers, youth and families.
ASMHP was launched as a collaboration between the
Clifford Beers Foundation and the University of Maryland
School of Medicine with Editors from both institutions
supported by a distinguished international editorial board.
ASMHP is published by Routledge, Taylor & Francis Group,
on behalf of the Clifford Beers Foundation.
Annual conference on Advancing School Mental Health attendees can receive 2 weeks of free online access– see our exhibit table! TO SUBMIT AN ARTICLE OR TO SUBSCRIBE: http://www.tandfonline.com/toc/rasm20/current#.Ujs-­ExYSORs ASMHP will be moving to ScholarOne submissions as of January 2014! 57
CONTINUING EDUCATION
This event is co-sponsored by The Center for School Mental Health and The Institute for Continuing
Education. Credit is awarded on a session-by-session basis, with full attendance required for the sessions
attended. Application forms will be available on site. If you have questions regarding continuing education,
the program, or for a listing of learning objectives by session, please contact The Institute for Continuing
Education at: 251-990-5030; e-mail: [email protected].
Counselors: The Institute for Continuing Education has approved this activity for a total of 20.50 continuing
education contact hours. The Institute for Continuing Education is an NBCC approved continuing education
provider and a co-sponsor of this event. The Institute for Continuing Education may award NBCC approved
clock hours for programs that meet NBCC requirements. The Institute for Continuing Education maintains
responsibility for this program and its content NBCC Provider No. 5643.
Drug/Alcohol Counselors: The Institute for Continuing Education is approved by the National Association
of Alcohol and Drug Abuse Counselors (NAADAC) to provide continuing education for alcohol and drug
abuse counselors. NAADAC Provider No. 00243. Total of 20.50 contact hours.
Health Educators: The National Commission for Health Education Credentialing, Inc. has approved this
program for a total of 20.5 CECH for the entire conference. Please sign-in at the Continuing Education
Information table. Evaluation sheets must be completed and returned at the end of each session in order to
receive your certificate, which will be mailed after the conference. NCHEC Provider Number is SEP4255.
Marriage/Family Therapists: The Institute for Continuing Education is recognized as a provider of
continuing education by the California Board of Sciences Provider PCE 636. Note: This program has NOT
been pre-approved for Massachusetts/RI/KS MFTs. Total of 20.50 contact hours.
Occupational Therapists: The AOTA is pleased to confirm approval of University of Maryland School of
Medicine Center for School Mental Health as an AOTA Approved Single Course Provider of continuing
education, and to assign 20.5 AOTA CEUs the conference. “The assignment of AOTA CEUs does not imply
endorsement of specific course content, products, or clinical procedures by AOTA.”
Physicians: The University of Maryland School of Medicine is accredited by the Accreditation Council for
Continuing Medical Education to provide continuing medical education for physicians. The University of
Maryland School of Medicine designates this Live activity for a maximum of 20.5 AMA PRA Category 1
Credits™. Physicians should claim only the credit commensurate with the extent of their participation in
the activity.
Psychologists: The Institute for Continuing Education has approved this activity for a total of 20.5 continuing
education contact hours. The Institute for Continuing Education is an organization approved by the American
Psychological Association to sponsor continuing education for psychologists. The Institute for Continuing
Education maintains responsibility for this program and its content. Not all sessions may be eligible for
credit for psychology. The continuing education packet available at the CE desk at the Conference will list
applicable sessions for psychology.
Nurses: The Institute for Continuing Education has approved this activity for a total of 20.5 continuing
education contact hours. Credit is awarded on a session-by-session basis, with full attendance required of the
sessions attended. Nurses should pick up a continuing education packet from registration staff and follow
instructions contained in the packet to apply for and receive continuing education credit. The continuing
58
education sponsor, Institute for Continuing Education, is accredited by the California Board of Nursing.
Nurses should check with their board to determine if credit issued by an approved provider of the California
is acceptable.
Social Workers: The Institute for Continuing Education has approved this activity for a total of 20.5
continuing education contact hours. The Institute for Continuing Education is approved as a provider for
social work continuing education by the Association of Social Work Boards (ASWB), though the Approved
Continuing Education (ACE) program. The Institute for Continuing Education maintains responsibility for
the program. Licensed social workers should contact their individual state jurisdiction to review current
continuing education requirements for license renewal. ASWB Provider No. 1007.
California Board Behavioral Sciences, Provider No. PCE 636.
Illinois Dept. Professional Regulation License No. 159-000606.
Ohio Counselor and Social Work Board Provider No. RCS 030001.
DISCLOSURE STATEMENT: The Center for School Mental Health strives to ensure balance, independence,
objectivity and scientific rigor in all of its educational programs. All faculty members participating in this
program have been required to disclose any real or apparent conflict(s) of interest that may have a direct
bearing on the subject matter of this program. This includes relationships with pharmaceutical companies,
biomedical device manufacturers or other corporations whose products or services are related to the subject
matter of the presentation topic. The intent of this policy is to identify openly any conflict of interest so that
the attendees may form their own judgments about the presentation with the full disclosure of the facts. In
addition, faculty is expected to openly disclose any off-label, experimental or investigational uses of drugs
or devices in their presentations. Written disclosures are available upon request.
SKILL LEVELS: Due to the interdisciplinary nature of this Conference, skills level has not been indicated.
Conference participants are urged to review the program descriptions for selection of sessions that meet
personal and professional goals.
TOTAL CE HOURS SUMMARY
Thursday, October 3: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8.5 contact hours
Friday, October 4: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.5 contact hours
Saturday, October 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.5 contact hours
TOTAL POSSIBLE CONTACT HOURS: 20.50
************************************************************************************
ATTENDEES: A certificate of attendance will be available for participants. To receive this certificate,
participants must sign in at the beginning of each day, attend the entire training and complete an
evaluation form. This generic certificate is not valid for continuing education verification or license
renewal. Participants who wish Continuing Education verification for license renewal should enter
one of the continuing educational structures listed above.
59
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60
UNIVERSITY OF
MISSOURI
Promote positive
mental health
in your school
With an innovative online program
... for innovative counselors and educators.
Earn your master of education (M Ed) or educational specialist
degree (EdSp) while learning with faculty members from one of the
nation’s top counseling psychology graduate programs.
Courses are 100% online and prepare you to:
■ Increase student achievement and resiliency
■ Utilize effective, data-driven best practices
■ Build strong connections between the school, community
and families
■ Address timely topics such as bullying, maltreatment, proactive
behavior management, drop-out
Not ready for a degree? You also can take individual courses.
to learn more, visit online.missouri.edu/mu/escp.html
UNIVERSITY OF MISSOURI
|
COLLEGE OF EDUCATION
DEPARTMENT OF EDUCATIONAL, SCHOOL AND COUNSELING PSYCHOLOGY
61
Outstanding Psychology Internship Training Opportunity in School Mental Health
The University of Maryland (UMB) School of Medicine (SOM) and its Center for School Mental Health (CSMH) in
Baltimore, Maryland is nationally recognized as having a leading interprofessional training program in school
mental health (SMH) for psychology, social work, counseling, and psychiatry trainees. UMB is the only American
Psychological Association (APA) Accredited psychology internship that offers comprehensive major rotation
experiences in SMH practice, research, and policy with a goal of preparing scientist-practitioners to work in schools
directly with vulnerable and underserved populations. The SMH Psychology Internship Track, part of the
Veterans Affairs Maryland Health Care System (VAMHCS)/UMB Psychology Internship Consortium will offer six
intern positions both in 2014-2015 and 2015-2016, with one position each year specializing in early childhood SMH.
The University of Maryland SMH Track promotes the advancement of practice, training, research, and policy to
improve access to high quality SMH services and programming (e.g. system-wide prevention efforts, focus on public
health concerns), while reducing mental health care disparities.
Clinical
Interns receive rigorous clinical training across a three-tiered public health framework with major rotations within
1) the UMB SMH Program (SMHP) serving Baltimore City Public Schools or the University of Maryland Center for
Infant Study’s Secure Start Program serving Head Start and early childhood education programs in Baltimore City,
2) the Maryland Psychological Assessment and Consultation Clinic (MPACC), and 3) the School Behavioral Health
Program and the Child, Family, and School Services Program at Fort Meade.
Research
Interns are required to conduct an independent research project during their internship year related to addressing the
mental health needs of underserved and vulnerable youth and families.
Policy
Interns participate in the advancement of SMH policy and programming via engagement in a number of CSMH
projects, including monitoring of legislation, development and dissemination of policy briefs, white papers, book
chapters, and articles related to SMH policy.
Didactics
The curriculum promotes interprofessional collaboration and culturally and linguistically competent, evidence-based
practice, and is integrated throughout the internship didactic training via the following didactic components: (1) a
weekly, cross Consortium seminar (2 hours); (2) a biweekly interprofessional SMH seminar series (90 minutes each);
(3) a monthly interprofessional case conference with psychiatry fellows and SMH psychology and social work
professionals (1 hour); and (4) specialized intensive trainings (during the summer months, at training events, at
conferences, and as part of their rotations).
Eligibility: Applicants must be students in good standing in an APA-accredited doctoral program in clinical,
counseling or school psychology who have successfully defended their dissertation proposals and completed more
than 500 combined intervention and assessment hours (including both Masters and Doctoral-level hours) prior to
the application deadline.
Application deadline: November 1
Nancy Lever, Ph.D., SMH Internship Track Director
[email protected]; 410-706-2974
www.csmh.umaryland.edu/Toolbar/ExternshipsInternshipsFellowships.html
62
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Mark D. Weist,
Nancy A. Lever,
Catherine P. Bradshaw,
Julie Sarno Owens,
With so few therapeutic outlets readily available to young people, schools have
evolved into mental health centers for many students. Yet schools are hampered by
limited access to resources needed to provide mental health promotion,
prevention, and intervention services.
Like its acclaimed predecessor, the Second Edition of the Handbook of School Mental Health offers ways for professionals
to maximize resources, make and strengthen valuable connections, and attain more effective school-based services and
programming. At the same time, the Handbook provides strategies and recommendations in critical areas, such as
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concerns, summarizes the state of current research, and offers directions for further study. Chapters model best practices
for promoting wellness and safety, early detection of emotional and behavioral problems, and school-based interventions
for students with anxiety, depression, attention deficit hyperactivity disorder, and other common challenges. In spotlighting
this range of issues, the contributors have created a comprehensive game plan for advancing the field.
Among the Handbook's topics:
- Pre-service training for school mental health clinicians.
- Cognitive-behavioral interventions for trauma in schools.
- Increasing parental engagement in school-based interventions.
- Models of psychiatric consultation to schools.
- Culturally competent behavioral and emotional screening.
- Bullying from a school mental health perspective.
- Prevention and intervention strategies related to a variety of mental health problems in schools.
The Second Edition of the Handbook of School Mental Health is an essential reference for researchers, graduate students,
and other professionals in child and school psychology, special and general education, public health, school nursing,
occupational therapy, psychiatry, social work and counseling, educational policy, and family advocacy.
2nd ed. 2014, XXXVII, 465 p. Hardcover, ISBN 978-1-4614-7623-8 List Price ► $ 349.00
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63
I cry out for you.
I need help from you.
I reach out for you.
My handprints are embedded on
your door.
Will you help me?
Because, I reach out to you.
By Savanna Bivens
64