Center for School Mental Health at the

Center for School Mental Health at the
University of Maryland School of Medicine
Division of Child and Adolescent Psychiatry
In Collaboration with
The IDEA Partnership funded by the
Office of Special Education Programs (OSEP),
sponsored by the National Association of State Directors
of Special Education (NASDSE)
19th annual conference
School Mental Health: Enhancing Safe,
Supportive and Healthy Schools
FEATURING 13 SPECIALTY TRACKS
1. Building a Collaborative
Culture for Student Mental
Health (CC).
September 18-20, 2014
Pittsburgh, Pennsylvania
2. Connecting School Mental
Health and Positive Behavior
Supports (PBS).
3. Connecting School Mental
Health with Juvenile Justice
and Dropout Prevention
(JJD).
4. Education: An Essential
Component of Systems of
Care (SOC).
5. Family Partnerships in Mental
Health (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 (QEBP).
10.School Mental Health for
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 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
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.
Cover Artwork Designed by:
George E. Miller II
Child Advocacy Artist
COMMONWEALTH OF PENNSYLVANIA
OFFICE OF THE GOVERNOR
GREETINGS:
It is my pleasure to join with the Pennsylvania Department of Public Welfare and its Office of Mental
Health and Substance Abuse Services (OMHSAS) to welcome everyone gathered for the 19th Annual Conference
on Advancing School Mental Health in Pittsburgh, Pennsylvania. I would also like to extend my gratitude to the
University of Maryland School of Medicine’s Center for School Mental Health and The IDEA Partnership
Programs for hosting this event, as well as the National Association of State Directors of Special Education for
sponsoring this year’s conference.
The well-being of our children is a priority, and the Commonwealth of Pennsylvania is proud of its ongoing
commitment to children’s behavioral health with successful programs like the Child and Adolescent Service
System Program (CASSP) and the Student Assistance Program (SAP). Since its inception, this conference has
been committed to providing information and resources that allow participants to expand their knowledge about
school mental health, hone their skills and increase awareness of this topic for students and families. It is my hope
that the knowledge and experience gained at this year’s conference, School Mental Health: Enhancing Safe,
Supportive and Healthy Schools, will be valuable as you continue to serve our schools and communities throughout
the Commonwealth and across the nation.
During your stay in Pittsburgh I hope you will have the opportunity to enjoy everything this great city has
to offer and view the vast resources and natural beauty of western Pennsylvania. I am sure that you will soon
learn there are many truly memorable ways to see and experience western Pennsylvania. As you travel our scenic
highways and byways, you will discover the qualities that make this region such an enriching place to visit – the
hospitality of its people, the richness of its historical significance, and its geographic diversity. Given the area’s
natural beauty and cultural vibrancy, I am confident that you will create many lasting memories.
As Governor, and on behalf of all Pennsylvanians, I am pleased to welcome everyone gathered at this
conference. Please accept my best wishes for a memorable event and for continued success in the future.
TOM CORBETT
Governor
September 18 – 20, 2014
225 Main Capitol Building | Harrisburg, PA 17120 | 717.787.2500 | Fax 717.772.8284 | www.pa.gov
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COUNTY OF
ALLEGHENY
Rich Fitzgerald
County Executive
September 2014
Dear Friends:
On behalf of Allegheny County and its nearly 1.3 million residents, welcome to the 19th Annual
Conference on Advancing School Mental Health. We are excited that you have selected Allegheny
County as the location for this year’s conference and hope all in attendance enjoy their time in our
community.
Students and professionals in our region have access to many resources when struggling with or
researching mental health. We are fortunate to have renowned hospitals and educational facilities,
including universities and school districts, that offer support systems and training. At a conference
hosted by the Allegheny Intermediate Unit, it was discussed that “good mental health is not simply the
absence of illness, but also possession of skills necessary to cope with life’s challenges.” Our schools are
the most important place to promote good mental health because students spend the majority of their
day there. Additionally, our Department of Human Services’ Office of Behavioral Health offers a wide
variety of services to youth and adults who suffer from serious emotional disturbances. Our skilled and
committed staff is dedicated to the protection and well-being of our youth. In Allegheny County, we are
continuously looking for new ways and means in which to assist those struggling, and to erase the
stigma surrounding mental health issues.
This year’s conference will feature 13 specialty tracks which will encompass the theme of “School
Mental Health: Enhancing Safe, Supportive and Healthy Schools.” It is important to engage families and
communities in the discussion of student mental health. The work that you are doing to ensure the
security and health of students across the nation is indispensable. We appreciate your commitment
and hard work.
Whether you are a resident here, or a visitor, I hope you enjoy your time in the Pittsburgh region. Best
wishes for a safe and educational 2014 Conference!
Sincerely,
Rich Fitzgerald
Office of the County Executive
101 Courthouse • 436 Grant Street • Pittsburgh, PA 15219
Phone (412) 350-6500 • Fax (412) 350-6512
www.alleghenycounty.us • [email protected]
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Dear Attendees,
On behalf of Allegheny County, I welcome you to the 19th Annual Conference on Advancing School
Mental Health.
Developing appropriate mental health services for our county’s school-age population has been an
ongoing goal of the Allegheny County Department of Human Services since its creation in 1997. We’ve
worked with parents and provider agencies to develop early intervention programs to identify and serve
infants and toddlers at risk for developmental delays. Our Student Assistance Program trains
professionals and assesses students in every middle and high school in Allegheny County to identify
potential emotional or behavioral issues that may lead to barriers to learning. The county’s Child and
Adolescent Crisis Team Intervention Services network provides 24-hour mental health assessment, crisis
stabilization and intervention services, serving youth inside and outside of a school setting. We have
many established school-based counseling programs and are steadily advancing in our goal to establish
comprehensive school-based behavioral health programs.
To complement these efforts, the Department of Human Services has sought other opportunities to
partner with school systems. We have developed data-sharing agreements with several school districts
to aid in identifying and monitoring specific student groups to ensure that they are attaining certain
goals. These agreements also help, when appropriate, in developing intervention plans for at-risk
students. Our trained Education Liaisons work in the schools to help families and educators resolve
educational concerns, and assure that appropriate educational plans are developed. And we have
partnered with other concerned groups to promote truancy prevention programs, afterschool programs,
and student-centered anti-stigma programs.
We look forward to sharing our experiences here in Allegheny County, and to hearing from conference
attendees regarding some of the innovative programs that are working in other regions. I hope you
enjoy your time in Pittsburgh, and best wishes for a productive and informative conference experience.
Sincerely,
Marc Cherna, Director
Allegheny County Department of Human Services
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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. School-wide positive behavior support
systems support all students along a continuum of need based on the three-tiered PBS prevention model. SMH can be thought
of as a framework of approaches that promote children’s mental health by emphasizing prevention programming, positive youth
development and school-wide approaches. These approaches call for collaboration among mental health providers, educators,
families, related service providers and school administrators in order to meet the mental health needs of all students. By working
collaboratively, this practice group seeks to clarify the relationship between PBS and SMH in order to promote seamless practice
at the local level.
3. Connecting School Mental Health with Juvenile Justice and Dropout Prevention (JJD). This practice group
is committed to working across stakeholder groups to advance knowledge and best practice related to effectively linking school
mental health with juvenile justice and dropout prevention. For youth to be successful, effective coordination and communication
across systems is needed, and resources and best practice guidelines related to this work need to be readily available. Key priority
areas include advancing effective strategies for: Reducing truancy, unnecessary suspensions and expulsions, dropout, and
delinquency; Increasing opportunities for student voice, self-advocacy, self-determination 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; and 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 communitybased, Systems of Care (SOC). As a proactive, national level practice group, we will support resource sharing, cross agency
training, and collaborative professional development. Our practice group is committed to looking at the multiple needs of children
and families through a systemic lens. Therefore, it encourages presentations that outline or describe a system approach to service
delivery; incorporating various system partners especially families and youth in any presentations.
5. Family Partnerships in Mental Health (FP). This practice group embodies family driven principles and is led by family
members. This practice group fosters family participation in family-school-community collaboratives by supporting capacity
building efforts for a shared agenda and an 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 a 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 discussions of needs, priorities and opportunities; and 5) Supporting the work of families.
6. Improving School Mental Health for Youth with Disabilities (YD). The purpose of this practice group is to promote
collaboration between schools and school systems, mental health agencies, service providers, youth, caregivers, and other key
stakeholders to facilitate the delivery of quality mental health services to students with disabilities in the school setting. Enhanced
collaboration will increase opportunities to deliver coordinated learning and mental health interventions and facilitate understanding
of the challenges and opportunities for youth with disabilities. Through these partnerships, we seek to ensure that students with
disabilities receive appropriate programs and services in the least restrictive environment to successfully achieve targeted goals.
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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 (QEBP). The mission of the Quality and Evidence-Based Practice group is to
(1) share information across individuals and groups interested in improving the quality of school mental health (SMH) programs
and services and (2) discuss, promote, and disseminate evidence based practices in SMH. The practice group strives to bridge the
research-practice and practice-research gaps in the field. In addition, the practice group seeks to understand and identify the best
student- and program-level evaluation strategies.
10.School Mental Health for Culturally Diverse Youth (DY). This practice group will focus on the practice, theory, and
research specific to culturally diverse youth in the schools. The mission of 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; and 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). This strand includes presentations on the topic of funding and policies
that promote sustainable school mental health. Presentations 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 are featured throughout the
conference program as part of a “special topic” strand.
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CSMH Advisory Board Members
Steve Adelsheim, MD
Jenni Jennings, MA
Dawn Anderson-Butcher, PhD
Rep. RaeAnn Kelsch, BS
Paul Ban, PhD
Jim Koller, PhD
Nancy Bearss, PAC, MPH
Joe Lee
Seth Bernstein, PsyD, CAP
Alison Malmon, BA
Robert Burke, PhD
Matthew Mock, PhD
Jordan Burnham
Angela Oddone, MSW, LCSW
Aurelia Carter
Julie Owens, PhD
Joanne Cashman, EdD
Carl Paternite, PhD
Caroline Clauss-Ehlers, PhD
Glen Pearson, MD
Lisa Dixon, MD, MPH
David Pruitt, MD
Joan Dodge, PhD
Kay Reitz, MEd
Rep. Addie Eckardt
Mark Sander, PsyD
Steven W. Evans, PhD
Zewelanji Serpell, PhD
Michael Faran, MD
Bradley Stein, MD, MPH, PhD
Louise Fink, PhD
Michael Summers, BA
Lois Flaherty, MD, Advisory Board Chair
Susan Tager, BS
Paul Flaspohler, PhD
Mary Tillar, MEd
Marcia Glass-Seigel, MSS, LCSW-C
Mark Weist, PhD
Cynthia Glimpse, MS
Cheryl Vince Whitman, MEd
Reverend Alvin Hathaway, MACM
Nollie Wood, Jr., PhD, MPH
Robert Hull, MEd, EdS, MHS
Reverend Todd Yeary, PhD
D.J. Ida, PhD
Albert Zachik, MD
CSMH Expert Advisory Panel Members
Mark Weist, PhD, Chair
Carl Paternite, PhD
Joanne Cashman, EdD
Sandra Spencer
Lucille Eber, EdD Abraham Wandersman PhD
Steve Evans, PhD
Marleen Wong, PhD
Kimberly Hoagwood, PhD
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Planning Committee Members
Linda Anderson, School Technical Assistance Center, Marshall University
Sally Baas, National Association of School Psychologists
Paul Ban, MEDCOM Child, Adolescent and Family Behavioral Health Office
Susan Bazyk, Cleveland State University
Nicole Evangelista Brandt, Center for School Mental Health
Joanne Cashman, The IDEA Partnership
Jenah Cason, Federation of Families of South Carolina
Latisha Curtis, Center for School Mental Health
Ellie Davis, Center for School Mental Health
Ellen DiDomenico, Pennsylvania Department of Public Welfare
Lois Flaherty, Harvard University
Christina Huntley, Center for School Mental Health
Mary Margaret Kerr, University of Pittsburgh School of Education
Nancy Lever, Center for School Mental Health
Sylvia McCree-Huntley, Center for School Mental Health
Elaine Miller, University of South Carolina School Mental Health
James Palmiero, Pennsylvania Department of Education
Melissa Patschke, Spring-Ford Area School District
Kelly Perales, Community Care Behavioral Health
Sherry Peters, National Technical Assistance Center for Children’s Mental Health;
Georgetown University Center for Child and Human Development
Staci Lee Rodarmel, Luzerne County Community College
Mariola Rosser, The IDEA Partnership
Mark Sander, Hennepin County and Minneapolis Public Schools
Sandra Schefkind, American Occupational Therapy Association
Mironda Shepard, The IDEA Partnership
Judith Kullas Shine, American Council for School Social Work
Bradley Stein, RAND Corporation
Sharon Stephan, Center for School Mental Health
Frederick Streeck, School Social Work Association of America
Sandra Williamson, American Institutes for Research
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Conference Program
Thursday
September 18, 2014
9
Thursday, September 18, 2014
Thursday, September 18, 2014
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 (Thursday morning, Thursday
lunch, and Friday morning). 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 the group’s activities for the year. Please see the beginning of the program
booklet for a more detailed description of each practice group.
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.
Family Partnerships in Mental Health (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.
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Thursday, September 18, 2014
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.
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
Rich Fitzgerald, County Executive, Allegheny County
William Peduto, Mayor of Pittsburgh
8:50-9:50 AM
Keynote Address
The Power of Prevention in Schools: A Roadmap to Significantly Improve the
Health of the Nation’s Children
Dennis Embry, PhD, President and Senior Scientist
PAXIS Institute
Today, one-in-two children will have DSM-IV/V diagnoses by age 18 (Institute of
Medicine Report on the Prevention of Mental, Emotional, or Behavioral Disorders,
2009). These disorders have a significant negative impact on academic achievement as
well as the success and wellbeing of future generations in America. The same IOM report
that raises the specter of the new epidemic also highlights the promise of averting and
reducing the mental, emotional and behavioral disorders using school-community as
context as happened during the polio epidemic. This session highlights simple strategies
that can be included in the daily routines and practices of schools that have the promise of
preventing mental, emotional, and behavioral disorders among children and families as
well as improving every aspect of schools for the students and adults in them.
NOTE: Dr. Embry will have a schedule of 20-minute appointments for attendees who
wish to discuss how to initiate some of these ideas in their schools and communities.
9:50-10:00 AM
Break
10:00-11:00 AM
Conference Session 1
1.1 Partnerships in Elgin High School and the Greater Elgin Illinois Area for
Healthier Community (CC)
This session will showcase an evaluation of the Promoting Alternative Thinking
Strategies (PATHS) curriculum with 9- through 12-year-old students at a public
Montessori elementary school, with a particular focus on changes in social competence
and the effects of teacher buy-in to the program.
Bernadette May, LGSW, Family Service Association of the Greater Elgin Area, Elgin, IL
1.2 Building Deep Partnerships for Integrating Comprehensive Mental Health
Services into Schools (CC)
Connecting With Care (CWC) is AIP’s school-based mental health partnership with the
Boston Public Schools and local mental health providers. CWC is focused on
implementing innovative ways of placing full-time outpatient and in-home mental health
clinicians in schools, sustained by third party insurance. In addition to improving access,
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Thursday, September 18, 2014
we improve quality of school-based care through training and weekly supervision in
evidence-based treatments for trauma and anxiety.
Lisa Baron, EdD, Alliance for Inclusion and Prevention, Dorchester, MA
Andria Amador, CAGS, CNSP, Boston Public Schools, Dorchester, MA
Robert Kilkenny, EdD, Alliance for Inclusion and Prevention, Roslindale, MA
1.3 The RENEW Model: Using the Interconnected Systems Framework in New
Hampshire to Meet Youth Goals (PBS)
The RENEW model is an evidence informed, youth-driven, secondary transition practice
that has addressed the needs of youth with emotional and behavioral disorders over the
past 16 years in schools and mental health centers. This session will describe a pilot
project of a NH high school implementing RENEW by utilizing the structure of the
Interconnected Systems framework (ISF) to blend education and mental health services
for high school students with the greatest level of need.
Kathy Francoeur, BA, Institute on Disability, University of New Hampshire,
Somersworth, NH
Nicole Quinn, BS, Seacoast Mental Health, Portsmouth, NH
Grace Laliberte, MEd, Exeter High School, Exeter, NH
1.4 Coaching High School PBIS Implementation: Lessons Learned in Two States
(PBS)
National attention is being paid to the development of safe and supportive schools.
Research is clear that when schools strive to optimize conditions for learning, defined as
a safe environment that encourages engagement, students are best positioned to maximize
academic potential and experience greater social and emotional wellness. Two states with
wide-reaching experience training and supporting implementation of school-wide PBIS
in high schools will share lessons learned from the lens of coaches and school-teams.
Patti Hershfeldt, EdD, Susan Barrett, MSA, Sheppard Pratt Health System, Baltimore,
MD
Brigid Flannery, PhD, Mimi Katow, MS, University of Oregon, Eugene, OR
1.5 RENEW: Creating the Structure within NH’s Mental Health System to Provide
Wraparound to Teenagers with Emotional/Behavioral Challenges (JJ)
The RENEW Capacity Building Project is successfully implementing the evidence-based,
person-centered, high school transition and employment-focused RENEW model into the
New Hampshire community mental health system as a Medicaid billable service for
youth with Emotional and Behavioral Disabilities. Strategies for building sustainability
through state leadership support, training and coaching of mental health clinicians, and
developing mental health-school partnerships will be discussed.
Jonathon Drake, MSW, Institute on Disability at the University of New Hampshire,
Concord, NH
JoAnne Malloy, PhD, Institute on Disability at the University of New Hampshire,
Concord, NH
1.6 Exploration of Teacher Training in Student Mental Health: A Systematic
Review of State Policies (SOC)
Teachers frequently report that students' mental health needs are a cause of their stress,
and they feel unprepared to address these needs. Despite the important roles and
responsibilities that teachers have in supporting children with mental health needs,
teacher training (if any) in student mental health varies widely by state. This presentation
highlights findings from a study of state policies focused on mental health training for
teachers and provides actionable guidance for policy development.
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Thursday, September 18, 2014
Annahita Ball, PhD, Louisiana State University, Baton Rouge, LA
Elizabeth Levine Brown, PhD, George Mason University, Fairfax, VA
Aidyn L. Iachini, PhD, University of South Carolina, Columbia, SC
Jill Haak Bohnenkamp, PhD, University of Maryland Baltimore, Baltimore, MD
Nicole Togno, MS, George Mason University, Fairfax, VA
1.7 Why You Need OT on the School Mental Health Team (FP)
This session will review skills occupational therapists have to address, including school
mental health needs, then use a Dialogue Guide methodology to discuss potential
contributions, facilitators/barriers to using occupational therapists in school mental health
and identify ways to extend availability. Families are empowered when they have greater
knowledge about the roles and responsibilities of school team members such as the
occupational therapist. This collaboration and understanding helps develop a safe and
nurturing learning environment within school communities.
Claudette Fette, PhD, OTR, CRC, Texas Woman’s University, Denton, TX
Donna Downing, OTR/L, Maine Medical Center, Cape Elizabeth, ME
Sandy Schefkind, OT/L, American Occupational Therapy Association, Bethesda, MD
1.8 Transforming Schools through Parent & Community Engagement: Successful
Strategies for Building More Effective Behavioral Health Support for Students &
Families (LL)
Learn how educators, mental health providers, parents, students, and community
members can work together to improve behavioral health support to students in public
schools. The Kailua-Kalaheo Complex Area will share best practices that serve to
transform school communities through coming together to listen to the perceived
successes and challenges faced by schools and families, develop solutions, and finally
provide a means to build the capacity of families and community members to partner
with schools.
Suzanne Mulcahy, MA, Donnel Nunes, MSCP, LMHC, NCCM, Hawaii Department of
Education, Kaneohe, HI
1.9 Practice Based Evidence: An Introduction to Total Clinical Outcomes
Measurement in the Real World (PS)
Schools are complex systems where various stakeholders sometimes have conflicting
interests. Total clinical outcomes measurement (TCOM) is a tool for decision support,
outcomes monitoring, and quality improvement at the individual, program, and systems
level. TCOM provides a framework for every decision-maker to account for the needs
and strengths of each youth and family served. We present a model for using TCOM to
assess effectiveness and improve outcomes in school-based mental health settings.
Margaret Benningfield, MD, Kathy Gracey, MEd, Tracy Glascoe, LCSW, Vanderbilt
Department of Psychiatry, Nashville, TN
1.10 The Effect of Reading Tests Aloud on the Performance of Youth with and
without ADHD (QEBP)
Presenters will describe a study examining the effectiveness of the read aloud
accommodation for youth with ADHD. Participants will be able to (a) describe the need
for evidence-based accommodations, (b) describe preliminary evidence of effectiveness
for read aloud as an accommodation for youth with ADHD, and (c) describe where read
aloud fits on a continuum of services for youth with ADHD.
Craig F. Spiel, MS, Judith Harrison, PhD, Steven Evans, PhD, Alex Holdaway, MS,
Clifton Mixon, MA, Allison K. Zoromski, MS, Ohio University, Athens, OH
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1.11 Skills Training for Emotional Problem Solving for Adolescents (STEPS-A):
Implementation and Program Evaluation (QEBP)
This presentation describes implementation and outcomes of the Skills Training for
Emotional Problem Solving for Adolescents (STEPS-A) program which was developed
to improve students’ emotion regulation specifically, and to bolster other socialemotional skills (e.g., interpersonal effectiveness and distress tolerance). STEPS-A is a
social-emotional learning (SEL) curriculum based on Dialectical Behavior Therapy DBT
(Linehan, 1993) an empirically-based comprehensive treatment originally developed for
people with pervasive emotion dysregulation problems.
Ivan Haskell, PhD, Mastery Charter Schools, Philadelphia, PA
Brian Daly, PhD, Aimee Hildenbrand, BS, Elizabeth Nicolls, MS, Drexel University,
Philadelphia, PA
James Mazza, PhD, University of Washington, Seattle, WA
Elizabeth Dexter-Mazza, PsyD, Private Practice, Seattle, WA
1.12 Resilience and Ethic Identify as Predictors of Cultural Resilience among
Diverse Middle School Youth (DY)
Research is presented that explores the role of resilience, ethnic identity, and self-esteem
among a diverse group of middle school youth. Central to this discussion is a review of
research that demonstrates how culture relates to resilience. Predictors of cultural
resilience among a diverse group of middle school youth are presented. Participants are
encouraged to share their experiences and discuss strategies to foster cultural resilience
among diverse middle school youth in their own school settings.
Caroline S. Clauss-Ehlers, PhD, Rutgers University, New Brunswick, NJ
1.13 Student Perspectives on Intervention and Engagement Strategies (SOC)
The student voice is often neglected when developing interventions for students with
emotional and behavioral challenges. This presentation will provide an opportunity for
participants to hear from students directly, via videotapes, about their experiences
interacting with school staff. The presentation will also provide information about
interventions that school staff can utilize when working with students who present with
challenging behaviors.
Dana Cunningham, PhD, Cynthia Cook, MSW, Brandy Wimbish, MSW, Carol Bazis,
MSW, University of Maryland School of Medicine, CSMH, Baltimore, MD
11:00-11:15 AM
Break
11:15-12:15 PM
Conference Session 2
2.1 Three Models of Home-School Collaboration Supporting Student and Family
Mental Health (CC)
Founded in 1934, Wediko Children’s Services began providing school-based mental
health services and clinical program consultation in 1979. Today, Wediko provides
clinical services in 46 public schools in NH, NY, and MA. Asked to help schools address
a broad range of psychological, social, behavioral, and educational concerns, Wediko has
developed innovative models for building integrated family-school-community clinical
services. Three such models will be presented, each requiring varying degrees of support
and collaboration.
Johanna Creswell Baez, LCSW, ABD, Kristen Renshaw, LCSW, Matthew Doyle, LICSW,
Michael Clontz, LICSW, Wediko Children’s Services, Boston, MA
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2.3 SMH Partnership: Systems, Data, and Practice using a Trauma Informed Tier 2
Intervention (PBS)
This workshop will describe a local collaboration with a school district and a community
mental health agency that resulted in implementation of a trauma informed intervention
process in high schools. This includes the process for establishing the District and agency
commitment, choosing and embedding the intervention within the existing Tier 2
continuum of support, and the use of data to determine effectiveness
Sheri Luecking, MSW, Lucille Eber, EdD, Illinois PBIS Network, Belleville, IL
2.4 Using PBIS to Support Trauma-Informed Schools (PBS)
Traumatic experiences in childhood can have neurological, physiological, cognitive,
emotional, and behavioral impacts. The impacts of trauma can interfere with a child’s
ability to function and learn at school. While schools may not be able to prevent the
traumatic events that impact children, they can create school environments that are
sensitive to trauma. The PBIS framework can be used to create and support traumainformed schools.
Emily Jordan, MSW, LISW, Ohio Department of Education, Columbus, OH
Mary Beth Holt, MSW, LISW, The Buckeye Ranch, Columbus, OH
2.5 Enhancing Supports to Reduce School-Based Arrests: Intensive School
Intervention and Arrest Reduction Toolkit (JJD)
This presentation highlights comprehensive efforts in Connecticut to reduce in-school
arrests through intensive school-based intervention and enhanced mental health services
and supports. Significant progress towards arrest reduction has been achieved through
policy, systems, and practice changes. Core elements and positive outcomes of the
collaborative School-Based Diversion Initiative model are presented and participants are
guided through key implementation steps using a free arrest-reduction toolkit developed
in 2013 by the presenters as a valuable school-community resource.
Jeana Bracey, PhD, Yecenia Casiano, MS, Child Health and Development Institute,
Farmington, CT
2.6 Training and Evaluating: How Parents for Public Schools of Greater Cincinnati
and Miami University Play Their Parts in Ohio’s Race to the Top Initiative (SOC)
This session will examine two facets of Ohio's Race to the Top mandate. First, Parents
for Public Schools of Greater Cincinnati will discuss their methodology of conducting
parent and family leadership trainings in priority schools. Miami University's Center for
School Based Mental Health Programs will also talk about their role as evaluators and
how they are moving their evaluations toward an online platform.
Alexandria Intorcio, MA, Dawna Cricket Meehan, PhD, Erin Eakin, MS, Paul
Flaspohler, PhD, Miami University’s Center for School Based Mental Health Projects,
Oxford, OH
Tyrrea Byrd, BA, Rolonda Smith, BA, Parents for Public Schools of Greater Cincinnati,
Cincinnati, OH
2.8 Factors Affecting Attitudes of School Mental Health Providers Towards
Evidence-Based Practice and How These Factors Can Inform Innovation (QEBP)
The adoption of evidence-based practices (EBPs) into school mental health care has been
slow. Recent research has begun empirically examining individual and organizational
level characteristics that aid or impede the adoption of EBPs. In this study, we found that
EBP knowledge of, and organizational characteristics reported by, therapists working in
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the Hawaii Department of Education predicted positive EBP attitudes. How these factors
might influence the roll-out of a specific evidence-based innovation is discussed.
Brad Nakamura, PhD, Sonia Izmirian, MA, Charles Mueller, PhD, University of Hawaii,
Honolulu, HI
Kelly Stern, MA, Hawaii Department of Education, Honolulu, HI
Elizabeth Connors, PhD, Jason Schiffman, PhD, University of Maryland Baltimore
County, Baltimore, MD
2.9 Using Technology to Engage School and Community Mental Health Personnel in
Addressing Students in Distress (LL)
Experts from Ohio and Delaware will share their results of an effective approach using
technology to engage educators and community leaders to identify, approach and refer atrisk and LGBTQ students who are in emotional distress, struggling with suicidal ideation,
or have been victimized by bullying and/or harassment.
Glenn Albright, PhD, Baruch College, New York, NY
Yolanda Jenkins, MS, Delaware Department of Services for Children, Youth, and Their
Families, Wilmington, DE
Carolyn Givens, BA, Yvette Jackson, BA, Ohio Suicide Prevention Foundation,
Columbus, OH
Jane Mitchell Timmons, PhD, Case Western Reserve University, Cleveland, OH
2.10 The Brief Intervention for School Clinicians: Testing a Modularized, EvidenceInformed Intervention for School Mental Health Providers (QEBP)
Program booklet description: 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 present results from a pilot study in which
school-based providers were trained to deliver BRISC, describe and demonstrate
components of the BRISC protocol, and discuss implications for ongoing development of
the intervention and for school mental health programs in general.
Elizabeth McCauley, PhD, ABPP, Kristy Ludwig, PhD, Nancy Namkung, MSW,
University of Washington, Seattle, WA
2.11 A Systems-Level Approach for Implementing Programs for Enhancing SocioEmotional Skills in Elementary and Secondary Settings (QEBP)
Despite advancement in the development of evidence-based programs, the factors
contributing to successful implementation are not well identified (Fixsen et al., 2005).
We will discuss the development and implementation of two system-wide socioemotional interventions for students classified with Emotional Disturbance.
Implementation occurred in primary and secondary educational settings. Interventions
were developed through collaboration between school psychologists, school psychology
graduate students, and teaching staff. Strengths and weaknesses will be discussed
integrating school psychology personnel and teaching staff perspectives.
Emily B. Mancil, BS, Marjorie Grefer, MA, University of South Carolina, Columbia, SC
David George, Catawba Trail Elementary-Richland 2 School District, Elgin, SC
2.12 Some Secrets Should be Shared: Implementing an Evidence-Based Suicide
Prevention Program in Your School (QEBP)
Addressing suicidal behavior in youth is more relevant than ever for school communities.
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We will review published research on the complex interplay of risk factors for youth
suicide, ways to plan and implement a school-based suicide prevention program, and
common obstacles encountered in this process. Participants will understand research on
safety, efficacy, and feasibility of program implementation and be prepared to engage
youth and adults in the community in speaking openly about depression and suicide.
Rebecca Davis, MSW, Candice Porter, MSW, Screening for Mental Health, Inc.
Wellesley Hills, MA
2.13 Finding Funding: There IS a Way to Finance School Mental Health (FS)
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 be provided tools to assist in understanding their state funding opportunities that are
available to finance mental health programs in their schools. In today’s uncertain
economy, this information will prove useful to those who need to find funding on
supporting local school mental health programs.
Elizabeth Freeman, LMSW, LISW-CP & AP, Kelly Wells, MPH, Mary Thorngren, MS,
CHES, American Institutes for Research, Washington, DC
12:15-12:25 PM
Lunch Break
Pick up your boxed lunch and attend one of the practice group sessions.
12:25-1:25 PM
Practice Group Training Sessions: Open to all participants
This session offers the opportunity for participants to learn more about the individual
practice groups within the National Community of Practice (CoP) on Collaborative
School Behavioral Health. The National CoP utilizes a family-school-community shared
agenda with 12 practice groups that are engaging in deeper discussions about issues
critical to the field’s advancement. The National CoP has developed significant and broad
partnerships at local, state, national, and international levels that inform understanding
and help mobilize dissemination and diffusion efforts to increase reach and actual use of
resources to over 4.5 million stakeholders. Collaboration with the National CoP is
promoted through the interactive website www.sharedwork.org. Participants are able to
attend up to three of the practice group training sessions (Thursday morning, Thursday
lunch, and Friday morning). 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 the group’s activities for the year. Please see the beginning of the program
booklet for a more detailed description of each practice group.
PG 1. Building a Collaborative Culture for Student Mental Health (CC)
PG 2. Connecting School Mental Health and Positive Behavior Supports (PBS)
PG 3. Connecting School Mental Health with Juvenile Justice and Dropout Prevention
(JJD)
PG 4. Education: An Essential Component of Systems of Care (SOC)
PG 5. Family Partnerships in Mental Health (FP)
PG 6. Improving School Mental Health for Youth with Disabilities (YD)
PG 7. Learning the Language: Promoting Effective Ways for Interdisciplinary
Collaboration (LL)
PG 8. Psychiatry and Schools (PS)
PG 9. Quality and Evidence-Based Practice (QEBP)
PG 10. School Mental Health for Culturally Diverse Youth (DY)
PG 11. Mental Health for Military Families (MF)
PG 12. Youth Involvement and Leadership (YIL)
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Thursday, September 18, 2014
1:25-1:40 PM
Break
1:40-2:40 PM
Conference Session 3
3.1 Using University Partnerships to Facilitate a Collaborative Culture for SMH
(CC)
This presentation describes how implementation of a research study through a
university/school partnership enhanced the collaborative culture for SMH in a number of
SC high schools. Strategies and case examples will be shared and include mental health,
educator, and researcher perspectives from qualitative interviews. This presentation will
also include brainstorming activities, so that attendees can devise strategies for use in
their intervention efforts.
Elaine Miller, MAT, University of South Carolina, Columbia, SC
3.2 Stakeholder Collaboration to Develop and Evaluate a Child Clinical Home
Program (CC)
The need for accessible mental health services for children has given impetus for
effective school programs with collaboration from multiple stakeholders. The Child
Clinical Home (CCH) program utilizes the school as the clinical home and is an
alternative to community services which may focus on child behavior with little family
involvement. This session will engage attendees through presentation of the CCH
program and evaluation with an emphasis on collaboration among stakeholders to shape
service delivery and assess outcomes.
Kelly Perales, LGSW, Shari Hutchison, MS, Community Care Behavioral Health
Organization, Pittsburgh, PA
3.3 Integrating Social-Emotional Learning into a Comprehensive Tiered
Framework of Support (PBS)
There is a need for comprehensive tiered frameworks of support that address academics,
behavior, and social-emotional learning. Despite the availability of social-emotional
learning curriculum and assessment, there is little guidance on how schools should
integrate these elements within widely adopted tiered frameworks for academics and
behavior. This presentation will focus on practical strategies and resources to assist
schools in this complex process using examples from a 2-year pilot project.
Melissa Maras, PhD, Aaron Thompson, PhD, Kristy Warmbold, MA, Lindsay Oram, MA,
University of Missouri, Columbia, MO
3.4 Enhancing Student Outcomes: Connecting RENEW to Positive Behavior
Supports and Post-Secondary Goals (PBS)
This session will include an overview of an evidence-based intervention for transitionage youth with significant emotional and behavioral challenges who are at risk of
academic failure, dropping out, or alternative school placement. The presenters will
describe the state and local systems that have been installed to support implementation. A
Pennsylvania high school participating in RENEW will discuss their experiences with the
project and its impact on their students, families, and staff members.
Michael Minor, MA, NCSP, Lisa Brunschwyler, MEd Pennsylvania Training and
Technical Assistance Network (PaTTAN), Pittsburgh, PA
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Thursday, September 18, 2014
3.5 A Dramatic Approach to Teaching Social and Emotional Skills in the Classroom
(JJ)
This experiential and didactic presentation will demonstrate the ENACT methods
approach to assessment through a developmental application of theater games and a
signature role play and facilitation technique and share its successful Drop-Out
Prevention model. Challenges to the program implementation along with strategies to
overcome them will be discussed. Lastly, indictors of collaboration, classroom practice
and student outcomes that were generated during a recent Ford Foundation funded
evaluation will be reviewed.
Emilie Ward, MA, Diana Feldman, MA, ENACT Inc., New York, NY
3.6 Community Youth Worker: How One Community Pulled Together to Develop
and Fund a Front-Line Resource for Children and Families (FP)
This session outlines the process one community followed as it developed, funded, and
implemented a new Community Youth Worker (CYW) position. Attendees will learn
how a variety of organizations joined forces to give young people in their community
greater access to resources and a chance to enjoy their teen years while avoiding risky
behavior. Attendees will leave with concrete ideas on how they can rally resources to
create a CYW in their own communities.
Sharon Campbell, MEd, Laughlin Children's Center, Sewickley, PA
Sally Hoover, PhD, Floyd Faulkner, BA, Quaker Valley School District, Leetsdale, PA
Joan Murdoch, MEd, Sewickley Presbyterian Church, Sewickley, PA
Susan Kaminski, BS, Youth Connect, Sewickley, PA
3.7 Factors Associated with Teacher Self-Report of Instructional and Classroom
Management Techniques (YD)
Presenters will discuss the importance of understanding teacher knowledge and
preference for techniques to address student behavior. Presenting results from a recent
study, authors will present (1) what techniques teachers reported as means of addressing
student behavior, (2) which techniques respondents preferred, and (3) the relationship
between teacher characteristics and reported strategies. The speakers will discuss
implications for professional development, as well as the pros and cons of an open-ended
data collection task.
Alex S. Holdaway, MS, Clifton Mixon, MA, Verenea J. Serrano, BA, Theresa E. Egan,
MA, Julie Sarno Owens, PhD, Ohio University, Athens, OH,
Erika K. Coles, PhD, Florida International University, Miami, FL
3.8 Investigating Early Childhood Educators: Emotional Labor and Mental Health
to Support Student School Health Outcomes (LL)
This presentation details an ongoing, longitudinal study on early childcare providers’
emotional labor and well-being to investigate their sensitive interactions with
marginalized children and, in turn, children’s school health outcomes. Using a mixedmethods design, data analyzed focuses on teachers (n=110) emotional labor, mental
health, and sensitive interactions with children. Strategies for effective interdisciplinary
collaboration, in addition to the implications for future research, policy and practice in
education, social work, and psychology fields will be discussed.
Elizabeth Levine Brown, PhD, Nicole Togno, MS, Colleen Vesely, PhD, George Mason
University, Fairfax, VA
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Thursday, September 18, 2014
3.9 Beyond Violence: Moving from Anger that Kills to Appropriate Emotional
Expression on a Budget (PS)
Students who have been exposed to family violence and trauma are at increased risk for
academic and behavior problems. This presentation includes evidence based approaches
from the trenches that schools can afford! You will gain the tools to adapt classroom
based character development approaches to trauma in the cultural context for your school
setting. Participants will have experiential hands on practice in a stress-free environment
with opportunities for discussion and a question and answer period.
Bettina Bernstein, DO, Philadelphia College of Osteopathic Medicine, Wynnewood, PA
Ann Marie O' Reilly Gindhart, PhD, John Wister Elementary School, Philadelphia, PA
3.10 Integrating Complex Trauma and Adverse Childhood Experiences in School
Social Emotional Learning Programs (QEBP)
The presentation summarizes two related but separate efforts to use the science of
adverse childhood experiences and the treatment of associated trauma with school-wide
social emotional learning and student support efforts. Systematic school efforts in
Washington State and Minnesota are presented with an emphasis on the supporting
research and early impact findings.
Christopher Blodgett, PhD, CLEAR Trauma Center, Spokane, WA
Mark A. Sanders, PsyD, Hennepin County and Minneapolis Public Schools, Minneapolis
MN
3.12 Stigma, Courage, and Supporting the Authentic Voice of Youth (YIL)
Supporting and strengthening the voice of youth requires both a determination to reduce
and eliminate stigma, and a commitment to specific strategies and actions. This session
will explore the importance of the youth voice, examine the role of stigma, and review
four successful projects. The audience will share additional projects and ideas for the
benefit of others in attendance. All participants will begin work on personal action plans.
Jenah Cason, MSW, Federation of Families of SC, Columbia, SC
Mike Paget, MD, Self-employed, Columbia, SC
3.13 Demonstrating SAAASS to Promote Safe Schools and Healthy Students (FS)
It takes a certain level of chutzpah and sass to achieve success in any endeavor serving
students and families. Or, in the case of the Johnson City (TN) School’s HEROES
Initiative, that would be spoken with a southern drawl and morphed into SAAASS:
structure, academic/attendance/alcohol and drug success, and sustainability. This
presentation will address HEROES' specific structural components, attributes of success,
and aspects of current and future sustainability efforts.
Rebecca Sapp, PhD, Frontier Health, Johnson City, TN
Greg Wallace, EdD, Johnson City Schools, Johnson City, TN
2:40-2:50 PM
Break
2:50-3:50 PM
Conference Session 4
4.1 Using a Consultation Model for a University-School Partnership to Deliver the
Second Step Program: Program Outcomes (CC)
This presentation seeks to help bridge the research-practice and practice-research gaps in
the field by discussing strategies and practical examples of how faculty and graduate
students from Universities can provide ongoing consultation to teachers implementing an
evidence-based SEL program. This presentation also will discuss outcome data for the
Second Step program.
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Thursday, September 18, 2014
Brian Daly, PhD, Mark McCurdy, BA, Elise Turner, BA, Drexel University,
Philadelphia, PA
Ivan Haskell, PhD, Jennifer Singer, MSS, LCSW, Mastery Charter Schools,
Philadelphia, PA
Sara Nichols, PhD, Private Practice, Philadelphia, PA
4.2 School Consultation: Findings from an Exploratory National Study (CC)
This workshop discusses six models of consultation, including organizational, program,
mental health, behavioral, education and training, and clinical consultation. In addition, it
presents the finding of an exploratory national study of each model. Statistical analyses
examined whether the models were distinct from one another; how frequently each model
was used; if a hybrid model was developed by consultants; and in what ways consultation
has changed as a result of recent educational reforms.
Christine Anlauf Sabatino, PhD, The Catholic University of America, Washington, DC
4.3 Distance Delivery Technologies and Protocols for Providing Assessment,
Consultation and Training Services in Alaska’s Rural and Remote Settings (PBS)
The Special Education Service Agency (SESA) has been implementing the Alaska
Distance Delivery Protocol Project (AK-DDPP). This grant builds on the 2012-2013 pilot
project. Session participants will learn about the technologies and protocols that are
deployed through AK-DDPP to bridge the gap between Anchorage-based providers and
remote school sites. The presenter will discuss the use of technology within the context of
data privacy and security laws, such as FERPA and HIPAA.
Lyon Johnson, MA, Special Education Service Agency, Alaska, AK
4.4 Advances in Assessment: Comprehensive Change-sensitive Measures to
Evaluate Intervention and School Based Mental Health Services for Students with
Behavioral, Social, and Psycho-emotional Concerns (PBS)
The purpose of this presentation is to provide information for individuals measuring
students’ response to school based intervention. The presentation will a) highlight the
shortcomings of traditional measures of student social/emotional functioning, b) review
an empirically based model for creating change sensitive measures, c) discuss the
development and content of the Behavior Intervention Monitoring and Assessment
System (BIMAS), and d) present data from multiple-site evaluations of school based
interventions provided to school aged children.
James McDougal, PsyD, SUNY Oswego, Oswego, NY
Scott Meier, PhD, University of Buffalo, Buffalo, NY
4.5 Academic Learning Needs, School Climate/Youth Development, and NonAcademic Barriers to Learning: Challenges and Priorities in School Mental Health
(SOC)
This presentation showcases how partners in six rural Ohio counties collected systemwide data from students regarding their perceptions of the school environment.
Participants will leave with a better understanding of how to leverage school community
needs assessment processes to enhance school-family-community partnerships and
promote programs and interventions targeted towards identified needs. Practice and
policy implications will be discussed.
Dawn Anderson-Butcher, PhD, MSW, MS, David Rochman, MSW, Lauren Paluta,
BA,The Ohio State University, Columbus, OH
Michael Fuller, PhD, Muskegum Valley Educational Service Center, Zanesville, OH
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4.6 Integrating Self-Determination and Student/Family Engagement into Teacher
and Administrator Preparation AND Professional Development (FP)
Integrating self-determination and student/family engagement in teacher preparation
courses and professional development opportunities is fast becoming an important
competitive advantage for education programs and district success. The presenters will
offer examples of how teacher preparation programs and trainings can incorporate
explicit instruction to support the data that shows the positive impact that selfdetermination and effective student/parent involvement has on student performance and
outcomes.
Helene Fallon, MEd, Long Island Parent Center/Long Island Advocacy Center, Montauk,
NY
Claudette Fette, PhD, Texas Women's University, Denton, TX
Cynthia Glimpse, MS, Academy for Educational Development, Alexandria, VA
4.7 Examining Postsecondary Transitions among Youth with Emotional and
Behavioral Disorders (YD)
We will discuss our experience and present data from a follow-up study to a larger
intervention research trial for adolescents with Emotional and Behavioral Disorders
(EBD). We will review the current state of postsecondary outcomes among youth with
EBD and the critical need to provide adequate transition support, present the
development of the student transitions interview and the initial findings, and facilitate a
discussion about the barriers encountered during this follow-up study and future
directions for transition support interventions.
Kelly Monahan, BA, Abby Albright, MA, Melissa W. George, PhD, Joni W. Splett, PhD,
Mark D. Weist, PhD, University of South Carolina, Columbia, SC
4.8 The California Department of Education: Leadership Roles in Establishing
Change for Student Mental Health Practices (LL)
This presentation will outline how the development of collaborative relationships was
established between statewide and local agencies and will demonstrate how diverse
stakeholders came together to support the statewide initiation of reform for Student
Mental Health. Attendees will learn about how national research and evidence-based
practices have driven these California initiatives to inform policy recommendations,
recommend changes in educator standards and participate in the creation and
dissemination of statewide mental health training for school staff.
Tara Zombres MEd, Diagnostic Center-North, CDE, Fremont, CA
Monica Nepomuceno, MSW, California Department of Education, Sacramento, CA
Natalie Jocic, MS, Diagnostic Center-North, CDE, Fremont, CA
4.9 A Research Based 6th Grade Intervention to Reduce Dropout (PS)
The Baltimore City Schools Sixth Grade Expanded School Behavioral Health Initiative
(ESBHI) is a behavioral health intervention designed to address the four elementary
school risk factors identified by Dr. Robert Balfanz (a researcher at Johns Hopkins
University) that predict dropping out of school. Each school has a mental health clinician
who implements the Life Skills curriculum and provides small group and individual
intervention services.
Louise L. Fink, PhD, Baltimore City Schools, Baltimore, MD
Denise Wheatley-Rowe, RN, MSW, Rita Mattison, DM, MHS, LCADC, Baltimore
Behavioral Health, Baltimore, MD
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4.10 Evidence-Based Practices in Urban School-Group Work: Challenges In and
Strategies for Facilitating Dissemination (QEBP)
Combining qualitative and quantitative data from clinician, youth, teacher, and parent
report, this presentation will discuss experiences in the dissemination of evidence-based
group practices in an urban school-based mental health program. Barriers to
implementation, as well as recommendations for training and consultation will be
discussed, including strategies for integrating training in manualized interventions with
training in common elements approaches. Finally, this presentation will discuss a model
for evaluating evidence-based group practices and present effectiveness data.
Amy Kaye, PhD, Shella Dennery, PhD, LICSW, Children's Hospital Neighborhood
Partnerships, Boston Children's Hospital, Boston, MA
4.11 Professional Learning Communities in School Mental Health: Moving to
Implementation of EBP (QEBP)
This presentation will report results from year 2 of a 3-year researcher/practitioner
partnership between the author and a large suburban school district to promote the
development of Professional Learning Communities (PLCs) for 28 school social workers.
Each of the PLCs met monthly with the author and was able to implement their goals
within their schools and with the district as a whole. Data from each of the 3 PLCs' will
be shared (as well as anecdotal data indicating the challenges they experienced), as well
as practical suggestions for how attendees might use the ideas from these PLCs to
enhance their own school mental health practices.
Michael S. Kelly, PhD, LCSW, Loyola University Chicago School of Social Work,
Chicago, IL
4.12 Implementing Trauma-Informed Educational Strategies to Improve Academic
Outcomes for Culturally Diverse Youth (CDY)
This conference session will focus on trauma-informed educational strategies and is
designed to provide participants with information regarding the importance of
implementing trauma-informed teaching or trauma-sensitive teaching to better manage
traumatized students in the classroom who are frequently, but not always, culturally
diverse. The work being done in various districts to create trauma-sensitive schools and
to promote trauma-informed teaching will also be highlighted.
Gwendolyn Willis-Darpoh, PhD, American Institutes for Research (AIR), Washington,
DC
3:50-4:00 PM
Break
4:00-5:30 PM
Advanced Practice Skills Session
AP.1 Where the Rubber Meets the Road: Supporting Classroom Behavior with
Respectful Practices (PBS)
An effective school wide discipline model ensures classrooms are supported with
respectful practices that encourage positive behavior and minimize student misbehavior.
The role of the adult in appropriately addressing misbehavior is critical to the fostering of
a positive classroom climate. In this interactive workshop, participants will recognize the
importance of identifying the function of student behavior as well as role play strategies
for motivating student behavior and avoiding student power struggles.
Shauna King, MEd, Montgomery County Public Schools, Hyattsville, MD
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AP.2 Behavior is Everyone’s Responsibility: Multi-Tiered Evidence-Based
Behavior Interventions for Schools (SOC)
This session will highlight how one complex area in the Hawaii School District
articulated and implemented an evidence based, multi-tiered continuum of behavior
supports along with other school improvement initiatives to turn around low performing
schools.
Kelly Stern, MA, Hawaii State Department of Education, Honolulu, HI
AP.3 Direct Behavior Rating: Use in Targeted Screening Progress Monitoring of
Core School-Based Behavioral Competencies (SOC)
Information on school-based screening and progress monitoring assessment using Direct
Behavior Rating (DBR) will be presented. DBR has been evaluated as an evidence-based
option in progress monitoring, and more recent work has supported complementary use
in targeted screening. Attendees will acquire practical knowledge regarding how to use
DBR for both purposes, with practice and examples supporting use in data-based decision
making across tiers of service delivery in preschool through middle school settings.
Sandra Chafouleas, PhD, University of Connecticut, Storrs, CT
Faith Miller, PhD, University of Minnesota, Minneapolis, MN
Amy Briesch, PhD, Northeastern University, Boston, MA
AP.4 Teacher and Family Reported Universal Screening as a Key Component of
Multi-Tiered System of Behavior Support in Schools (FP)
Universal screening beyond discipline referrals, attendance and other naturally occurring
data sources is a critical component of a comprehensive system of school-based mental
health supports. This session will describe early application experiences with a
prevention-based process for families to request additional social/emotional support for
their children through use of a family screener. This screening is part of a positive family
support process being integrated into the PBIS framework.
Lucille Eber, EdD, Illinois PBIS Network, LaGrange, IL
AP.5 Developing Healthy Relationships for Youth with Autism Spectrum Disorder:
A Home, School, and Community Collaboration (YD)
The Healthy Relationships program, developed by Dr. Lawrence Sutton and Wesley
Spectrum, is designed to teach skills to adolescents with Autism Spectrum Disorder or
cognitive challenges in the areas of self-care, sexuality, and relationship development.
Assessment, targeted interventions, and skills retention track progress to address deficits.
The program, based on a research study, is currently taught in a school setting in
collaboration with education, behavioral health, families, and the community.
Lawrence Sutton, PhD, Lisa Chadwick, MSW, Robert Anderson, BS, BA, Carrie
Vogelsang, MA, Wesley Spectrum Services, Wilkinsburg, PA
AP.6 A Learning Collaborative Model for Quality Improvement in School Mental
Health (QEBP)
Have you tried to make a practice change in your organization that resulted in frustrating
roadblocks, inefficiencies and difficulty making the change stick? A Learning
Collaborative might be your answer. This workshop will review the Institute of
Healthcare Improvement’s Learning Collaborative model of quality improvement that is
currently implemented by 25 school-based mental health teams co-located in several
Pennsylvania schools. Participants will have an opportunity to develop a blueprint for a
quality improvement Learning Collaborative in their organization.
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Thursday, September 18, 2014
Kelly Perales, LCSW, Shari Hutchison, MS, Lisa Kostick, MS, Christine Pellegrini, MS,
Community Care Behavioral Health, Berwick, PA
Denise Bean, PhD, Beacon Light Behavior Health Systems, Bradford, PA
AP.7 Evaluating Non-Suicidal Self-Injury (NSSI) Utilizing an Assessment Tool
Based on the Stage Model of NSSI and Readiness for Change (QEBP)
Participants will be provided with an overview of the research regarding the etiology of
NSSI. The stage model of NSSI will be reviewed, as will information on the application
of readiness for change to NSSI. The presenters will share an assessment tool which
combines the research on these concepts and provides practitioners with a tool to bring
research into their everyday practice. Participants will be trained in the administration
and scoring of the tool.
Bob Van Divner, PsyD, Diane Teske, MS, Milton Hershey School, Hershey, PA
AP.8 Incorporating the Incredible Years Model Across Elementary Schools by
Embedding Mental Health Liaisons and Providing Teacher Coaching and Training
Using Bug in the Ear Technology (QEBP)
This presentation will focus on using an evidence-based model, The Incredible Years, to
provide a continuum of mental health supports to students. It provides information about
the effectiveness of providing follow up, on-site coaching to teachers using bug in the ear
technology to enhance the fidelity to the Incredible Years model. Finally, this
presentation will provide information about how the array of mental health services
provided is funded in Minnesota.
Kelli Gast, MSW, LICSW, Steve Summers, BA, Jan Witte-Bakken, PhD, SOLUTIONS
Behavioral Healthcare Professionals, Moorhead, MN
AP.9 Student Intervention Matching Process: A Standard Protocol for Assigning
Tier 2 Interventions within a Multi-Tiered System Supports (QEBP)
The purpose of this presentation will be to discuss the student intervention matching
process, which is a standard protocol designed to assist educators with matching students
identified via a universal screening process to certain supports within a menu of
evidence-based Tier 2 interventions. Data will be presented demonstrating the efficacy of
the matching process, as well as educator’s perceptions of the feasibility and acceptability
of matching students to certain Tier 2 interventions.
Clayton Cook, PhD, University of Washington, Seattle, WA
AP.11 Increasing the Health and Welfare of Latino Students for Their Academic
Success (DY)
School health clinics are an effective and efficient way for low-SES Latino students to
get their medicad mental health needs met and thus succeed academically. Poor health
results in high absenteeism, discipline referrals, suspensions, expulsions, and dropping
out at a higher rate for Latino students than their White peers. This workshop will discuss
how Wrap-around services provide a way to ensure that Latino students have a fighting
chance to get and stay healthy and ultimately succeed at school.
Fae Garcia Bush, EdD, MSW, LCSW, Colorado Springs School Social Workers,
Colorado Springs, CO
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Thursday, September 18, 2014
AP.12 Turn 2 Us: Incorporating Interventions that Promote Mental Health Literacy
and Foster Academic and Social Achievement in Urban Elementary Schools (DY)
Turn 2 Us is a school based mental health promotion and prevention program aligned
with core principles of PBIS and Systems of Care. Presenters will demonstrate how Turn
2 Us was developed and implemented in two urban elementary schools to successfully 1)
promote mental health literacy; and 2) help at-risk students improve classroom
compliance, academic/social performance and attendance using culturally applicable
interventions. Strategies to develop, implement and evaluate a similar model will be
discussed.
Evelyn Montanez, PhD, New York Presbyterian Hospital Ambulatory Care Network,
New York, NY
Blanca Battino, MA, New York State Department of Education, Hoboken, NY
AP.13 EPSDT Funding as a Civil Right for Children with Disabilities (FS)
EPSDT funding is the greatest treatment funding secret ever concealed. Learn about this
extremely misunderstood and well-hidden resource from a practitioner who has been
accessing and using it successfully to treat children with mental illness symptoms and
behavioral support needs in their homes, schools and communities since 1992. EPSDT
funding is a Civil Right under the Medicaid Act and is available in at least 36 states
regardless of family income.
Steven Kossor, MA, The Institute for Behavior Change, Coatesville, PA
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Conference Program
Friday
September 19, 2014
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Friday, September 19, 2014
Friday, September 19, 2014
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.
For a more detailed description of each practice, see the beginning of the program
booklet.
1) Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration
This practice group helps to promote greater understanding of the language used
across interactive systems in mental health and education. In schools, a full
complement of services helps to ensure that students receive the necessary supports
and tools for both academic and social emotional learning.
2) Psychiatry and Schools
This practice group focuses on psychiatry in schools, including:1) identifying the
roles of psychiatrists who work in schools, 2) interdisciplinary collaboration,
3) training, 4) the development of guidelines for appropriate medication prescribing
in schools, and 5) ways to utilize psychiatric services in schools.
3) Quality and Evidence-Based Practice
The mission of this practice group is to 1) share information across individuals and
groups interested in improving the quality of school mental health (SMH) programs
and services and 2) discuss, promote, and disseminate evidence based practices in
SMH.
4) School Mental Health for Culturally Diverse Youth
The mission of this practice group is to promote a better understanding of the
strategies that are designed to enhance the success of culturally diverse youth in the
school environment.
5) 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.
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6) Youth Involvement and Leadership
This practice group is focused on advancing youth involvement and leadership in
school mental health.
8:35-8:45 AM
Welcome and Greetings
JoAnne Cashman, EdD, Project Director, IDEA Partnership, Alexandria, VA
Patricia Hozella, Director Bureau of Special Education
Pennsylvania Department of Education
Beverly Mackereth, Secretary of Public Welfare
Pennsylvania Department of Public Welfare
8:45-9:45 AM
Keynote Address
Disproportionality in School Discipline: What We Have Learned and Where We
Should Go
Russell J. Skiba, PhD
Professor, Counseling & Educational Psychology
Director, Equity Project at Indiana University, Center for Evaluation and Education
Policy
Disparities in exclusionary school discipline and the negative effects of the overuse of
suspension and expulsion have been consistently documented for nearly 40 years. This
past year has seen a number of new research and policy initiatives addressing disparities
by race, gender, and sexual orientation. This presentation will describe the status of
research and policy in this area, especially the findings and recommendations of the
Discipline Disparities Collaborative for addressing disparities in school discipline.
9:45-9:55 AM
Break
9:55-10:55 AM
Conference Session 5
5.1 A Framework for Safe and Successful Schools (CC)
Safe and supportive learning environments that meet the needs of all students are
essential school and student success. Increasing access to school based mental health
supports, and improving collaboration among school-employed and communityemployed mental health professionals is critical to this mission. This presentation will
examine eight elements outlined in the Framework for Safe and Successful Schools,
which was the result of a collaboration of several national organizations dedicated to
student success.
Kelli Vaillancourt, PhD and Sally Baas, EdD, National Association of School
Psychologists, Bethesda, MD
5.2 Evaluating School Mental Health Collaboration: Actionable Guidance for
Practitioners (CC)
Collaboration is central to school mental health (SMH) programs that emphasize
partnerships between schools and communities to implement comprehensive supports
and services. Such collaboration plausibly underpins well-functioning programs and
effective services, yet the research literature on SMH collaboration is limited leaving
practitioners with little direction for maximizing collaboration in practice. This session
will provide practitioners with concrete strategies for evaluating and strengthening
current collaborations.
Elizabeth Mellin, PhD, The Pennsylvania State University, University Park, PA
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5.3 Creating an Inter-connected Systems Framework through Integration of Schoolwide Positive Behavior Intervention & Support and Systems of Care (PBS)
This session will describe both process and substance of the integration of the principles
of Systems of Care (SOC) within the framework of Positive Behavior Intervention and
Support (PBIS) in schools. Project design and evaluative aspects of the planning and
initial implementation processes that may generalize to other school and community
settings will be shared throughout this session with opportunities for discussion among
participants and with the presentation team.
James Palmiero, EdD, PaTTAN, Pittsburgh, PA
Timothy Runge, PhD, Indiana University of Pennsylvania, Indiana, PA
Timothy Knoster, EdD, Bloomsburg University of Pennsylvania, Bloomsburg, PA
5.4 Integrating 21st Century Life Skills and Positive Behavior Supports to Promote
Mental Health (PBS)
Research and policy in education and mental health increasingly emphasize noncognitive
skills as critical to healthy youth development. This presentation will discuss
noncognitive skills, with emphasis on 21st century skills, as a potentially important area
of focus for SMH and PBS. Newly developed measures of 21st century skills will be
introduced as tools to guide SMH and PBS program development and serve as potential
outcome measures in the evaluation of SMH and PBS.
Annahita Ball, MSW, Louisiana State University, Baton Rouge, LA
Hilary Joyce, PhD, MSW, Auburn University, Auburn, AL
Dawn Anderson-Butcher, PhD, MSW, The Ohio State University, Columbus, OH
5.5 Smart Choices: Youth Problem Gambling Collaborative Prevention in School, at
Home and within the Community (JJD)
The intention behind the Smart Choices program is to focus on making it part of the
school/community based 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.
Carl Robertson, MRE, MDiv, Maryland Center of Excellence on Problem Gambling,
Baltimore, MD
5.6 How School Leadership Can Better Support School Personnel in Addressing the
Spectrum of Student Needs through Mentoring Programs (SOC)
This conference session will review a research-based mentoring model aimed at
supporting school personnel. This presentation will focus on a mentoring model that
provides school-based personnel access to school leadership for support in addressing the
spectrum of needs of students in the classroom and beyond. Participants will be
introduced to mentoring strategies supported by a leadership study completed in an urban
high-need school district.
Christine Morano, EdD, Kathryn Kigera, MA, The George Washington University,
Washington, DC
5.7 Parenting from the Perspective of a Mentor: Strategies for Transitional Years
(FP)
Returning to the historical origin of mentor as surrogate parent, this session will examine
ways that mentoring models can enrich the relationships of parents and transition age
children. Discussion will focus on narratives and findings from an on-going pilot study
examining parent-as-mentor relationships. A parent-as-mentor relationship is one in
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which parents are engaging in behaviors that go beyond contemporary expectations of
parenting and into behavior more frequently associated with mentoring practices (Nunes,
2014).
Donnel Nunes, MSCP, PhD candidate, Hawaii Department of Education and University
of Hawaii, Manoa, Kailua, HI
5.8 Creating Positive School Environments to Promote Emotional Health and Social
Participation (YD)
Youth with disabilities (e.g. autism, ADHD) often face social and sensory challenges
within classroom and other school environments, including the bus, cafeteria, and
hallways. Evidence-based strategies specific to addressing the contextual factors that
promote safe, supportive, and healthy school environments will be presented.
Lisa Crabtree, PhD,Towson University. Towson, MD
Susan Bazyk, PhD, Cleveland State University, Cleveland, OH
5.9 Say What? How We Talk to One Another in Promoting Interdisciplinary
Collaboration: Case Study in a Creating a High School Health Center (LL)
How do a multi-service agency and a large NYC high school learn to talk to each other to
create a school health center? In this presentation, participants will hear how a common
language beyond jargon was forged as participants identified mutual goals and objectives
through the use of structures, strategies and tools which facilitated real talk across
disciplines.
Arthur Kilduff, MSW, The Children’s Aid Society, Staten Island, NY
5.10 Creating a School District Mental Health Plan that Meets the Needs of Students
who have Psychiatric Disorders (PS)
This presentation provides an overview of how to create and implement a school district
mental health plan. Components include mental health staff’s roles and responsibilities,
supervision, pre-referral activities, optimal special education assessments and IEPs, data
gathering and analysis, symptom monitoring, communication with medical and mental
health providers, mental health data practices, crisis intervention, improving collaboration
with community systems, use of psychiatric consultation and mental health training for
teachers, administrators, social workers, counselors, psychologists and nurses.
William Dikel, MD, Independent Consulting Child and Adolescent Psychiatrist,
Minneapolis, MN
5.11 Toward Sustainable Evidence-Based Practice: Considering Social Validity in
the Context of School Mental Health (QEBP)
Evaluating the social validity of interventions and assessments is essential in the context
of developing sustainable evidence-based practices related to school mental health. In this
presentation, we provide an overview of the historical development of social validity
assessments, and provide a rationale for their inclusion in research and practice.
Attendees will learn about recent developments in assessing social validity, and
implications for research and practice.
Faith Miller, PhD, University of Minnesota, Minneapolis, MN
Sandra Chafouleas, PhD, University of Connecticut, Storrs, CT
Amy Briesch, PhD, Northeastern University, Boston, MA
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5.12 No Excuses: Using Empowerment Evaluation to Build Evaluation Capacity and
Measure School Social Worker Effectiveness (QEBP)
This session describes the creation of a school social worker caseload evaluation system
(CES) within a network of no excuses charter schools using an Empowerment Evaluation
approach. The CES was developed as a way to solve some of the problems inherent to
outcome evaluation in schools and to provide meaningful data regarding school social
worker effectiveness. The CES allows for a variety of outcome measures that can be
chosen to fit each student's specific circumstances.
Ivan Haskell, PhD, Mastery Charter Schools, Philadelphia, PA
Aidyn Iachini, PhD, MSW, LSW, University of South Carolina, Columbia, SC
5.13 Suicide Risk Factors in LGBT Youths (DY)
This presentation, delivered by a school-based mental health therapist, will address
suicide risk concerns related to students identifying as lesbian, gay, bisexual, or
transgendered. An ecological perspective will be used to explore heteronormative bias,
unique risk factors, mental health implications, and treatment and intervention
approaches. Appropriate attendees include those concerned in keeping all children safe
and healthy, as well as those interested in learning more about suicide as it specifically
relates to LGBT youth.
Colleen Weems, MA, Frontier Health/ Johnson City TN Schools, Johnson City, TN
10:55-11:05 AM
Break
11:05-12:05 PM
Conference Session 6
6.1 The Role of the School Counselor in Meeting Student’s Mental Health Needs:
Overcoming Barriers and Seizing Opportunities (CC)
School counselors can be key players in the provision of effective and comprehensive
mental health services for K-12 students, yet barriers exist that interfere with school
counselor’s ability to provide mental health support. We will discuss barriers and
opportunities facing school counselors regarding their role as school-based mental health
professionals, as well as describe a number of specific intervention and support strategies
that school counselors can use to support students with mental health needs.
Rick Auger, PhD, Minnesota State University, Mankato, MN
Nick Abel, EdD, Butler University, Indianapolis, IN
6.2 Mental Health Promotion, Prevention and Early Intervention Down Under: Big
Picture to Individual Fine Print (CC)
Mental Health Promotion, Prevention and Early Intervention (MHPPEI) initiatives and
programs at the national, state and local levels in Australia will be discussed in this
presentation. This includes an overview of the various big pictures and national
approaches providing universal interventions, to the finer, individualized and targeted
interventions at the selective and indicated levels. There is also a focus on working in
partnership with local schools.
Adam Lo, BS, MA, Metro South Health, Department of Health Queensland Government,
Brisbane, Australia
6.3 Interconnected Systems Framework: Outcomes Monitoring System (PBS)
Outcome monitoring in School Mental Health is critical. The current state and
recommendations for improvement will be shared. Utilizing the Interconnected Systems
Framework, a local example with early success will be shared. Outcome data across three
tiers of implementation will be provided.
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Friday, September 19, 2014
Sharon Stephan, PhD, Center for School Mental Health, University of Maryland,
Baltimore, MD
Kelly Perales, MSW, Community Care Behavioral Health, Hummelstown, PA
6.4 PBIS Implementation in High Schools at All 3 Tiers: An Examination of the
Benefits of Deep Implementation (JJD)
High schools continue to struggle with meaningful ways to enhance social/emotional
learning and support the highest-need students. New Hampshire implemented PBIS in 15
high schools between 2000-2013 as part of a comprehensive dropout prevention
initiative. This session will describe the project with a focus on a case study of one high
school that achieved fidelity of implementation at the Universal, Secondary, and Tertiary
levels, including a presentation by a youth who graduated in 2012.
JoAnne Malloy, PhD, Katherine Francoeur, BA, Institute on Disability at the University
of New Hampshire, Concord, NH
Anthony Haley, YouthMove, Concord, NH
6.5 Developing Safe Learning Environments: Resources for Preventing (FP)
Students with diagnoses such as psychosis, depression, autism, or anxiety may tend to
flee from the school grounds, thereby at risk for becoming lost, involved in pedestrian
accidents or accidental drownings. Specific school activities such as bus transportation,
playground time, and outings need careful surveillance, planning, and supports to address
this challenge. This session highlights the important role of families, provides vignettes,
and presents research, practices and tools related to this threat to school safety.
Sandy Schefkind, MS, OT/L, American Occupational Therapy Association, Bethesda, MD
Donna Downing, MS, OTR/L, Maine Medical Center, Cape Elizabeth, ME
Claudette Fette, PhD, OT, Texas Women’s University, Denton, TX
6.6 Autism and the Arts: “What am I Really Saying??” (YD)
The Andy Warhol Museum and Wesley Spectrum Highland School have partnered in the
development of an Art and Autism Program. By using modalities of art and contemporary
artists, we have enhanced the understanding and discrimination of appropriate and safe
social interactions. This multidisciplinary team will present a brief synopsis of the mental
health, behavior and safety issues related to perspective taking with an overview of the
program design, outcomes and implementation strategies for other schools.
Jean Getz, LCSW, Janice Kustron, MA, Lynda Abraham-Braff, BF, Wesley Spectrum
Highland School, Pittsburgh, PA
6.7 Social Media and Mental Health Usage Trends for Professionals (LL)
This training defines categories of social networking that teachers, mental health
professionals and parents should be aware of with their students and children. The
presentation will review image boards, untraceable texting/sexting, internet predators,
gossip/rumor spreading sites, video chatting, blogs, eating disorders, self-harm and
suicide. The most current social media sites such as Instagram, Tumblr, Kik, Snapchat
and Ask.fm will be defined and youth culture and mental health practices on these
sites/apps will be discussed.
Ryan Klingensmith, MA, Addiction Medicine Services Western Psychiatric Institute and
Clinic of UPMC, Pittsburgh, PA
Amanda Cooper, MSW, LCSW, Wesley Spectrum Services, Pittsburgh, PA
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6.8 Starting Early: Using Social Emotional Screenings & Assessments in Young
Children (PS)
Pre-kindergarten students are three times more likely to be expelled than students from
Kindergarten through twelfth grade. Many preschoolers have been expelled from more
than one childcare, in some cases in excess of 10 expulsions. Expelled students are
among those most at risk for academic failure. Expulsions decreases significantly with
access to classroom-based behavioral consultation and through utilizing social emotional
screening programs. Programming can easily be implemented in collaboration with
community providers.
Ken Ditlevson, MEd, LPCC-S, Lauren Woods, MEd, LPCC-S, Child Guidance & Family
Solutions, Akron, OH
6.9 Letting the Data Lead Us: Setting Outcomes for ESMH Programs After
Understanding Our Students (QEBP)
Evaluations of school mental health programs most frequently focus on group-level or
school-level outcomes and in doing so neglect to examine progress at the individual level
of the student. This presentation will identify innovative, best practice approaches to
conducting real world evaluation of ESMH programs. Our study approaches evaluation
of ESMH by asking first what are the needs of the students receiving services and then
generating what the expected outcomes are from that data.
Mark Sander, PsyD, Hennepin County and Minneapolis Public Schools, Minneapolis,
MN
Brian Daly, PhD, Drexel University, Philadelphia, PA
6.10 Evidence-Based Interventions for Implementation in the Schools to Prevent
and Treat Depression in Youth (QEBP)
This presentation provides a snapshot of the evidence-based interventions that school
professionals should consider incorporating into their systems of mental health supports.
Interventions across the continuum of service delivery, including universal, targeted,
strategic, and crisis interventions, are highlighted. Additionally, interventions that are still
gaining empirical support are discussed and needs in the literature and future directions
for research in the area of evidence-based interventions for the prevention of depression
are featured.
Courtney McLaughlin, PhD, NCSP, Indiana University of Pennsylvania, Indiana, PA
6.11 Project Ki’L: Culturally Relevant SEL for American Indian and Alaska Native
Boys (DY)
Project Ki'L is a program created by Anchorage School District. Culturally relevant SEL
strategies and programming that involve teachers, and families are implemented to
promote the academic and cultural success of Alaska Native and American Indian boys.
The project began due to high dropout rates, and low academic achievement within this
population. A partnership with the Devereux Center for Resilient Children allows for
evaluation of social-emotional outcomes which will be shared with other project
outcomes.
Gabriel Smith, MA, Devereux Center for Resilient Children, Villanova, PA
Beverely Groskreutz, BA, Anchorage School District, Anchorage, AK
6.12 Reducing Risk and Achieving Safer Schools from the “Inside-Out”: a Youth
Empowerment Strategy (YIL)
Mental health concerns resulting from bullying, cyber-bullying and harassment in schools
are growing. Yet, we under-utilize youth in mental health improvement efforts. If we
want children to grow into healthy contributors, we need to provide all students
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pro-social leadership opportunities, particularly, non-traditional, marginalized and outlier
students. This presentation provides a formula for effective youth empowerment,
identifies evidenced-based programs and shares implementation tools and strategies.
Rich Phillips, MEd, Community Matters, Santa Rosa, CA
12:10-12:30 PM
Lunch and Awards Recognition
National Community of Practice on Collaborative School Behavioral Health Update
Presenter: Joanne Cashman, IDEA Partnership, Alexandria, VA
Juanita Cunningham 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.
Awarded to: Sandra Keenan Williamson, MEd
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.
Awarded to: Canyons School District and its Community Partners
12:30-1:30 PM
Plenary Presentation
Federal Update on School Mental Health
Norris Dickard, Director, Healthy Students Group, Office of Elementary and Secondary
Education, U.S. Department of Education
Ingrid Donato, Branch Chief, Mental Health Promotion Branch, Center for Mental
Health Services, Substance Abuse and Mental Health Services Administration
Sean Slade, MEd, Director of Whole Child Programs, ASCD, Alexandria, VA
This session will offer opportunities to hear the latest updates and share some of the
progress and future directions related to school mental health from the U.S. Department
of Education, SAMHSA, and a collaboration between CDC and ASCD.
1:30-1:40 PM
Break
1:40-2:40 PM
Conference Session 7
7.1 Every Moment Counts: Promoting Children’s Mental Health Throughout the
Day Using Embedded School-Wide Strategies (CC)
Funded by the Ohio Department of Education, Every Moment Counts is a mental health
promotion initiative developed to build the capacity of school staff and students in
learning about positive mental health and how to create environments that promote
feeling good and doing well for all students. This session will describe the
implementation and outcomes of model programs designed to promote enjoyable
participation throughout the day with emphasis on the Comfortable Cafeteria and
Refreshing Recess programs.
Susan Bazyk, PhD, Cleveland State University, Cleveland, OH
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7.2 The Bully Proof Classroom (CC)
Bullying has become an epidemic in our schools. The primary focus of educators should
be to provide students with a safe learning environment where all students have an
opportunity to learn. This training will provide all child care professionals the skills that
are necessary to help prevent bullying and the steps to take when they encounter a
bullying event.
James Burns, MA, James H Burns Associates, Brick, NJ
7.3 Mapping School-Based Mental Health and Positive Behavior Interventions and
Supports in the Carolinas to Advance the Interconnected Systems Framework
(PBS)
The Interconnected Systems Framework seeks to join school-based mental health
services with Positive Behavior Interventions and Supports. The ISF has gained
momentum across the Carolinas with support from the South Carolina School Behavioral
Health Community and Carolina Network for School Mental Health. This session
presents results of a mapping project to identify schools implementing PBIS and SBMH
in the Carolinas. Findings and next steps will be presented to generate feedback and
opportunities for collaboration.
Joni Splett, PhD, Melissa George, PhD, Mark Weist, PhD, University of South Carolina,
Columbia, SC
Christina Minard, MS, North Carolina Department of Public Instruction, Raleigh, NC
Robert Stevens, PhD, Charleston County School District, Charleston, SC
Kurt Michael, PhD, Appalachian State University, Boone, NC
7.5 Pennsylvania's Creative Collaboration for Student Mental Health: Synergizing
SAP and PBIS (PBS)
Multiple initiatives have inundated schools in the last ten years requiring better
coordination, creative collaboration and solution-building across schools, districts,
counties and statewide levels. The PA Network for Student Assistance Services is an
example of a creative collaboration that has established a culture of collaboration using a
variety of approaches. Outlined are strategies for synergizing the work of SAP, RtI and
PBIS using examples from a large urban and smaller suburban school district.
Susan Tarasevich, EdD, Marie Bozelli, MSW, Addiction Medicine- Prevention Education
Services, Pittsburgh, PA
7.6 The School Transition Program: Outcomes of a Pilot Intervention to Support
Youth Exiting Intensive Psychiatric Care (JJD)
Returning to school from intensive psychiatric care presents significant challenges for
youth and their families. This presentation will describe components of an innovative
school transition program, provide outcome data, and address implications for serving
youth exiting intensive psychiatric care in the school setting. Consideration will be given
to how similar programs could be implemented in other communities and settings.
Angela Blizzard, BA, Catharine Weiss, PhD, Amanda, Mosby, MA, Nancy Lever, PhD,
David Pruitt, MD, Sharon Stephan, PhD, University of Maryland, School of Medicine,
Baltimore, MD
7.7 Jazzin’ Up School Mental Health for students with disabilities using a
multidisciplinary model in Charter Schools (YD)
This session will address a practical multidisciplinary coordinated care of services with
an emphasis for this presentation on mental health programs to meet the needs of students
with disabilities. Specifically, participants will learn a step by step implementation plan
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from referral to specific services, namely Art Therapy and CBITS and the impact on
students with disabilities. Screening and progress monitoring forms will be shared.
Gale Naquin, PhD, Choice Foundation Charter Schools, New Orleans LA
Heather Lechner, MA, Mc42 Charter School, New Orleans, LA
Connie Bellone, RN, MSHSA, CCRN, CCHC, Childhood and Family Learning
Foundation, New Orleans, LA
7.8 Plays Well with Others: Primary Project, Universities, and Perpetual Innovation
(LL)
In an era of financial restraint, being open to innovation is critical. Come learn how
school districts, child care centers and Universities have collaborated to bring or sustain
the evidence-based program: Primary Project into their communities. While adhering to
program fidelity, alternative University models will be shared. Lessons of success and
challenges will be discussed. When your focus is early identification and intervention,
Primary Project helps you play well with others.
Deborah Johnson, EdD, Children’s Institute, Rochester, NY
7.9 Using Technology to Facilitate Progress Monitoring of Student SocialEmotional-Behavioral Functioning (QEBP)
The goal of this presentation is to highlight technology-enhanced programs for
monitoring aspects of student social-emotional-behavioral functioning and facilitating
data-based decision making as a means of stimulating participants’ use of technology for
progress monitoring in their home district. Information presented will include a rationale
for developing SEB progress monitoring systems, specific components of existing
technology-enhanced programs and evidence supporting their feasibility, and
recommendations/tools for school professionals interested in developing such a program
in their schools.
Clifton Mixon, MA, S. Holdaway, MS, Julie Owens, PhD, Shelby Kerwin, Ohio
University, Athens, OH.
Lynn Singletary, PhD, Teaching Research Institute, LLC, Baton Rouge, OH
7.10 Building Community Expertise: Dissemination and Implementation of
Evidence-Based Practices for Child Depression and Anxiety in the Schools (QEBP)
In this dissemination and implementation pilot project, school-based mental health
professionals participated in a 3-part training model: 1) a 2-day didactic training in
common elements of CBT for pediatric depression and anxiety, 2) live coaching via cofacilitation of student CBT groups, and 3) 4 months of clinical consultation with a
treatment expert. Findings related to program effectiveness, feasibility, and student
outcomes will be presented; as well as recommendations about future directions for
research and practice.
Elizabeth Koschmann, PhD, University of Michigan Department of Psychiatry, Ann
Arbor, MI
7.11 Supporting Military Connected Children and Youth in Our Schools:
Introducing the Maryland Military Child Education Coalition, Discussion of the
Interstate Compact and Peer to Peer School-Based Program (MF)
This session will introduce the Maryland Military Child Education Coalition, discuss
implications of the Interstate Compact and share experiences related to a Peer to Peer
School-Based Program for military youth.
Madeline Morey, MA, Maryland State Department of Education, Baltimore, MD
Carol Mohsberg, MEd, U.S. Navy, Annapolis, MD
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7.12 LGBT Youth and Families in Elementary Schools: Issues and Opportunities
for School Mental Health Promotion (DY)
Many same sex parents and sexual minority youth experience an unwelcome school
climate and may face difficulties in their school communities. This is particularly true in
elementary schools where sexuality is rarely addressed. As political and social debates
continue, however, these issues pervade school communities. The purpose of this
interactive session is to provide information about the mental health needs of LGBT
youth and children in LGBT-headed households and opportunities for school mental
health promotion.
Carly Scarton, MEd, Elizabeth Mellin, PhD, The Pennsylvania State University,
University Park, PA
7.13 It Takes More Than a Village: Collaborating with State and Local Agencies to
Implement and Fund School Mental Health Programs (FS)
This presentation will discuss ways in which state and local communities can work
together to successfully fund school mental health programs. We will provide strategies
to develop strong state agency partnerships with child and youth serving agencies; to
develop local mental health/behavioral health partnerships with state agencies; to revise
state policies and funding infrastructures to support SMH programs and services; and
appropriately use Medicaid, insurance and third party payer resources and other
alternative billing strategies.
Mary Thorngren, MS, CHED, American Institutes for Research, Washington, DC
Kelly Wells, MHA, American Institutes for Research, Mt Pleasant, SC
Elizabeth Freeman, MSW, LMSW, LISW-CP & AP, American Institutes for Research,
Lexington, SC
2:50-3:50 PM
Conference Session 8
8.1 School Resource Officers as Members of School Support Teams and SchoolBased Health Centers (CC)
This presentation facilitates an awareness of - and understanding for - the utilization of
School Resource Officer (SROs) in the K-12 educational setting and the school-based
health centers. It offers techniques to foster comprehensive collaboration with all who are
working to assist our K-12 population to reach their fullest potentials. And equally as
important, this session provides strategies to mitigate safety barriers so that learning can
occur.
Christina Minard, MS, Delea Payne, EdS, North Carolina Department of Public
Instruction- Division of Teacher Effectiveness and Professional Development, Raleigh,
NC
Karen Everett, BS, Raleigh Police Department- Detective Division- Youth and Family
Services Division, Raleigh, NC
Stephanie Daniel, PhD, The Center for Youth, Family, and Community PartnershipsThe University of North Carolina at Greensboro and Executive Director of the School
Health Alliance for Forsyth County, Greensboro, NC
8.2 Unconditional Education: Integrating Academic, Behavioral, and Therapeutic
Interventions to Promote Student Success (PBS)
Seneca Family of Agencies presents its Unconditional Education model, a school-wide,
trauma-informed model that integrates academic, behavioral, and social emotional
supports aimed to improve school climate and ensure the success of all students. Learn
more about the impetus and implementation of this program, which the Department of
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Education has recently recognized for its potential to positively impact student
achievement through the award of an Investing in Innovations (i3) Development Grant.
Lihi Rosenthal, MEd, MAEd, Jenny Ventura, MSW, Seneca Family of Agencies, Oakland,
CA
8.3 Behavioral Health Alternatives to Suspension (PBS)
There is growing support in the federal government, and among state and local education
authorities, for decreased reliance on zero tolerance policies for student misconduct. In
California, lawmakers are already implementing policy change to reduce suspension and
expulsion numbers. Participants will learn about how schools/districts in California are
amending district policy to align with the new guidelines; partnering with behavioral
health professionals to reduce suspensions; and implementing innovative interventions as
alternatives.
Alicia Rozum, MSW, California School- Based Health Alliance, Oakland, CA
8.4 10 Strategies Proven to Inspire Even the Most Difficult Students (JJD)
Want to engage even the most difficult youth? Participants will learn 10 strategies proven
effective at building relationships, grabbing attention, and inspiring students. These
strategies have helped over 1.5 million youth learn social and emotional skills in 16,000
K-12 schools, mental health, and correctional organizations. Be engaged through visual
metaphors, videos, music, and activities.
Christian Moore, LCSW, WhyTry, Provo, UT
8.5 New Directions for Supporting Teachers’ Mental Health: The Intersection of
Emotional Labor and Therapeutic Alliance (SOC)
Research discloses that teachers’ emotional support is the best predictor of academic,
social, and behavioral outcomes for students. Recent inquiries into the emotive work of
teaching unpack the role of teachers’ emotional labor on their therapeutic alliances with
students with emotional and behavioral disabilities (EBD). This presentation highlights
findings from a mixed method, longitudinal study concerning how teachers’ emotional
labor influences their ability to forge healthy therapeutic alliances with their students.
Implications for policy and practice are discussed.
Michael Valenti, PhD, Pressley Ridge, Pittsburgh, PA
Elizabeth Levine Brown, PhD, George Mason University, Fairfax, VA
Mary Margaret Kerr, EdD, Christina, Scanlon, MS, University of Pittsburgh, Pittsburgh,
PA
8.7 Transition to Adulthood for Youth with Disabilities: Promoting Community
Participation (YD)
This presentation focuses on evidence-based and practical models for supporting a
successful transition to adulthood for youth within supportive school environments.
Participants will explore the components of optimal programming to facilitate community
integration for youth with disabilities. Collaborative strategies designed to assist youth
with disabilities in developing meaningful and appropriate community participation will
be shared.
Lisa Crabtree, PhD, Barbara Demchick, ScD, Towson University, Towson, MD
8.8 Risky Business for Adults: A Developmentally Informed Approach for Adults to
Help Middle Schoolers (LL)
This program presents Risky Business for Adults, a developmentally informed approach
to help adults help their middle school students reduce risky behavior, including bullying
and sexual harassment. The methodology provides a model for adults to use a common
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language with their middle school students for risk and universal norms and rules for
assessing and reacting to middle school individual and group behaviors.
Participants in this session are provided with a developmental approach to adolescent
growth, focusing on areas such as neurodevelopment, the role of the family and the peer
group. The all-important role of empathy is reconsidered, broken down into its
component parts with video examples and tips for how and where to intervene. Four
universal types of roles that adolescents tend to assume in a typical group are illustrated
with videos of teenagers in groups making difficult decisions about risk. These are
augmented with discussions on how to spot and deal with each of the prototypes. How
and where an adult should and should not intervene is highlighted with a special focus on
helping adults to be better attuned to the normal and expected developmental lapses in
empathy at each grade level. Armed with the knowledge that a student is expressing
normal and expected empathic limitations for his age, the adult is freed of internal biases
and is available to scaffold compensatory skills to that adolescent to help get her through
a difficult developmental stage.
Steven Dranoff, PhD, James Garofallou, PhD, D & G Associates, Clifton, NJ
8.9 Youth Mental Health First Aid (QEBP)
Youth Mental Health First Aid (YMHFA) is an evidence-based education program that
introduces participants to the risk factors and warning signs of mental health problems in
adolescents, builds an understanding of the importance of early intervention and teaches
how to help an adolescent experiencing a mental health challenge. The YMHFA Corps is
an innovative program that engages AmeriCorps members to provide YMHFA
certification for school faculty and staff and other groups who work with youth.
Tricia Harrity, MS, Northwestern CT AHEC, Waterbury, CT
8.10 Educating Diverse Learners in the 21st Century (DY)
Today's successful educators must prepare themselves to use culturally-responsive
teaching (CRT) and classroom strategies that will hold all students to high standards and
result in optimal learning. Experts in the field of CRT and multicultural education have
provided the research required to meet the challenges of the 21st century classroom. The
presenters will identify and share some of this research.
Daryl Gates, BA, MA, National Education Association, Shreveport, LA
Fred Pinkney, BA, MA, EDD, National Education Association, Grambling, LA
8.11 Engaging State Stakeholders to Help Sustain School Mental Health Programs
(FS)
A common challenge experienced by many school mental health program sponsors is
how to sustain valuable services and interventions offered to address student mental
health needs. Plans for keeping programs available long-term often overlook the need to
intentionally link to state activities and influential state champions. Presenters will share
lessons learned from a multi-state qualitative study of factors associated with broad
adoption of school-based programs, exemplary state-local collaborations, and resources
around innovative sustainability and advocacy approaches.
Olga Acosta Price, PhD, Center for Health and Health Care in Schools, The George
Washington University, School of Public Health and Health Services, Silver Spring, MD
8.12 Incorporating Best Practice from the United States and the United Kingdom
into the Development of a School-Based Mental Health Programme in Oxfordshire
The opportunity to develop school-based mental health services in the UK, inspired by
the North American model, is the focus of this presentation. The challenge of how to
incorporate best practices from the USA and UK into new school-based mental health
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services across Oxfordshire with 34 secondary schools, in collaboration with the local
NHS mental healthcare provider will be discussed. The process of how to integrate
appropriate measures to monitor the impact and effectiveness of the service will be
emphasized. The experience of working with the schools to set up new services will be
described. Each school has been assigned a Primary Child and Adolescent mental health
worker (PCAMHS) and the data from the first wave of schools will be presented. The
different roles the PCAMHS workers play in the school will be described, including a
balance of individual ‘pull-out’ assessments (direct assessment and treatment of children)
and consultation with families and staff on specific children. In addition, whole school
consultation (systems consultation) about general mental health and school environment
issues as well as ‘push-in’ work enabling teachers to help children in their classrooms
with specific disorders such as DSH and eating disorders.
Mina Fazel, MD, MRCPsych, Warneford Hospital, Oxford University, United Kingdom
3:50-4:00 PM
Break
4:00-5:30 PM
Symposia Sessions
SYM.1 Beyond Students: Mental Health Consultation to School Administrators
(CC)
Mental Health Clinicians can apply their knowledge of human behavior and systems to
provide consultation to school administration in their roles as leaders. This presentation
will focus on a case example of an urban public charter high school. The audience will
expand their perspective on the scope of issues that a mental health clinician can impact
in their role in a school, and discuss concrete ways to affect positive school-wide change
through consultation with administrators.
Soundhari Balaguru, PhD, Boston Children’s Hospital Neighborhood Partnerships
Program/ Harvard Medical School, Boston, MA
Megan McDonough, MEd, Bisi Oyedele, EdD, Match Public Charter High School,
Boston, MA
Lakshmi Ramarajan, PhD, Harvard Business School, Boston, MA
SYM.2 The Wellness Center: The Development, Implementation, and Impact of a
Wellness-driven, Community-oriented School-based Health Center (CC)
Many of our nation's youth do not have access to quality health and mental health
services. Schools, particularly school-based health centers (SBHCs), are uniquely poised
to deliver comprehensive health care to some of the most vulnerable and impoverished
students. This symposium examines the development, implementation, and impact of an
innovative network of SBHCs in the Los Angeles Unified School District that are
designed to meet the comprehensive needs of students and community members.
Sisi Guo, MA, UCLA Department of Psychology, Los Angeles, CA
Karen Lai, MPH, MS, Duke University School of Medicine, Durham, NC
Roya Ijadi-Maghsoodi, MD, UCLA Semel Institute, Department of Psychiatry, Los
Angeles, CA
SYM.3 Interconnected Systems Framework: Creating Policies and Funding to
Sustain and Scale Implementation (PBS)
Using principles outlined in Advancing Education Effectiveness: Interconnecting School
Mental Health and School-Wide Positive Behavior Supports, this session will feature
examples of key factors in sustainability. In Montana, the State Departments of Education
and Mental Health have developed policies regarding the implementation of multi-tiered
systems of support. In Pennsylvania, Community Care Behavioral Health, a non-profit
managed care organization, has utilized an alternative payment arrangement to fund
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school based mental health teams.
Erin Butts, MSW, Montana Office of Public Instruction, Helena, MT
James Schuster, PhD, Community Care Behavioral Health, Pittsburgh, PA
SYM.4 School Mental Health Practices, Dropout Prevention & Juvenile Justice
Initiatives Working to Reduce the School to Prison Pipeline (JJD)
Part 1: School Mental Health Practices, Dropout Prevention & Juvenile Justice
Initiatives: The Intersection
This session will explore the intersection of dropout prevention, juvenile justice
initiatives and high-quality school mental health practices. The presenters will call for a
focus on school mental health as an intervention for improving the overall U.S.
educational process.
Daryl Gates, BA, MA, Fred Pinkney, BA, MA, EdD, National Education Association,
Shreveport, LA
Part 2: Advocacy, Outreach, and Collaboration: Working to Reduce the School to
Prison Pipeline
This presentation will also discuss the “school to prison pipeline” which is formed when
discipline practices of K-12 schools include harsh punishment for relatively minor
infractions including those that are a manifestation of students’ mental health struggles.
This problem is compounded when punishments are done in an inequitable way by
ethnicity and socioeconomic status. Come learn about efforts in one state to reform
school discipline practices in order to eliminate the pipeline and create caring, supportive
schools for all students.
Brandie Oliver, EdD, Nick Abel, PhD, Butler University, Indianapolis, IN
JauNae Hanger, JD, Waples & Hanger; Chair, Children’s Policy and Law Initiative of
Indiana, Indianapolis, IN
Carole Craig, MS, Board Member, Children’s Policy and Law Initiative of Indiana,
Indianapolis, IN
SYM.5 A Brief Group Program That Sells Itself & Results in Positive Outcomes for
At Risk Students (YD)
An eight week group program will be presented that resulted in positive treatment
outcomes with students in grades 3, 5, & 7. Qualitative and quantitative data sources of
data indicated significant positive changes in regard to students’ levels of anger,
depression, school attitude, and peer skills. Students enjoyed the group so much they
referred their friends. Further implications of this group approach will be discussed with
guidelines for replication in other school settings.
Susan Dennison, MSW, The University of North Carolina at Greensboro, Greensboro, NC
Stephanie Daniel, PhD, UNCG Center for Youth, Family, & Community Partnership,
Greensboro, NC
SYM.6 Comprehensive Behavioral Health Services: Using Data for Identification,
Partnership Development and Research (QEBP)
This symposium presents an urban district’s transition to a comprehensive behavioral
health model: securing support; using data to inform service delivery; and partnering with
universities. Participants will learn strategies to address the behavioral health needs of
students as well as the challenges of implementing proactive approaches to service
delivery. Challenges and opportunities of partnerships between schools and universities to increase capacity, provide advanced training, and generating knowledge of effective
interventions - will be discussed.
Andria Amador, CAGS, Mary Cohen, PhD, Boston Public Schools, Boston, MA
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Melissa Pearrow, PhD, Victoria Sheppard, MA, University of Massachusetts Boston,
Boston, MA
SYM.7 The California Mental Health Services Authority Student Mental Health
Initiative: Overview Collaboration/Networking, and Higher Education Campuses
Student Mental Health Needs and Campus Environment (QEBP)
This symposium will describe the $60 million dollars California Mental Health Services
Authority Student Mental Health Initiative, a historic statewide effort to improve student
mental health. The symposia will provide an overview of initiative activities, report on
the evaluation of initiative supported networking and collaboration activities among
educational institutions and across student serving systems, and present the results of a
survey of mental health needs, services, and campus culture from over 50 higher
education institutions.
Ann Collentine, MPPA, California Mental Health Services Authority, Rancho Cordova,
CA.
Michelle Woodbridge, PhD, SRI International, Menlo Park, CA
Lisa Sontag-Padilla, PhD, RAND Corporation, Pittsburgh, PA
Monica Nepomuceno, Courtney Kase, California Department of Education
Bradley Stein, RAND Corporation
SYM.8 Experienced Challenges and Strategies for Success in Developing,
Implementing and Sustaining Evidence-based Programs and Practices in School
Mental Health (FS)
Ensuring the sustainability of evidence-based practices and programs implemented in
schools and community mental health settings is critically important yet an often
neglected area of research. The current presentation includes discussion of the role of
university-community partnerships in the development and implementation of SMH
research projects to promote sustainability of programs. Barriers and strategies promoting
program sustainability will be discussed in the context of three school mental health
research studies with experiences shared from researchers and school and community
mental health professionals.
Joni Splett, PhD, Crystal McWhirter, MS, Kelly Monahan, BA, Abby Albright, MA,
Melissa George, PhD, Marissa Miller, BA, David Riddle, BA, University of South
Carolina, Columbia, SC
SYM.9 When Grants Disappear: Maintaining Research Funding after the Grant
Ends (FS)
Part 1: When Grants Disappear: Using Insurance to Fund Satellite Mental Health
Clinics in Schools
ANDRUS is a proud provider of services for children and families throughout the NY tristate area. This presentation will cover how ANDRUS began providing services within
local school systems. This includes identification of appropriate sites, outreaching to
governing bodies, and navigating host environments. We will discuss funding challenges
including transitioning from a grant-based program to billing insurance. We will share
experience with the process and with challenges, and will offer suggestions to overcome
the obstacles.
Danni Lapin, LCSW, ANDRUS, Yonkers, NY
Leani Spinner, LCSW-R, ANDRUS, Peekskill, NY
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Part 2: Money, Money, Money: Maintaining Program Funding and Fidelity of
Implementation after the Grant Ends
This session will also focus on how to maintain program integrity and provide quality
services to students and the community when grant funding ends. Participants will also
learn how to identify funding areas within the school system and the community by
creating a business model that defines overall savings to district and community
providers while supplementing core instruction in academic, behavioral, and
social/emotional supports, to ensure students with EBD have access to special education
supports and services in addition to the same supports and services as their peers.
Ernest Fruge, LMSW, MA, C-SSWS, Calcasieu Academic and Treatment Center, Lake
Charles, LA
Stephanie Jensen, MS, Boys Town, Boys Town, NE
SYM.10 Supportive School Environments: A Review of State and District Initiatives
This presentation will review best practices in creating supportive school environments
that meet the non-academic as well as academic needs of students. Key developmental
stages of a school climate initiative will be provided. We will also review results from a
summative evaluation of the Wraparound Zones Initiative which focused on positive
school climate; proactive system of identifying addressing student needs; integration of
services from within the school and community and district systems of support.
Sandra Keenan Williamson, MEd,CAGS Allison Gandhi, EdD, American Institutes for
Research, Washington, DC
5:20-5:30 PM
Break
5:30-6:45 PM
Poster Board Session and Complimentary Networking Reception
(Come…enjoy Pittsburgh entertainment and food!)
A Common Goal to Live Well: Using a Concierge Model to Partner with Parents
Rebecca L. Sapp, Frontier Health, Johnson City, TN
A Review on Interventions for Youth with Post-Traumatic Stress Disorder
David Riddle, Kelly Monahan, Mark D. Weist, University of South Carolina Psychology
Department, Columbia, SC
Bullying: Why It Happens and Why Prevention Programs are Failing
Chris Parrott, Your Self Series, Bedord, NY
Changing SMH Clinician Roles and Resulting Outcomes in Multi-Tiered System of
Support
Sheri Luecking, Illinois PBIS Network, Belleville, IL
Child Welfare, Child Well-being Principles and School Mental Health: Making the
Connection
Susan E. Mason, Wurzweiler School of Social Work, Yeshiva University, New York, NY
Laura Bronstein, College of Community and Public Affairs, Binghamton, NY
Clinician Attitudes toward Evidence-Based Treatments and their Effectiveness in
Developing a Therapeutic Alliance
Abby Albright, Mark Weist, Heather McDaniel, Melissa George, Johnathan Fowler,
University of South Carolina Psychology Department, Columbia, SC
Lori Chappelle, Waccamaw Center for Mental Health, South Carolina Department of
Mental Health, Conway, SC
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Friday, September 19, 2014
Connecting School Mental Health and Positive Behavior Intervention Supports:
Developing a Culture of Collaboration
Lukas Stevens, Yellowstone Boys and Girls Ranch, Billings, MT
Consistency and Change in the Quality of Student-Teacher Relationships across
Elementary School: Associations with Behavioral Outcomes
Phyllis Lee, Karen L. Bierman, Pennsylvania State University, State College, PA
Development and Implementation of an Enhanced School-Based Mental Health
Program
Megan L. McCormick King, InSite Solutions, LLC, Washington, DC
Examining the Presence of Trauma Symptoms in Students with Behavior Disorders
Molly Cevasco, University of Washington, Seattle, WA
Flipping through FLIP IT: Evaluating the Effectiveness of the FLIP IT Parent
Training
Amanda Torchio, Dawna Cricket Meehan, Alexandria Intorcio, Miami University,
Oxford, OH
Gull Lake Youth Depression Advisory Committee
Bobbi Jo Stoner, Joni Knapper, Gull Lake High School Richland, MI
Improved Outcomes for Youth Served Through a Child Clinical Home Program
with Positive Behavioral Support
Kelly Perales, Shari Hutchinson, James Schuster, Community Care Behavioral Health,
Pittsburgh, PA
Improving Teacher’s Understanding of Children’s Mental Health for Academic
Success
Lindsey Nichols, University of Montana, Missoula, MT
Introduction to Youth MHFA: An Approach for Helping Others in Need
Matthew Koren, Allegheny HealthChoices Inc., Pittsburgh, PA
Never About Us Without Us- Families as Clinical Partners
Wendy Luckenbill, Community Care Behavioral Health Organization, Exton, PA
Parent Alcohol Use, Family Processes & Adolescent Adjustment
Elizabeth Combs, Meslissa W. George, Patrick T. Davies, E. Mark Cummings,
University of South Carolina Psychology Department, Columbia, SC
PATHS with Older Students: An Examination of Social Competence and Teacher
Buy-In
Sehra Polad, Jennifer Gibson, Xavier University, Cincinnati, OH
Positive Behavioral Intervention & Supports: Evaluation of a School District’s
Efforts to Implement a Universal Intervention
Marissa Millman, Paul Flaspohler, Vanessa Watts, Miami University Department of
Psychology, Oxford, OH
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Friday, September 19, 2014
Preliminary Outcomes of the School Transition Program: Caregiver
Characteristics and Viewpoints
Rukiya Wideman, Angela Blizzard, Catherine Weiss, Sharon Stephan, University of
Maryland School of Medicine, Baltimore, MD
Qualitative Validation of Mental Health Training Intervention for Health Providers
in Schools (MH-TIPS) Training Program
Elizabeth Connors, Jill Haak Bohnenkamp, Sharon Stephan, University of Maryland
School of Medicine, Baltimore, MD
Reducing Risks for Emotional and Behavioral Problems During the High School
Transition: Proximal Outcomes in the Common Sense Parenting Trial
Stephanie Jensen, Alex Mason, Jay Ringle, Ronald W. Thompson, Boys Town, National
Research Institute for Child and Family Studies, Boys Town, NE
Charles Fleming, Kevin Haggerty, University of Washington, Seattle, WA
Relational Predictors of Engagement: Transactional, Mediating and Interactive
Associations from K-5
Melissa Castle, Elizabeth Votruba-Drzal, University of Pittsburgh, Pittsburgh, PA
Relationship Between Risk of Suicide and Delinquency Among Korean Students
Mi Jung Lee, Suicide and School Mental Health Institute, Hallym University, Anyang-si,
South Korea
School Mental Health and the Identification, Intervention and Prevention of
Disordered Eating in Youth
Bryn E. Schiele, University of South Carolina, Columbia, SC
Serving/Supporting/Helping Students Before Diagnosing
Shelia Amos Lastie, Serving/Supporting/Helping Students Before Diagnosing, Pinole, CA
Social-Emotional Screening Sustainability
Kristy Warmbold, Melissa Maras, Lindsay Oram, University of Missouri-Columbia,
Columbia, MO
Solution Focused Approaches to Engaging Students in Mental Health Services:
Implementation, Benefits, and Barriers of Play Therapy and Motivational
Interviewing
Veronica K. Pahia, Christine M. Park, Christine Tumilowicz,Windward District of Oahu
in Hawaii, Oahu, HI
Strategies and Resources for Fostering Safe, Supportive, and Healthy Schools for
Lesbian, Gay, Bisexual, and Transgender Students
Jeffrey Poirier, American Institutes for Research, Washington, DC
Teamwork and Problem Solving among Children
Anna Vande Velde, University of South Carolina Psychology Department, Columbia, SC
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Friday, September 19, 2014
The Landscape of Child and Adolescent Mental Health in Northern Ghana: Moving
Towards School Mental Health
Marissa Millman, Paul Flaspohler, Miami University Department of Psychology,
Oxford, OH
Amanda Lee, Brown University, Auckland, New Zealand
Mark Weist, University of South Carolina, Columbia, SC
The School Mental Health International Leadership Exchange
Kathy Short, Mark Weist, Heather McDaniel, Abby Albright, University of South
Carolina Psychology Department, Columbia, SC
50
Conference Program
Saturday
September 20, 2014
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Saturday, September 20, 2014
Saturday, September 20, 2014
7:30-8:30 AM
Registration
8:30-12:00 PM
Intensive Training Sessions: Open to all participants
ITS.1 Creating Trauma Sensitive Classrooms and Schools: A Restorative Practices
Approach (CC)
When children are exposed to significant levels of stress and trauma, brain changes
occur. This session reviews the current knowledge of brain development and offers
teachers and others practical strategies to support sensory, cognitive, social and emotional
differences. In addition, information about creating caring, respectful, and safe
environments through the use of restorative practices are discussed. Come prepared to
engage in fun activities mirroring those we have students participate in.
Mardi Bernard, RN, BSCN, MEd, Edmonton Public School Board, Sherwood Park,
Canada
Caroline Missal, BEd, MEd, Engage Restorative Practices, Sherwood Park, Canada
ITS.2 Social, Emotional, and Behavioral Skill Instruction: The Stop & Think Social
Skills Program (PBS)
Teaching students social, emotional, and behavioral self-management skills enhances
their interpersonal, social problem solving, conflict prevention and resolution, emotional
coping, and academic proficiency and success. Using the evidence-based Stop & Think
Social Skills Program as an exemplar, this presentation describes the seven researchbased characteristics of an effective social skills program; how to effectively teach
students to master and apply these important social skills; and how schools should
integrate these skills into a multi-tiered PBIS program.
Howie Knoff, PhD, Arkansas Department of Education, Little Rock, AR
ITS.3 Break Free from Depression: A 4-Session Curriculum to Address Adolescent
Depression (PS)
In this workshop, participants will be introduced to Break Free from Depression, a four
session classroom based curriculum developed to raise awareness around 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 facilitate
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
ITS.4 Progress Monitoring and Outcome Assessment with Children and
Adolescents (QEBP)
Many mental health professionals do not systematically employ progress monitoring and
outcome assessment (PMOA) measures despite research documenting that such measures
can identify clients who are failing to improve or worsening. In this workshop, two
authors of published PMOA measures will provide a rationale for PMOA use, review the
literature on PMOA’s role in clinical feedback, and provide relevant case studies of
children and adolescents receiving psychosocial interventions provided in school and
clinical settings.
Scott Meier, PhD, University at Buffalo, Buffalo, NY
James McDougal, PsyD, SUNY at Oswego, Oswego, NY
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Saturday, September 20, 2014
ITS.5 A Blueprint for Creating Safe, Supportive, and Healthy Schools for LGBTQ
Students (DY)
This intensive training workshop will provide a blueprint for creating safer, more
supportive, and healthier schools for lesbian, gay, bisexual, transgender, and questioning
(LGBTQ) students. Participants will learn about (1) key LGBTQ concepts; (2) challenges
LGBTQ students experience and how this affects their school experiences; and (3) how
to apply standards, strategies, and tips to enhance policy and practice. The session will
integrate PowerPoint presentations, short video clips, discussion, and a strategic planning
exercise.
Jeffrey Poirier, PhD, American Institutes for Research, Washington, DC
ITS.6 The Role of Technology in Bridging the Research to Practice Gap in Delivery
of Evidence Based SMH Programs (QEBP)
This training will present information on the role of technology in bridging the research
to practice gap in delivery of evidence-based mental health programs in school settings.
The potential of technology in this context will be shared via three current technologies:
1) narrative generation software for students with autism, 2) an interactive social tutoring
system for social problem solving skills, and 3) an online system for supporting quality
implementation of evidence-based programs.
Deb Childress, PhD, James Thomas, PhD, Sturtz McMillen, PhD, 3C Institute, Cary, NC
ITS.7 Counseling Essentials for Special Educators and School Mental Health
Providers (PBIS)
The Counseling Essentials are six intensive, visual and interactive lessons for teens and
pre-teens. The lessons form an organized, uncomplicated and proactive framework for
positive problem solving in challenging situations. In this interactive workshop, the
instructor will walk participants through the six lessons so that participants will be able to
conduct the lessons with students establishing a solid foundation for classroom
management or counseling.
Jane Idell, Counseling Essentials, Fishkill, NY
54
Advances in School Mental
Health Promotion
Published on behalf of The Clifford Beers Foundation
Editor: Sharon Stephan, University of Maryland School
of Medicine, USA
ASMHP is essential reading for those with a clinical,
professional, academic or personal interest in promoting
mental health in schools. The journal serves to emphasise
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.
Try Routledge Mental Health Journals for Free
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