September 22-24, 2011 - Center for School Mental Health ...
September 22-24, 2011 - Center for School Mental Health ...
September 22-24, 2011 - Center for School Mental Health ...
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Featuring 12 Specialty Tracks<br />
1) Building a Collaborative<br />
Culture <strong>for</strong> Student <strong>Mental</strong><br />
<strong>Health</strong> (CC)<br />
2) Connecting <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong> and Positive Behavior<br />
Supports (PBS)<br />
3) Connecting <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong> with Juvenile Justice and<br />
Dropout Prevention (JJD)<br />
4) Education: An Essential<br />
Component of Systems of Care<br />
(SOC)<br />
5) Family-<strong>School</strong>-Community<br />
Partnerships (FP)<br />
6) Improving <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong> <strong>for</strong> Youth with<br />
Disabilities (YD)<br />
7) Learning the Language:<br />
Promoting Effective Ways <strong>for</strong><br />
Interdisciplinary<br />
Collaboration (LL)<br />
8) Psychiatry and <strong>School</strong>s (PS)<br />
9) Quality and Evidence-Based<br />
Practice (EBP)<br />
10) <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong><br />
Culturally Diverse Youth (DY)<br />
11) <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong><br />
Military Families (MF)<br />
12) Youth Involvement and<br />
Leadership (YIL)<br />
<strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
at the<br />
University of Maryland <strong>School</strong> of Medicine<br />
Division of Child and Adolescent Psychiatry<br />
In partnership with<br />
The IDEA Partnership funded by the<br />
Office of Special Education Programs (OSEP),<br />
sponsored by the National Association<br />
of State Directors of Special Education (NASDSE)<br />
The 16th Annual Conference on Advancing <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
The CSMH is supported by cooperative<br />
agreement U45 MC 00174-16-00 from<br />
the Office of Adolescent <strong>Health</strong>,<br />
Maternal and Child <strong>Health</strong> Bureau<br />
(Title V, Social Security Act),<br />
<strong>Health</strong> Resources and Services<br />
Administration, and by a number<br />
of Maryland organizations.<br />
<strong>September</strong> <strong>22</strong>-<strong>24</strong>, <strong>2011</strong><br />
<strong>School</strong> <strong>Mental</strong> <strong>Health</strong>: Achieving Student Success through<br />
Family, <strong>School</strong>, and Community Partnerships<br />
Optional Pre-Conference Military Session - <strong>September</strong> 21, <strong>2011</strong><br />
Charleston Area Convention <strong>Center</strong> • 5055 International Blvd. • Charleston, SC<br />
The mission of the <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> (CSMH)<br />
is to strengthen policies and programs in school mental health<br />
to improve learning and promote success <strong>for</strong> America’s youth.<br />
For more in<strong>for</strong>mation on CSMH, visit the website,<br />
http://csmh.umaryland.edu
<strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
SPONSORSHIP<br />
The 16 th Annual Conference on Advancing <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
is supported by two lead organizations<br />
<strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> (CSMH)<br />
Division of Child and Adolescent Psychiatry<br />
University of Maryland <strong>School</strong> of Medicine<br />
Funded by <strong>Health</strong> Resources and Services Administration<br />
IDEA Partnership<br />
Funded by the Office of Special Education Programs (OSEP)<br />
Sponsored by the National Association of State Directors of<br />
Special Education (NASDSE)<br />
CO-SPONSORSHIP<br />
The 16 th Annual Conference on Advancing <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
is co-sponsored by the following:<br />
American Foundation <strong>for</strong> Suicide Prevention, South Carolina Chapter<br />
Federation of Families of South Carolina<br />
University of South Carolina, College of Arts and Sciences<br />
University of South Carolina, Department of Psychology
National Community of Practice on <strong>School</strong> Behavioral <strong>Health</strong><br />
List of Practice Groups<br />
1) Building A Collaborative Culture <strong>for</strong> Student <strong>Mental</strong> <strong>Health</strong> (CC). This practice group has as its primary objective<br />
to promote the active exchange of ideas and collaboration between school employed and community employed mental<br />
health providers, educators, and families. This exchange is to support the social, emotional and mental health and the<br />
academic success of all children and adolescents. Research suggests that the social/emotional health of children and<br />
adolescents is linked to their academic and overall success in schools. A collegial, invitational approach to working together<br />
will allow all professionals and families to effect positive systemic change resulting in better in<strong>for</strong>med and skilled<br />
school personnel to address the needs of students. By working together in a collaborative and creative manner, school,<br />
family, and community resources can better serve the educational and social/emotional needs of all students and assist<br />
in ensuring good mental health.<br />
2) Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> (SMH) and Positive Behavior Supports (PBS). This practice group is a conduit<br />
<strong>for</strong> families, researchers, administrators, and practitioners to find common interests and practices related to SMH and<br />
PBS. PBS approaches are designed to prevent problem behaviors by proactively altering the environment be<strong>for</strong>e problems<br />
begin and concurrently teaching appropriate behavior. <strong>School</strong>-wide positive behavior support systems support all students<br />
along a continuum of need based on the three-tiered PBS prevention model. SMH can be thought of as a framework of<br />
approaches that promote children’s mental health by emphasizing prevention programming, positive youth development<br />
and school-wide approaches. These approaches call <strong>for</strong> collaboration among mental health providers, educators, families,<br />
related service providers and school administrators in order to meet the mental health needs of all students. By working<br />
collaboratively, this practice group seeks to clarify the relationship between PBS and SMH in order to promote seamless<br />
practice at the local level.<br />
3) Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> with Juvenile Justice and Dropout Prevention (JJD). This practice group is<br />
committed to working across stakeholder groups to advance knowledge and best practice related to effectively linking<br />
school mental health with juvenile justice and dropout prevention. For youth to be successful, effective coordination and<br />
communication across systems is needed, and resources and best practice guidelines related to this work need to be readily<br />
available. Key priority areas include advancing effective strategies <strong>for</strong>: Reducing truancy, unnecessary suspensions and<br />
expulsions, dropout, and delinquency; Building school and community capacity to meet the needs of youth and their families;<br />
Promoting successful transitions between systems; Encouraging relevant professional development <strong>for</strong> school and<br />
juvenile justice staff; Advancing school connectedness and family partnership; Promoting best practices in diversion and<br />
early intervention <strong>for</strong> youth who are in the juvenile justice system or who are at risk of placement in juvenile detention.<br />
4) Education: An Essential Component of Systems of Care (SOC). This practice group is focused on the role of schools<br />
as significant partners with other child-serving, community agencies/organizations and families in improving outcomes<br />
<strong>for</strong> children and youth with, or at risk of, mental, emotional, and behavioral health challenges. The EESOC practice<br />
group promotes learning as critical to social-emotional health and the adoption of effective services and supports that<br />
build and sustain community-based, Systems of Care (SOC). As a proactive, national level practice group, we will<br />
support resource sharing, cross agency training, and collaborative professional development. Our practice group is committed<br />
to looking at the multiple needs of children and families through a systemic lens. There<strong>for</strong>e, it encourages presentations<br />
that outline or describe a system approach to service delivery; incorporating various system partners especially<br />
families and youth in any presentations.<br />
5) Family-<strong>School</strong>-Community Partnerships (FP). This practice group embodies family driven principles and is led by<br />
family members. Submissions including family members as part of the presentation team are strongly encouraged. Submissions<br />
should reference a connection to meaningful family participation in content and development of the presentation.<br />
This practice group fosters family participation in family-school-community collaboratives by supporting capacity building<br />
ef<strong>for</strong>ts <strong>for</strong> a shared agenda and effective infrastructure development and maintenance. In addition to advancing understanding<br />
of the value of family-school-community collaboratives, key capacity building ef<strong>for</strong>ts will include working<br />
with other practice groups to provide: targeted in<strong>for</strong>mation, leadership training, mentoring, and coaching, initial and<br />
ongoing family-school-community stakeholder development. Our Priorities are: 1) Educating and in<strong>for</strong>ming families to<br />
help them effectively voice their needs to their school districts, in their communities and on state and national levels, 2)<br />
Advocating <strong>for</strong> and supporting the participation of families across community of practice groups, 3) Educating and in<strong>for</strong>ming<br />
schools, systems, policy groups and others about the importance of family integration in policy work, 4) Providing<br />
a place <strong>for</strong> family leaders to collaborate on discussion of needs, priorities and opportunities, 5) Supporting the<br />
work of families.
6) Improving <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Youth with Disabilities (YD). The purpose of this practice group is to promote<br />
collaboration between schools and school systems, mental health agencies, service providers, youth, caregivers, and<br />
other key stakeholders to facilitate the delivery of quality mental health services to students with disabilities in the school<br />
setting. Enhanced collaboration will increase opportunities to deliver coordinated learning and mental health interventions,<br />
and facilitate understanding of the challenges and opportunities <strong>for</strong> youth with disabilities. Through these partnerships,<br />
we seek to ensure that students with disabilities receive appropriate programs and services in the least restrictive<br />
environment to successfully achieve targeted goals.<br />
7) Learning the Language: Promoting Effective Ways <strong>for</strong> Interdisciplinary Collaboration (LL). Creating a common<br />
language among parents, educators, pupil services personnel, and mental health providers helps to establish a strong<br />
community of understanding so students can learn, participate, and achieve. This practice group helps to promote greater<br />
understanding of the language used across interactive systems in mental health and education. In schools, a full complement<br />
of services helps to insure that students receive the necessary supports and tools <strong>for</strong> both academic and social emotional<br />
learning. We recognize that a community of multiple stakeholders is needed to address the mental health and<br />
educational needs of students. Our key priorities are 1) To demystify the vocabulary used; 2) To add increased value to<br />
state and local educational/family/youth services agencies currently implementing expanded, school mental health services/programs;<br />
3) To promote a better understanding of how we communicate across systems/stakeholders; and 4) To<br />
build stronger relationships across systems of care <strong>for</strong> families, students, and professionals involved in schools.<br />
8) Psychiatry and <strong>School</strong>s (PS). This group focuses on issues related to psychiatric services in schools. Topics may include,<br />
but are not limited to, the roles of psychiatrists who work in schools, and interdisciplinary collaboration among psychiatrists<br />
and other professionals working in schools, including primary health care professionals. One of the goals will be<br />
to consider what kind of training is needed <strong>for</strong> psychiatrists to be effective school consultants and providers. Other important<br />
issues include the development of guidelines <strong>for</strong> appropriate medication prescribing in schools, and ways to<br />
utilize psychiatric services optimally in the face of severe shortages of child and adolescent psychiatrists. This practice<br />
group and proposals <strong>for</strong> our track are open to psychiatrists, educators, school health professionals and all others with an<br />
interest in this topic. We hope this practice group will encourage psychiatrists who work in schools and those who interact<br />
with them to share their experiences and challenges. We hope this joint ef<strong>for</strong>t will lead to the development of effective<br />
recommendations and, ultimately, improved psychiatric support in schools.<br />
9) Quality and Evidence-Based Practice (EBP). The mission of the Quality and Evidence-Based Practice Group is (a)<br />
to share in<strong>for</strong>mation across individuals and groups interested in improving the quality of school mental health (SMH)<br />
programs and services and (b) to discuss, promote, and disseminate evidence based practices in SMH. The practice group<br />
strives to bridge the research-practice and practice-research gaps in the field. In addition, the practice group seeks to understand<br />
and identify the best student- and program-level evaluation strategies.<br />
10) <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Culturally Diverse Youth (DY). This practice group will focus on the practice, theory, and<br />
research specific to culturally diverse youth in the schools. The mission of the Culturally Diverse Youth practice group<br />
is to promote a better understanding of the strategies that are designed to enhance the success of culturally diverse youth<br />
in the school environment. Specific issues such as stigma, cultural adaptations, health disparities, disproportionality,<br />
family engagement, and cultural competence will be addressed. The practice group will identify and disseminate in<strong>for</strong>mation<br />
on effective treatment approaches to better in<strong>for</strong>m the education, family, and youth-serving systems.<br />
11) <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Military Families (MF). The vision of this practice group is: To develop and implement a comprehensive<br />
array of school programs and services to support military students, family, and community. Proposed objectives<br />
include: 1) To promote a full continuum of mental health promotion and intervention programs and services to include<br />
early identification and intervention, prevention, evaluation, and treatment; 2) To remove barriers to learning and improve<br />
the academic success of students, 3) To enhance strengths and protective factors in students, families, and the school<br />
community, 4) To promote the quality of life and wellness in military families, 5) To provide training, staff development,<br />
and research opportunities to improve children’s and adolescents’ mental health and education.<br />
12) Youth Involvement and Leadership (YIL). This practice group is focused on advancing youth involvement and leadership<br />
in school mental health. Priority areas include: 1) Expanding youth leadership, participation, and input at local,<br />
state, and national levels, 2) Advancing the development and implementation of strategies and approaches that promote<br />
greater youth leadership at all levels of the service systems that support them, 3) Supporting ef<strong>for</strong>ts by the national community<br />
of practice and its practice groups to promote meaningful youth involvement and leadership, 4) Organizing a dialogue<br />
around greater inclusion of youth in meaningful ways in all facets of school mental health, 5) Developing and<br />
promoting best practices and innovative approaches <strong>for</strong> youth involvement and leadership, 6) Serving as a resource <strong>for</strong><br />
educators and involvement and leadership in schools and communities. This practice group is especially interested in<br />
proposals that include youth presenters as part of the presentation.
CSMH Advisory Board Members<br />
Steve Adelsheim, MD<br />
Dawn Anderson-Butcher, PhD<br />
Jennifer Axelrod, PhD<br />
Paul Ban, PhD<br />
Nancy Bearss, PAC, MPH<br />
Seth Bernstein, PsyD, CAP<br />
Robert Burke, PhD<br />
Jordan Burnham<br />
Aurelia Carter<br />
Joanne Cashman, EdD<br />
Caroline Clauss-Ehlers, PhD<br />
Lisa Dixon, MD, MPH<br />
Joan Dodge, PhD<br />
Rep. Addie Eckardt<br />
Steven W. Evans, PhD<br />
Michael Faran, MD<br />
Louise Fink, PhD<br />
Lois Flaherty, MD, Advisory Board Chair<br />
Paul Flaspohler, PhD<br />
Marcia Glass-Seigel, MSS, LCSW-C<br />
Cynthia Glimpse, MS<br />
Micah A. Haskell-Hoehl<br />
Reverend Alvin Hathaway, MACM<br />
Robert Hull, MEd, EdS, MHS<br />
D.J. Ida, PhD<br />
Jenni Jennings, MA<br />
Linda Juszczak, DNSc, MPH, CPNP<br />
Rep. RaeAnn Kelsch, BS<br />
Jim Koller, PhD<br />
Joe Lee<br />
Alison Malmon, BA<br />
Matthew Mock, PhD<br />
Angela Oddone, MSW, LCSW<br />
Julie Owens, PhD<br />
Carl Paternite, PhD<br />
Glen Pearson, MD<br />
David Pruitt, MD<br />
Kay Reitz, MEd<br />
Mark Sander, PsyD<br />
Joyce Sebian, MS Ed.<br />
Zewelanji Serpell, PhD<br />
Bradley Stein, MD, MPH, PhD<br />
Michael Summers, BA<br />
Susan Tager, BS<br />
Mary Tillar, MEd<br />
Abe Wandersman, PhD<br />
Mark Weist, PhD<br />
Cheryl Vince Whitman, MEd<br />
Nollie Wood, Jr., PhD, MPH<br />
Reverend Todd Yeary, PhD<br />
Albert Zachik, MD
Planning Committee Members<br />
Paul Ban, MEDCOM Child, Adolescent and Family Behavioral <strong>Health</strong> Office<br />
Nicole Evangelista Brandt, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Joanne Cashman, IDEA Partnership<br />
Jenah Cason, Federation of Families of South Carolina<br />
Lori Chappelle, Waccamaw <strong>Center</strong> <strong>for</strong> <strong>Mental</strong> <strong>Health</strong><br />
Melissa Craft, South Carolina Department of <strong>Mental</strong> <strong>Health</strong><br />
Diane Daley, Coppin University<br />
Allene David, Meeting Management<br />
Ellie Davis, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Diane Flashnick, Federation of Families of South Carolina<br />
Christina Huntley, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Mona Johnson, MEDCOM Child, Adolescent and Family Behavioral <strong>Health</strong> Office<br />
Nancy Lever, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Sylvia McCree-Huntley, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Matthew Page, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Mike Paget, South Carolina Department of Education<br />
Samantha Paggeot, Waccamaw <strong>Center</strong> <strong>for</strong> <strong>Mental</strong> <strong>Health</strong><br />
Carl Paternite, Miami University<br />
Mariola Rosser, IDEA Partnership<br />
Emily Sidway, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Mironda Shepard, IDEA Partnership<br />
Sharon Stephan, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Mark Weist, University of South Carolina
Practice Group Facilitators<br />
Building a Collaborative Culture <strong>for</strong> Student <strong>Mental</strong> <strong>Health</strong><br />
Judie Shine, American Counsel <strong>for</strong> <strong>School</strong> Social Work<br />
Amanda Fitzgerald, American <strong>School</strong> Counselor Association<br />
Stacy Skalski, National Association of <strong>School</strong> Psychologists<br />
Sally Baas, National Association of <strong>School</strong> Psychologists<br />
Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> with Juvenile Justice and Dropout Prevention<br />
Nancy Lever, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
JoAnne Malloy, University of New Hampshire<br />
Barbara Ashcraft, West Virginia Department of Education<br />
Dee Dee Letts, First Circuit Court, State of Hawaii<br />
Jerry Hime, Retired <strong>School</strong> Administrator<br />
Judith Storandt, National Disability Rights Network<br />
Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Positive Behavior Supports<br />
Susan Bazyk, American Occupational Therapy Association<br />
Ron Sudano, Pennsylvania Training and Technical Assistance Network<br />
Ron Benner, National Education Association<br />
Rich Barbacane, National Association of Elementary <strong>School</strong> Principals<br />
Mona Hurston, Auburn Montgomery <strong>School</strong> of Education’s Southeast Regional Resource <strong>Center</strong><br />
Education: An Essential Component of Systems of Care<br />
Ed Morris, <strong>Center</strong> <strong>for</strong> Advancement of <strong>Mental</strong> <strong>Health</strong> Practices in <strong>School</strong>s<br />
Debra Grabill, American Institutes <strong>for</strong> Research<br />
Joyce Sebian, Georgetown University <strong>Center</strong> <strong>for</strong> Child and Human Development<br />
Joan Dodge, Georgetown University <strong>Center</strong> <strong>for</strong> Child and Human Development<br />
Sandra Keenan, Technical Assistance Partnership <strong>for</strong> Child and Family <strong>Mental</strong> <strong>Health</strong><br />
Patti Derr, Federation of Families <strong>for</strong> Children’s <strong>Mental</strong> <strong>Health</strong><br />
Family-<strong>School</strong>-Community Partnerships<br />
Kim Miller, Children’s Home Association of Illinois<br />
Rebecca Sapien-Mechor, Fiesta Educativa<br />
Cynthia Glimpse, Technical Assistance Coordination <strong>Center</strong><br />
Stacie Rodarmel,<br />
Helene Fallon, Long Island Families Together<br />
Claudette Fette, Federation of Families <strong>for</strong> Children’s <strong>Mental</strong> <strong>Health</strong><br />
Aurelia Carter, Pennsylvania Department of Human Services
Improving <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Youth with Disabilities<br />
Carrie Mills, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Lisa Crabtree, Towson University/American Occupational Therapy Association<br />
Dara Baldwin, National Council on Independent Living<br />
Learning the Language/Promoting Effective Ways <strong>for</strong> Interdisciplinary Collaboration<br />
Sandra Schefkind, American Occupational Therapy Association<br />
Scott Bloom, <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Services, New York City<br />
Psychiatry and <strong>School</strong>s<br />
Lois Flaherty, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Bettina Bernstein, Philadelphia College of Osteopathic Medicine<br />
Steven Adelsheim, University of New Mexico<br />
Quality and Evidence-Based Practice<br />
Nicole Evangelista Brandt, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Sharon Stephan, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Mark Sander, Minneapolis Public <strong>School</strong>s<br />
<strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Military Families<br />
Paul Ban, MEDCOM Child, Adolescent and Family Behavioral <strong>Health</strong> Office<br />
Mona Johnson, MEDCOM Child, Adolescent and Family Behavioral <strong>Health</strong> Office<br />
<strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Culturally Diverse Youth<br />
Dana Cunningham, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Youth Involvement and Leadership<br />
Christine Cashman, National Association of State Directors of Special Education<br />
Rick Boyle, Pennsylvania Training and Technical Assistance Network
Optional Pre-Conference Military Session<br />
Wednesday, <strong>September</strong> 21, <strong>2011</strong><br />
Charleston Convention <strong>Center</strong><br />
North Charleston, South Carolina<br />
<strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Children and Families of the Military<br />
This day is dedicated to strengthening the community of practice in support of Military Children and Families.<br />
Participants will discuss, learn and share how to implement a comprehensive school behavioral health system of<br />
care <strong>for</strong> serving soldiers, their children, and families. The desired outcomes <strong>for</strong> this session include: 1) understanding<br />
the adverse impact multiple deployments, redeployments and separations can have on Military Children<br />
and Families; 2) learning how the Army Medical Command’s <strong>School</strong> Behavioral <strong>Health</strong> model provides<br />
accessible behavioral health prevention, intervention, resiliency training, education, and evaluation in partnership<br />
with local school systems; and 3) expanding and connecting the network of military and civilian professionals<br />
committed to a community of practice approach in support of Military Children and Families.<br />
Facilitated by Michael E. Faran, M.D., Ph.D., Executive Director, Paul Ban, Ph.D., Director of Outreach and<br />
Mona Johnson, M.A., CDP, CPP, Director of <strong>School</strong> Behavioral <strong>Health</strong> of the Child, Adolescent and Family<br />
Behavioral <strong>Health</strong> Office, Joint Base Lewis-McChord, Tacoma, Washington<br />
Agenda<br />
7:30 – 8:30 AM Registration <strong>for</strong> Pre-Conference Participants ONLY!<br />
8:30 – 9:30AM Joint General Session (IDEA Partnership & Military Pre-conference<br />
Participants)<br />
9:30 – 9:50 AM Break and Transition to Military Pre-conference Session<br />
9:50 – 10:15 AM Military Pre-conference Session Welcome and Introductions<br />
10:15 – 11:00 AM Core Elements of <strong>School</strong> Behavioral <strong>Health</strong><br />
11: 00 – 12:00 PM Round Table Dialog Session I<br />
12:00 -- 1:00 PM Lunch Break (Boxed lunch provided)<br />
1:00 – 2:00 PM Round Table Dialog Session II<br />
2:00 – 2:15 PM Break<br />
2:15 – 3:15 PM Round Table Dialog Session III<br />
3:15 – 3:50 PM The Way Forward…What’s next? What do you need to succeed?<br />
3:50 – 4:00 PM Final Questions, Comments, Thoughts & Evaluation
Conference Program<br />
Thursday<br />
<strong>September</strong> <strong>22</strong>, <strong>2011</strong>
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
__________________________________________________________<br />
7:15-8:15 AM Practice Group Training Sessions: Open to all participants<br />
1. Building a Collaborative Culture <strong>for</strong> Student <strong>Mental</strong> <strong>Health</strong> (CC)<br />
2. Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Positive Behavior Supports (PBS)<br />
3. Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> with Juvenile Justice and Dropout<br />
Prevention (JJD)<br />
4. Education: An Essential Component of Systems of Care (SOC)<br />
5. Family-<strong>School</strong>-Community Partnerships (FP)<br />
6. Improving <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Youth with Disabilities (YD)<br />
8:20 - 8:40 AM Welcome and Greetings<br />
Sharon Stephan, PhD and Nancy Lever, PhD, Co-Directors, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong>, University of Maryland <strong>School</strong> of Medicine, Baltimore, MD<br />
Joanne Cashman, EdD, Director, IDEA Partnership, Alexandria, VA<br />
John Magill, State Director, South Carolina Department of <strong>Mental</strong> <strong>Health</strong>, Columbia,<br />
SC<br />
Dignitaries and Guests<br />
8:40 - 9:40 AM Keynote Address<br />
Introduction by:<br />
Jenah Cason, MSW, Federation of Families of South Carolina, Columbia, SC<br />
9:40 - 9:55 AM Break<br />
Dan Habib and Kelsey Carroll<br />
Film trailer screening and discussion with documentary filmmaker, Dan Habib, and<br />
film subject, Kelsey Carroll<br />
Dan Habib, father of Samuel and creator of the film Including Samuel, has led hundreds<br />
of discussions in dozens of states on the benefits and challenges of inclusion. One question<br />
regularly comes up: How can students with complex emotional/behavioral challenges<br />
be successfully included in regular education schools and classes? Habib and his<br />
team are exploring this question through the creation of a new film, Education Revolution<br />
(working title), and will screen a sample from the film followed by a post-screening<br />
conversation with central film subject, Kelsey Carroll. The entire film will be shown<br />
Friday night at 8 p.m.<br />
9:55 - 10:55AM Conference Session 1<br />
7. In their Words: Why Youth Run and How to Reach Them (JJD)<br />
The National Runaway Switchboard (1-800-RUNAWAY) will present research from ten<br />
years of caller trend data and recent studies focused on youth at risk. Participants in this<br />
workshop will review in<strong>for</strong>mation from NRS’ recent studies, as well as identify the role<br />
NRS can play in assisting their youth, schools, families, and communities. Methods of<br />
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reaching youth at risk <strong>for</strong> a runaway incident will be discussed, including NRS’ free 14<br />
module Lets Talk: Runaway Prevention Curriculum.<br />
Katrina Wyss, MS, National Runaway Switchboard, Chicago, IL<br />
8. Play Therapy in <strong>School</strong>s: A Collaboration Between the Cobb County <strong>School</strong><br />
District and Georgia State University's Play Therapy Training Institute (CC)<br />
Success <strong>for</strong> All Students (SFAS), a Safe <strong>School</strong>s/<strong>Health</strong>y Students initiative, offers<br />
counseling to K-12 students in Georgia’s second largest school district. Using play<br />
therapy as a primary treatment modality, SFAS collaborated with Georgia State<br />
University’s Play Therapy Training Institute to provide ongoing training and supervision.<br />
This workshop describes the development, implementation, and evaluation of SFAS’<br />
Play Therapy Program and highlights successful and sustainable collaboration between<br />
the Cobb County <strong>School</strong> District and Georgia State University.<br />
John Cornelison, MS, Success <strong>for</strong> All Students, Cobb County <strong>School</strong> District, Powder<br />
Springs, GA<br />
Paulette Herbert, MSW, EdD, Cobb County <strong>School</strong> District, Marietta, GA<br />
Lauren Wynne, MS, EdS, PhD, Georgia State University, Atlanta, GA<br />
9. Implementing a <strong>School</strong> Behavioral <strong>Health</strong> Model <strong>for</strong> Military Impacted Students<br />
and <strong>for</strong> the Entire <strong>School</strong> Community: Using Systems of Care Approaches and a<br />
Public health Framework to In<strong>for</strong>m Policy and Practice (SOC)<br />
This session will focus on a school mental health model being implemented on military<br />
installations across that nation. The approach is guided by system of care values and<br />
principles and embedded within a public health framework. Participants will discuss<br />
lessons learned to in<strong>for</strong>m replication in local communities seeking to improve outcomes<br />
<strong>for</strong> children of military families as well as all children. The evidence-base <strong>for</strong> these<br />
approaches will be examined, as will readiness factors, and planning <strong>for</strong> sustainability.<br />
Mona Johnson, MA, CPP, CDP, Office of Child, Adolescent & Family Behavioral <strong>Health</strong>,<br />
Tacoma, WA<br />
Joyce K. Sebian, MS Ed., Georgetown University <strong>Center</strong> <strong>for</strong> Child and Human<br />
Development, Washington, DC<br />
10. <strong>School</strong>/Juvenile Justice Collaboration: An Empirically-based Model <strong>for</strong><br />
Promoting <strong>School</strong> Success and Psychosocial Adjustment (JJD)<br />
Successfully preventing school failure in troubled, at-risk, or delinquent students is<br />
critical to the youth’s future psychosocial functioning and desistance from engaging in<br />
illegal acts. We will demonstrate an assessment process shown to: improve coordination<br />
between school and juvenile justice, identify the needs of the whole students so that<br />
issues contributing to delinquency and poor school per<strong>for</strong>mance can be addressed, and<br />
promote parental engagement in being part of the solution.<br />
Supporting research is briefly presented.<br />
Kay Hodges, PhD, Eastern Michigan University, Ann Arbor, MI<br />
Lisa Martin, PhD, Functional Assessment Systems, Ann Arbor, MI
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
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11. Trans<strong>for</strong>ming Statewide <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> through Research, Partnership,<br />
and Policy (SOC)<br />
This presentation will demonstrate how research is being used to influence statewide<br />
systemic policy changes <strong>for</strong> Montana’s school mental health program, Comprehensive<br />
<strong>School</strong> and Community Treatment (CSCT). Presenters will review the systemic process<br />
leading to the research and discuss the policy implications of a report Advancing <strong>School</strong><br />
<strong>Mental</strong> <strong>Health</strong> in Montana: A Report on Changes to Administrative Rules <strong>for</strong><br />
Comprehensive <strong>School</strong> and Community Treatment submitted to two of Montana’s<br />
leading state agencies.<br />
Sara Casey, MSE, Montana Office of Public Instruction, Helena, MT<br />
Erin Butts, MSW, Institute <strong>for</strong> Educational Research and Service, Missoula, MT<br />
12. The Importance of Play in the <strong>School</strong> Setting: Primary Project (YD)<br />
This session will examine the importance of play and what an integral part it plays in<br />
the academic environment of the child. It ensures that the school setting attends to the<br />
social and emotional development of children as well as their cognitive development.<br />
It has been shown to help children adjust to the school setting and even to enhance<br />
children’s learning readiness, learning behaviors, and problem-solving skills. Data will<br />
be presented to reflect this.<br />
Donna Hudson Coakley, MEd, D. C. Department of <strong>Mental</strong> <strong>Health</strong> - <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong> Program, Washington, DC<br />
13. Collaborating <strong>for</strong> Students: Developing, Implementing, and Sustaining a<br />
<strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Program with Multiple Stakeholders (LL)<br />
This presentation will discuss establishing school/community partnerships that break<br />
down barriers among multiple systems and stakeholders in order to support<br />
infrastructure <strong>for</strong> establishing programs and that meet the mental health needs of<br />
students. A project director from a Safe <strong>School</strong>s/<strong>Health</strong>y Students funded school district<br />
will discuss how their community integrated social, emotional, and physical health into<br />
their Family Resource <strong>Center</strong>s to provide complete wrap-around services <strong>for</strong> students<br />
and families.<br />
Kelly Wells, MPA, and Elizabeth Freeman, LISW-CP AP, LMSW, American Institutes <strong>for</strong><br />
Research, SC<br />
14. Utilizing a Community of Practice Structure to Build Family, <strong>School</strong>,<br />
Community and State Partnerships to Impact Collaborative System Wide<br />
Innovation and Change. (FP)<br />
Hawaii's Department of Education piloted the COP approach to develop structures<br />
necessary <strong>for</strong> ongoing SBBH and IDEA improvements. Participants will learn what it<br />
took to build a COP that crosses agencies, islands, communities and local school<br />
complex, including an example of a local practice group and its success that ultimately<br />
influenced statewide systems change. This session is designed as a best-practice sharing<br />
of ideas focused on using the COP model to create larger system-wide innovation.<br />
Susan Wood, CA, Ho'opa'a, Honokaa, HI<br />
Arthur Souza, MA, MA, BA, Hawaii Department of Education, Kailua-Kona, HI<br />
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15. Diagnosis/Treatment of AD/HD, Anxiety and Mood Disorders in Children (PS)<br />
Appropriate diagnosis of children’s attentional, anxiety and mood problems is essential<br />
<strong>for</strong> proper treatment. There<strong>for</strong>e, consideration of co-morbid and differential diagnosis<br />
is imperative. This workshop will review the evidence-based psychological strategies<br />
<strong>for</strong> treatment of ADHD, anxiety and depression and consider the role of psychotropic<br />
medication in the treatment of biologically-based mental illness.<br />
Alexandra Wojtowicz, PhD, CCIU, Downingtown, PA<br />
16. Linking <strong>School</strong> Based <strong>Health</strong> <strong>Center</strong>s to Academic Outcomes (EBP)<br />
This session will present results of two controlled, peer-review published research<br />
studies showing that utilization of school-based health centers in Seattle is associated<br />
with improved academic outcomes, including GPA, attendance, and graduation rates.<br />
The presentation team will go on to describe methods through which the Seattle SBHCs<br />
have implemented specific methods <strong>for</strong> achieving not just improved social-emotional<br />
and physical health, but also a connection to improved academic success of participating<br />
students.<br />
Eric Bruns, PhD, Aaron Lyon, PhD, and Michael Pullman, PhD, University of<br />
Washington <strong>School</strong> of Medicine, Seattle, WA<br />
17. Some Secrets Should be Shared: Implementing an Evidence-Based Suicide<br />
Prevention Program in Your <strong>School</strong> (MF)<br />
Workshop participants will be introduced to an evidence-based middle and high school<br />
suicide prevention curriculum that teaches youth how to recognize the warning signs<br />
of depression and suicide in themselves or a friend using the ACT model (Acknowledge,<br />
Care, and Tell). Program materials will be previewed, including viewing the updated<br />
DVD, modeling the use of the discussion guide, and reviewing the screening tool and<br />
its role in program implementation. SOS program research will be reviewed.<br />
Diane Santoro, LICSW, Screening <strong>for</strong> <strong>Mental</strong> <strong>Health</strong>, Wellesley Hills, MA<br />
18. Culturally Responsive <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> in Rural Communities (DY)<br />
Culture is a broad construct that applies to race and ethnicity, as well as to gender, age,<br />
economic status, location (e.g., urban, rural), and community (e.g., military). <strong>School</strong><br />
mental health (SMH) services must be sensitive to these diverse cultures and contexts.<br />
The goals of this presentation are to highlight some of the unique challenges associated<br />
with SMH service provision in rural contexts and to discuss strategies <strong>for</strong> advancing<br />
culturally responsive care in rural SMH.<br />
Julie Owens, PhD, Yuko Watabe, MA, Ohio University, Athens, OH<br />
Kurt Michael, PhD, Abby Albright, BA, Appalachian State University, Boone, NC<br />
19. A Qualitative Study Comparing Family-Driven and Youth-Drive Perspectives<br />
on Engagement in <strong>School</strong>-Based <strong>Mental</strong> <strong>Health</strong> (YIL)<br />
To advance practice and policy in school mental health, the IDEA Partnership and the<br />
University of Maryland support a National Community of Practice on Collaborative<br />
<strong>School</strong> Behavioral <strong>Health</strong>. The Family-<strong>School</strong>-Community Partnerships Practice Group<br />
was asked by the National Coordinating Committee on <strong>School</strong> <strong>Health</strong> and Safety<br />
(NCCSHS) to craft a family-driven definition of family engagement. The same 6
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
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10:55 - 11:10 AM Break<br />
questions, in a youth friendly <strong>for</strong>mat, were used to compare themes between<br />
parents/guardians and youth service recipients themselves.<br />
Staci Lee Rodarmel, MS, MEd, Facilitator, Family-<strong>School</strong>-Community Partnership,<br />
Luzerne, PA<br />
11:10 - 12:10 PM Conference Session 2<br />
20. Integrating Brain Research into <strong>School</strong> Based Therapeutic Interventions (YD)<br />
The goal of this session is to provide school-based mental health providers with the<br />
knowledge and tools to improve the academic and emotional/behavioral outcomes of<br />
children. Brain research can lead to improved therapeutic outcomes <strong>for</strong> children and<br />
can promote children’s ability to learn, <strong>for</strong>m relationships and manage their<br />
feelings/behavior. When therapists utilize a brain based perspective and become aware<br />
of the impact of neuroscience on social/behavioral/emotional functioning, they can meet<br />
the complex needs of students.<br />
Robert Hull, EdS, MHS, University of Missouri/Prince Georges County <strong>School</strong>s,<br />
Millersville, MD<br />
Merrily Brome, MA, ABSNP, and Robert Marino, MA/ABSNP, University of<br />
Missouri/Prince Georges County <strong>School</strong>s, Adelphi, MD<br />
21. The <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Collaboration Survey: A Tool <strong>for</strong> Partnerships,<br />
Researchers, Evaluators, and Funders (CC)<br />
Collaboration between school professionals and mental health professionals from<br />
collaborating agencies is a critical component <strong>for</strong> school mental health; however, there<br />
are few tools available <strong>for</strong> accurately assessing the strength of collaborative practice and<br />
identifying strategies <strong>for</strong> improvement. The <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Collaboration Survey<br />
will be introduced as psychometrically sound tool <strong>for</strong> systematically assessing<br />
collaboration and advancing practice, program evaluation, and research.<br />
Elizabeth Mellin, PhD, Penn State University, University Park, PA<br />
Leslie Taylor, PhD, and Mark Weist, PhD, University of South Carolina, Columbia, SC<br />
<strong>22</strong>. Funding Opportunities <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Researchers at the Institute<br />
of Education Sciences<br />
In this presentation school mental health researchers will learn about different grant<br />
opportunities available through the Institute of Education Sciences (IES) in the US<br />
Department of Education. Participants are encouraged to ask questions and will be<br />
provided with examples to learn how IES can support their collaborative ef<strong>for</strong>ts to explore,<br />
develop or evaluate interventions and measures in the area of school mental<br />
health.<br />
Emily Doolittle, PhD, Institute of Education Sciences, Washington, DC<br />
23. Behavioral Non-Responders: The Seven Types of Students Who Need Tier 2 or<br />
3 Social, Emotional, or Behavioral Interventions (PBS)<br />
Most school-wide positive behavioral support (PBSS) systems include multi-tiered<br />
services <strong>for</strong> disobedient, disruptive, defiant, and disturbing students who do not respond<br />
to effective classroom management. Seven prototypes of students needing Tier 2 or 3<br />
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interventions, because of significant social, emotional, and behavioral challenges, are<br />
described. These prototypes should be part of an expanded approach to functional<br />
assessment. Specific interventions are linked to each prototype.<br />
Howie Knoff, PhD, Arkansas Department of Education, Little Rock, AR<br />
<strong>24</strong>. Screening the At Risk Student <strong>for</strong> Depression and Suicide: A <strong>School</strong> Nurse<br />
<strong>Mental</strong> <strong>Health</strong> Initiative (SOC)<br />
This presentation will review the process of implementing the STARS program -<br />
Screening the at Risk Student: collaboration between the medical, mental health and<br />
education systems in New York City. The object of the program is to identify students<br />
with previously undiagnosed depression (or existing depression) who are at risk <strong>for</strong><br />
suicide or other harmful behaviors; make appropriate and timely referrals to school<br />
support services; and develop resources both in the school and the community.<br />
Scott Bloom, LCSW, and Catherine Travers, RN, BSN, MS, New York City Department<br />
of Education, New York, NY<br />
25. Children Thrive When Their Families Are Strong, Families Excel In<br />
Communities That Support Them To Succeed: Parents Are the Building Blocks in<br />
Creating Family, <strong>School</strong> and Community Support Systems (FP)<br />
This panel of parents will focus on the importance of family involvement and its impact<br />
on a child’s success in the family, school and community. These family leaders will<br />
share stories and strategies specific to their individual region of the state, how they<br />
overcame barriers and challenges, as well as their successes and lessons learned along<br />
the way in creating a family, school and community support system in Illinois.<br />
Kim Miller, Parent Professional, Robin Cabral, Parent Professional, Janet Silas, BA, and<br />
Chris Hendrix, Parent Professional, Illinois Children’s <strong>Mental</strong> <strong>Health</strong> Partnership, IL<br />
26. A Model <strong>for</strong> Partnership Between <strong>School</strong>s, Families, and a Program Offering<br />
Intervention in Early Psychosis (PS)<br />
In this presentation, we will focus on the early warning symptoms of psychosis or a<br />
more severe mental illness, the connection between symptom-related brain changes and<br />
necessary accommodations at school, and the collaboration between the school, the<br />
family and our staff. We will offer a video of youth and family voices, examples of<br />
education we provide to school staff, and case studies that illustrate successful<br />
partnerships and outcomes.<br />
Sarah Lynch, LCSW, and Mary Morris, MSOT, OTR/L, PIER Program and EDIPPP<br />
(Early Detection and Intervention <strong>for</strong> Prodromal Psychosis Program), Portland, ME<br />
27. An Evolving Plan: Challenges and Responses to Evaluating a <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong> Program (EBP)<br />
This presentation shares challenges and responses to evaluation of a school mental health<br />
program at Children’s Hospital Boston, the community mental health program at<br />
Children’s Hospital Boston. We will share data and case examples from the last three<br />
years to illustrate how the evaluation plan and quality improvement ef<strong>for</strong>ts have evolved.<br />
Discussion will focus on issues others have faced in designing and implementing<br />
evaluations of other school mental health programs.<br />
Luba Falk Feigenberg, EdD, and Shella Dennery, MSW, Children's Hospital<br />
Neighborhood Partnerships, Boston, MA
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
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28. Social Participation Patterns and Preferences from the Perspectives of 8 to 12<br />
Year-old Children on the Autism Spectrum (YD)<br />
Social development during middle childhood is critical to children’s well-being.<br />
Children with disabilities, including those with autism, are at a higher risk <strong>for</strong> negative<br />
social experiences due to restricted opportunities <strong>for</strong> interaction and personal challenges.<br />
This presentation explores these challenges and offers intervention strategies <strong>for</strong> school<br />
personnel.<br />
Lisa Crabtree, PhD, Towson University, Towson, MD<br />
29. Stop, Collaborate, and Listen (MF)<br />
How do you actually collaborate? The providers of the <strong>School</strong>-Based <strong>Mental</strong> <strong>Health</strong><br />
Program at Ft. Campbell KY would like to share with you the process they went through<br />
to bridge gaps in policy, procedure, and personality to develop a cooperative relationship<br />
between hospital providers and school stakeholders. Specific strategies and techniques<br />
will be shared through the medium of real challenges experienced by the providers which<br />
can then be generalized to new or existing programs alike.<br />
Thomas Vertrees, MA, LPC-MHSP, Tamara Eade, MA, LPCC, Celia Burton, MA, LPC,<br />
NCC, and Opal Galloway, MA, LCSW, <strong>School</strong>-Based <strong>Mental</strong> <strong>Health</strong> Services,<br />
Blanchfield Army Community Hospital, Campbell, KY<br />
30. Collaborative Research on <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Diverse Learners: A Way<br />
Forward in Higher Education (DY)<br />
This presentation describes collaborative ef<strong>for</strong>ts among University faculty with expertise<br />
in education, mental health, medicine, and public health, geared toward identifying nonacademic<br />
factors which may impact mental health <strong>for</strong> diverse learners and identifying<br />
potential collaborators, within school settings, to address students' mental health needs.<br />
Preliminary research findings and training initiatives from current projects will be<br />
described, and participants will participate in activities and case studies to apply research<br />
to their own school settings and situations.<br />
Amy Mazur, EdD, and Deanna Conley, Med, The George Washington University,<br />
Washington, DC<br />
31. Leadership Opportunities <strong>for</strong> All Youth: Empowering Students Placed at Risk<br />
through Meaningful Engagement in Extra-Curricular Programs (YIL)<br />
This conference session will present in<strong>for</strong>mation on the meaningful engagement of<br />
students placed at-risk in extra-curricular programs. Presenters will focus on the 40<br />
developmental assets <strong>for</strong> adolescents, developed by the Search Institute, and how these<br />
assets can be incorporated in the collaborative planning <strong>for</strong> each student by his/her<br />
system of care and enhanced through participation in leadership programs.<br />
Eric Hearst, MSW, and Darren Madison, MSW, Loudoun County Public <strong>School</strong>s,<br />
Ashburn, VA<br />
32. Reconceptualization Preservice Teacher Education and Practice <strong>for</strong><br />
Engagement in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Systems of Care (SOC)<br />
A reconceptualized model of teachers' professional preparation and work in schools will<br />
be provided. Foundation is the Psychosocial Curriculum, comprised of: Inextricable<br />
linkage between academic achievement, psychological development, and healthy family<br />
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functioning; Knowledge about mental health, early identification, and referral skills;<br />
Operational ecological perspective of children, families, schools, and communities.<br />
Bob Burke, PhD, Department of Teacher Education, Ox<strong>for</strong>d, OH<br />
12:10 – 12:20 PM Lunch Break (Please pick up a boxed lunch and attend one of the CoP training sessions)<br />
12:20 – 1:20 PM Community of Practice Group Training Sessions (Please select one session to attend)<br />
1:20 - 1:30 PM Break<br />
33. Building a Collaborative Culture <strong>for</strong> Student <strong>Mental</strong> <strong>Health</strong> (CC)<br />
34. Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Positive Behavior Supports (PBS)<br />
35. Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> with Juvenile Justice and Dropout Prevention (JJD)<br />
36. Education: An Essential Component of Systems of Care (SOC)<br />
37. Family-<strong>School</strong>-Community Partnerships (FP)<br />
38. Improving <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Youth with Disabilities (YD)<br />
39. Learning the Language: Promoting Effective Ways <strong>for</strong> Interdisciplinary Collaboration (LL)<br />
40. Psychiatry and <strong>School</strong>s (PS)<br />
41. Quality and Evidence-Based Practice (EBP)<br />
42. <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Culturally Diverse Youth (DY)<br />
43. <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Military Families (MF)<br />
44. Youth Involvement and Leadership (YIL)<br />
1:30 - 2:30 PM Conference Session 3<br />
8<br />
46. How National Practice Models Help Build Collaborative <strong>School</strong> Community<br />
Partnerships (CC)<br />
This session will present in<strong>for</strong>mation on the national models of practice <strong>for</strong> the National<br />
Association of <strong>School</strong> Psychologists (NASP) and the American <strong>School</strong> Counselor<br />
Association (ASCA). Implementation of these models emphasizes the need <strong>for</strong><br />
comprehensive mental health services in schools and includes an emphasis on building<br />
effective school-community collaborations. Specific elements of each model that<br />
emphasize collaborative relationships will be reviewed and recommendations <strong>for</strong> how<br />
these models can improve these partnerships will be addressed.<br />
Kathy Minke, PhD, National Association of <strong>School</strong> Psychologists, Bethesda, MD<br />
Amanda Fitzgerald, MA, American <strong>School</strong> Counselor Association, Alexandria, VA<br />
47. Connecting Prevention and Intervention: Positive Behavioral Interventions<br />
and Supports (PBIS), Student Support Team (SST) Interventions, and Therapeutic<br />
Counseling through Community Partnerships (PBS)<br />
Examples of programs and services at the schoolwide, selected, or intensive levels of<br />
prevention and intervention will be presented as coordinated by the Office of<br />
Psychological Serivces, Department of Student Support Services, Baltimore County<br />
Public <strong>School</strong>s. Implementation of Positive Behavioral Interventions and Supports,<br />
Student Support Team interventions and supports, and therapeutic counseling services
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
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to foster or adopted students and families through community partnership agreements<br />
will be described. Implementation, utilization, and outcome data will be reviewed.<br />
Margaret Grady Kidder, PhD, Baltimore County Public <strong>School</strong>s, Baltimore, MD<br />
48. A Youth-Centric Prevention Framework to Address Teen Sexting Behaviors<br />
(JJD)<br />
This presentation focuses on findings of a federally-funded study in three states (MA,<br />
SC, OH) focused on youth-centric prevention policy and practices to address the<br />
incidence and harmful consequences associated with the production and distribution by<br />
juveniles of sexually explicit images of themselves or peers via cell phone -- commonly<br />
referred to as sexting. Sexting has attracted recent attention amidst concerns over its<br />
prevalence and its potential connections with bullying/cyber-bullying, dating violence<br />
and sexual exploitation. Implications of the findings <strong>for</strong> educators, school mental health<br />
professionals, and parents are highlighted.<br />
Carl Paternite, PhD, Miami University, Ox<strong>for</strong>d, OH<br />
Elizabeth Letourneau, PhD, and Sarah Hales, LMSW, Medical University of South<br />
Carolina, Charleston, SC<br />
49. STRESS! Why The Brains of Students with LD & ADHD Are At Risk and What<br />
You Can Do About it (YD)<br />
Many students with Dyslexia and ADHD have a history of frustration and failure. This<br />
causes chronic stress that can cause brain changes that actually result in a reduced<br />
capacity to cope with increasingly complex social, academic and behavioral<br />
expectations. These students are often misdiagnosed and inappropriately treated when<br />
they act out or acting to cope with anxiety. Research, case studies and stress-reducing<br />
cartoons will used to explore the neuroscience of this phenomenon. Participants will<br />
learn many practical strategies <strong>for</strong> increasing a student’s awareness & self advocacy to<br />
combat stress.<br />
Jerome Schultz, PhD, Harvard Medical <strong>School</strong>, Arlington, MA<br />
50. Promoting Effective Language Within <strong>School</strong>-Based Psychological Assessments<br />
(LL)<br />
Effective use of language in school-based psychological assessments increases their<br />
understandability and impact. The author will provide an introduction into collaborative<br />
assessment, focusing on the minimization of jargon and attempting to frame discussions<br />
using clients’ words. The author will detail his two-year intervention study in a school<br />
district in Texas, which involved training school-based assessors on such techniques and<br />
measuring assessor and parent reactions. Active discussion regarding implications and<br />
suggestions <strong>for</strong> future research will follow.<br />
Johnathan Fowler, PhD , University of South Carolina, Dept. of Psychology, Myrtle<br />
Beach, SC<br />
51. The Collaboration of Psychiatric Consultation and <strong>School</strong>s: A Working Model<br />
(PS)<br />
A working model that describes the collaboration between a child psychiatrist and a<br />
large suburban school district will be discussed. This model includes how evaluations<br />
are arranged and conducted, how school mental health clinicians are involved, and how<br />
a large community medical center is involved in our student referrals. The importance<br />
of child and adolescent psychiatry in the school setting cannot be emphasized enough,<br />
and case examples will be used to discuss this.<br />
Caryl Oris, MD, and Regina Agrusa, MS, Sewanhaka Central High <strong>School</strong> District,<br />
Floral Park, NY<br />
9
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10<br />
52. Measuring Our Success: Continuing to Make the Case <strong>for</strong> <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong> (EBP)<br />
This presentation will focus on continuing to make the case <strong>for</strong> school mental health.<br />
The presenters will share data from a 4 year longitudinal study and how the results will<br />
help shape their key messages. The presentation will also discuss other outcome<br />
measures and how programs can utilize them <strong>for</strong> monitoring progress and evaluating<br />
program outcomes.<br />
Mark Sander, PsyD, Hennepin County and Minneapolis Public <strong>School</strong>s, Minneapolis,<br />
MN<br />
Jessie Everts, MA, <strong>Mental</strong> <strong>Health</strong> Collective, Minneapolis, MN<br />
53. Promoting Wellness <strong>for</strong> <strong>School</strong> Staff to Create a Positive Social Emotional<br />
Learning Environment <strong>for</strong> Military Children (MF)<br />
Military children experience many stressors, which in turn affect their school<br />
environment. The Tripler Army Medical <strong>Center</strong> <strong>School</strong> Behavioral <strong>Health</strong> Team has<br />
developed programs to encourage and support the school environment in which military<br />
children spend their time. This program will focus on giving care to the caregiver in the<br />
school.<br />
Ruby Bartolome, LCSW, Kelena Freudenberg-Flores, MSW, Joana Cuevas, MSW,<br />
Darin Gould, MD, and Stan Whitsett, PhD, Tripler Army Medical <strong>Center</strong>, Honolulu, HI<br />
54. Coming Together to Support LGBTQ Youth (DY)<br />
In today's diverse society it is important to understand the unique needs of all students.<br />
This presentation will take a look at the 'silent diversity' within our schools. LGBTQ<br />
youth are a unique population of students. We will share our work and the stories of<br />
LGBTQ youth, parents, families/friends in this interactive discussion on strategies to<br />
best meet the needs of these students.<br />
Brandie Oliver, MS, NCC, ABD, and Karen Bushouse, BS, Butler University,<br />
Indianapolis, IN<br />
55. Engaging Youth: Using Photovoice in the Development and Implementation of<br />
a Youth Empowerment Program (YIL)<br />
This session will present on the use of Photovoice, a Participatory Action Research<br />
(PAR) method to engage fifth and sixth grade participants in activity-based life skills<br />
within a grant-funded after school program focusing on youth empowerment. The<br />
project, process, data analysis and findings will be presented and discussed relative to<br />
grant objectives, effectiveness of methods, and utility in process evaluation.<br />
M. Beth Merryman, PhD, OTR/L, Towson University, Towson, MD<br />
56. Bringing Together Parents, Educators, <strong>Mental</strong> <strong>Health</strong> Professionals and Others<br />
to Build Professional Capacity <strong>for</strong> Underserved Populations (CC)<br />
This presentation will describe how parents, educators, mental health professionals and<br />
others in South Dakota proceeded to develop professional capacity to address the mental<br />
health needs of the very young. Aspects addressed will include identification of need,<br />
funding, training structure, selection of trainees, training content, immediate effect on<br />
services, and long-term sustainability.<br />
Greg Boris, EdD, South Dakota Voices <strong>for</strong> Children, Sioux Falls, SD<br />
57. Bringing <strong>School</strong>-Based Family Counseling to Life with Adventure-Based<br />
Activities: Engaging Families Successfully<br />
Adventure-based counseling offers innovative strategies to incorporate into school-based<br />
family counseling (SBFC) programs to engage families. By integrating adventure-based<br />
activities into SBFC mental health professionals can observe and impact family
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
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2:30 - 2:45 PM Break<br />
2:45 - 4:15 PM Symposia Session<br />
dynamics and promote critical insight with clients. As such, this presentation will<br />
introduce participants to adventure-based strategies <strong>for</strong> school-based family counseling.<br />
The presentation utilizes a balance of lecture, discussion and activities to promote<br />
participant involvement and increase awareness of the benefits of adventure-based<br />
strategies.<br />
Kylie Dotson-Blake, PhD, East Carolina University, Greenville, NC<br />
58. It Takes a Village (CC)<br />
Chair and Discussant: Trena Goodwin, MSN, APRN, CNS-BC, LPCC-S, Central Clinic,<br />
Cincinnati, OH<br />
Results of a statewide survey of school staff on school-community behavioral health<br />
collaboration are presented. Findings indicate low collaboration of school staff with<br />
community providers to provide behavioral health services <strong>for</strong> students, particularly<br />
those in rural counties of the state. Recommendations on resources available to improve<br />
school-community collaboration are presented.<br />
Trena Goodwin, MSN, APRN, CNS-BC, LPCC-S, and Pamela Bowers, MS, PC, Central<br />
Clinic, Cincinnati, OH<br />
Susan Shelton, BSEE, MBA, Mindpeace, Cincinnati, OH<br />
Diane McIntosh, PhD, MSN, APRN-CNS-BC, Hamilton County <strong>Mental</strong> <strong>Health</strong> and<br />
Recovery Services Board, Cincinnati, OH<br />
Annie Bogenschultz, EdD, Cincinnati Public <strong>School</strong>s, Cincinnati, OH<br />
59. Development of an Interconnected Systems Framework <strong>for</strong> <strong>School</strong>-Wide<br />
PBIS and <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> (PBS)<br />
Chair: Mark Weist, PhD, University of South Carolina, Columbia, SC<br />
Discussant: Carl Paternite, Miami University, Ox<strong>for</strong>d, OH<br />
Since 2008, leaders from federally funded national centers <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
(SMH) and <strong>for</strong> Positive Behavior Intervention and Support (PBIS) have been working<br />
collaboratively to establish a framework inclusive of the experiences and knowledge of<br />
both centers. This work is being supported by local, state and national leaders working<br />
together in a National Community of Practice (COP) <strong>for</strong> Collaborative <strong>School</strong> Behavioral<br />
<strong>Health</strong> that includes 13 states. With the two national centers, three of these states<br />
(South Carolina, Pennsylvania, and Illinois) have established state-level systems of PBIS<br />
and commitments <strong>for</strong> advancing SMH. Within these 3 states, local communities have<br />
been selected as pilot sites <strong>for</strong> implementing an ISF model. Although planning structures<br />
and commitments are evident in all sites, participating states and communities have<br />
unique features and histories with regard to SMH and SW-PBS including funding structures,<br />
policy, and evaluation tools to name a few.<br />
Lucille Eber, EdD, Jill Johnson, MA, Illinois PBIS Network, IL<br />
Susan Barrett, MA, National PBIS <strong>Center</strong>, Richmond, VA,<br />
James Palmiero, MA, PaTTAN, Pittsburgh, PA<br />
Carl Paternite, PhD, Miami University of Ohio, Ox<strong>for</strong>d, OH<br />
Mark Weist, PhD, University of South Carolina, Columbia, SC<br />
11
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12<br />
60. Supporting Students with Emotional and Behavioral Disabilities in the Least<br />
Restrictive Environment: Three Local-National Collaboratives (YD)<br />
Chair and Discussant: Nancy Lever, PhD, University of Maryland, <strong>Center</strong> <strong>for</strong> <strong>School</strong><br />
<strong>Mental</strong> <strong>Health</strong>, Baltimore, MD<br />
National and local program leaders will present three programs developed by the Maryland<br />
State Department of Education, local education authorities and the national <strong>Center</strong><br />
<strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> to support students with emotional disturbance(ED) in their<br />
least restrictive educational environment. Topics will include funding and cost benefit<br />
analysis; telepsychiatry; evidence-based practices <strong>for</strong> students with ED; family support<br />
partners and case managers; and outcomes assessment. Discussion will focus on applications<br />
to other states and locales.<br />
Nancy Lever, PhD, Sharon Stephan, PhD, Tom Sloane, LCPC, Dana Cunningham, PhD,<br />
and Carrie Mills, PhD, University of Maryland, Baltimore, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong>, Baltimore, MD<br />
61. Using Evidence to In<strong>for</strong>m the Development of Inter-Professional, <strong>Mental</strong><br />
<strong>Health</strong> Practices in <strong>School</strong>s (LL)<br />
Chair: Michael A. Lawson, MS, ABD, Binghamton University, Binghamton, NY<br />
Discussant: Laura Bronstein, ACSW, LCSWR, PhD, Binghamton University,<br />
Binghamton, NY<br />
This symposium presents two examples <strong>for</strong> how data can be used to in<strong>for</strong>m services designed<br />
to prevent bullying in school. In the first, we describe how Latent Class Analysis<br />
(LCA) can be used to generate student risk profiles <strong>for</strong> bullying-related problems. In<br />
the second, we describe how the risk profiles in<strong>for</strong>med the development of a pilot program<br />
where pre-service social workers and teacher were paired to develop a referral<br />
process designed to optimize service delivery.<br />
Tania Alameda-Lawson, MSW, PhD, Elizabeth Anderson, MS Ed, EdD, and Michael A.<br />
Lawson, MS, ABD, Binghamton University, Binghamton, NY<br />
62. Applying the Interactive Systems Framework to <strong>School</strong> <strong>Mental</strong> <strong>Health</strong>: A comparison<br />
of state and local outcomes across disparate contexts. (FP)<br />
Chair: Mark Weist, PhD, University of South Carolina, Columbia, SC<br />
Discussant: Abe Wandersman, PhD, University of South Carolina, Columbia, SC<br />
This session will describe the application of the Interactive System Framework (ISF), a<br />
framework <strong>for</strong> providing a systematic approach in bridging the gap between research<br />
and practice, to school mental health through input from key stakeholders (leaders in<br />
education, family advocates, child advocates, and juvenile justice leaders) at state and<br />
local levels. Presentations will include process level data regarding development of<br />
workgroups representative of framework systems, identification of framework barriers<br />
and facilitators, and recommendations <strong>for</strong> implementation.<br />
Paul Flaspohler, PhD, Miami University, Ox<strong>for</strong>d, OH<br />
Leslie Taylor, PhD, and Mark Weist, PhD, University of South Carolina, Columbia, SC
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
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63. State, Regional and Local Approaches to Building Sustainable and Effective<br />
<strong>School</strong>, Family Community Partnerships (FP)<br />
Chair: Colette Lueck, MSW, Illinois Children’s <strong>Mental</strong> <strong>Health</strong> Partnership, Chicago, IL<br />
Discussant: Lisa Betz, LCSW, LCPC, Illinois Department of Human Services, Division<br />
of <strong>Mental</strong> <strong>Health</strong>, Chicago, IL<br />
In 2003 Illinois passed the Children’s <strong>Mental</strong> <strong>Health</strong> Act, which called <strong>for</strong> development<br />
of the Illinois Children’s <strong>Mental</strong> <strong>Health</strong> Partnership, and charged the Partnership with<br />
development of a children’s mental health plan that addresses prevention/promotion,<br />
early intervention and mental health treatment needs. Strategies to implement the plan<br />
have been in effect <strong>for</strong> five years, including developing family leadership roles across<br />
all child serving systems, and supporting school, family and community partnerships.<br />
Specific strategies will be shared as well as results, including barriers that have been<br />
successfully negotiated.<br />
Colette Lueck, MSW and Kim Miller, Parent Professional, Illinois Children’s <strong>Mental</strong><br />
<strong>Health</strong> Partnership, Chicago/Peoria, IL<br />
Lisa Betz, LCSW, LCPC, Illinois Department of Human Services, Division of <strong>Mental</strong><br />
<strong>Health</strong>, Chicago, IL<br />
64. Child <strong>Center</strong>ed Play Therapy in the <strong>School</strong>s: The Evidence Base (EBP)<br />
Chair: Dee Ray, PhD, University of North Texas, Denton, TX<br />
Discussant: Stephen Armstrong, PhD, Texas A&M University- Commerce, Commerce, TX<br />
This symposium will present the overall evidence base <strong>for</strong> using child centered play<br />
therapy as a mental health intervention in schools. A systematic review, including metaanalysis,<br />
on child-centered play therapy effectiveness in the schools will be presented.<br />
Additionally, the panel will present results from three experimental studies on child centered<br />
play therapy with diverse samples, including at-risk young children, children with<br />
intellectual disabilities, and classroom teachers. All research was conducted with a multicultural<br />
sample.<br />
Dee Ray, PhD, University of North Texas, Denton, TX<br />
Pedro J. Blanco, PhD, Texas Women’s University, Denton, TX<br />
Karrie Swan, PhD, University of North Texas, Denton, TX<br />
Sarah Carlson, PhD, Jewish Family Service, Dallas, TX<br />
65. Evaluation as a Tool <strong>for</strong> Improving Student Outcomes and Sustainability in<br />
Baltimore's Expanded <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> (BESMH) Program (EBP)<br />
Chair: Bruno Anthony, PhD, Georgetown University <strong>Center</strong> <strong>for</strong> Child<br />
and Human Development, Washington, DC<br />
Discussant: Olga Acosta Price, PhD, Department of Prevention & Community <strong>Health</strong><br />
<strong>School</strong> of Public <strong>Health</strong> and <strong>Health</strong> Services, The George Washington University,<br />
Washington, DC<br />
This symposia will provide presentations on the following: 1) findings from Georgetown<br />
University’s evaluation of the Baltimore Expanded <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> program; 2)<br />
lessons learned in the implementation of the BESMH including engagement of partners<br />
in the evaluation process; 3) the role of evaluation in in<strong>for</strong>ming policy and practice decisions<br />
and examples of how evaluation data can in<strong>for</strong>m planning <strong>for</strong> sustainability. This<br />
Symposium will present key findings from this important evaluation and provide insights<br />
about key features of implementation, lessons learned, and sustainability strategies.<br />
13
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14<br />
Joyce K. Sebian, MS Ed., and Bruno Anthony, PhD, Georgetown University <strong>Center</strong> <strong>for</strong><br />
Child and Human Development, Washington, DC<br />
Denise Wheatly-Rowe, MSW, Baltimore <strong>Mental</strong> <strong>Health</strong> Systems, Inc., Baltimore, MD<br />
Olga Acosta Price, PhD, Department of Prevention & Community <strong>Health</strong> <strong>School</strong> of<br />
Public <strong>Health</strong> and <strong>Health</strong> Services, The George Washington University, Washington, DC<br />
66. Effective <strong>School</strong>-Based Suicide Prevention Programs (EBP)<br />
Chair and Discussant: Julie Goldstein-Grumet, PhD, DC Department of <strong>Mental</strong> <strong>Health</strong>,<br />
Washington, DC<br />
<strong>School</strong>s are in the unique position to provide support to youth who may be struggling with<br />
thoughts of suicide. Un<strong>for</strong>tunately, many at risk students go unnoticed and unserved. This<br />
symposium session will overview two different programs approach to providing suicide<br />
prevention programming in schools and in the community. The specific learning objectives<br />
include: 1) understanding evidence-based approaches to conducting suicide prevention programs<br />
in schools and the community; 2) describing obstacles and barriers to conducting<br />
suicide prevention in schools; and 3) recognizing the importance of training adult gatekeepers<br />
about the signs and symptoms of suicide and how to respond appropriately as part<br />
of an effective suicide prevention program. Sustainability <strong>for</strong> providing such programming<br />
will be discussed. The use of several evidence-based suicide programs including Applied<br />
Suicide Intervention Skills Training (ASIST), RESPONSE, Question, Persuade and Refer<br />
(QPR) and Signs of Suicide (SOS) will be reviewed. Participants will learn the basic components<br />
of each of these intervention models and how the models can be implemented in<br />
a single school or multiple settings.<br />
Julie Goldstein-Grumet, PhD, and Robert Price, MA, MS, DC Department of <strong>Mental</strong><br />
<strong>Health</strong>, Washington, DC<br />
Stephen Dunlevy, MSW, Multnomah County <strong>School</strong> Based <strong>Mental</strong> <strong>Health</strong>, Portland, OR<br />
67. Successfully Supporting Military Children and their Families (MF)<br />
Chair and Discussant: Paul Ban, PhD, Office of Child, Adolescent & Family Behavioral<br />
<strong>Health</strong>, Tacoma, WA<br />
Every child in America, from birth to 11, has experienced the impacts of war, either directly<br />
or indirectly, the effects of which on our children are the subject of recent research.<br />
Creating school, community and military partnerships is key to providing long-term and<br />
sustainable support to soldiers, families, and youth. An integrated approach to addressing<br />
the needs of all students requires identification of emotional, developmental, and cognitive<br />
barriers to academic and social success at school. Components of a successful<br />
school program aimed at addressing the social and academic needs of students will be<br />
presented and discussed. The Community of Practice Model of the US Army Medical<br />
Command's Office of Child, Adolescent and Family Behavioral <strong>Health</strong> will be discussed,<br />
specifically as it pertains to collaborations and successes.<br />
Paul Ban, PhD, Mona Johnson, MA, CDP, CPP, Sandra Vest, LCSW, and Donna<br />
Hanlon, LCSW, Office of Child, Adolescent & Family Behavioral <strong>Health</strong>, Tacoma, WA<br />
Paul Douglas, MEd, Clover Park <strong>School</strong> District, Lakewood, WA
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
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68. Evidence-Based Support <strong>for</strong> Culturally Diverse Students Rising above<br />
Trauma: Models <strong>for</strong> Building Multidisciplinary Work<strong>for</strong>ce, Scaling up Implementation,<br />
and Incorporating Youth Voices of Resiliency (DY)<br />
Chair: Audra Langley, PhD, UCLA Semel Institute <strong>for</strong> Neuroscience and Human<br />
Behavior, Los Angeles, CA<br />
Discussant: Alejandra Acuna, Marleen Wong, Los Angeles Unified <strong>School</strong> District, Los<br />
Angeles, CA<br />
How can clinicians and non-clinicians alike implement evidence-based treatment so as<br />
to both engage culturally diverse families and students in school-based services and support<br />
and sustain implementation? This workshop brings together the research and experience<br />
of clinician-researchers and school-based mental health clinicians who present<br />
findings from school-based research examining the implementation and dissemination<br />
of Cognitive Behavioral Intervention <strong>for</strong> Trauma in <strong>School</strong>s (CBITS) with urban multicultural<br />
youth, including youth who have recently immigrated.<br />
Audra Langley, PhD, UCLA Semel Institute <strong>for</strong> Neuroscience and Human Behavior,<br />
Los Angeles, CA<br />
Erun Nadeem, PhD, Columbia University/New York State Psychiatric Institute, New<br />
York, NY<br />
Alejandra Acuna, LCSW, PPSC, Los Angeles Unified <strong>School</strong> District, Los Angeles, CA<br />
69. Preventing Bullying and Fostering Positive Learning Conditions <strong>for</strong> Students<br />
Who Are Lesbian, Gay, Bisexual, Transgender, or Questioning: Resources and<br />
Strategies (DY)<br />
Chair and Discussant: Jeffrey Poirier, MA, American Institutes <strong>for</strong> Research, Washington,<br />
DC<br />
With a history of responding to the needs of marginalized students, school mental<br />
health professionals actively work to address the unique needs of lesbian, gay, bisexual,<br />
transgender and questioning (LGBTQ) students. This workshop will focus on enhancing<br />
awareness, knowledge, and skills needed to effectively serve and create a safe<br />
environment <strong>for</strong> LGBTQ students. Participants will also hear about a district's bullying<br />
prevention ef<strong>for</strong>ts <strong>for</strong> all students and will receive a toolkit CD with more than 70<br />
LGBT resources.<br />
Jeffrey Poirier, MA, American Institutes <strong>for</strong> Research, Washington, DC<br />
Rebekah Byrd, PhD, East Tennessee State University, TN<br />
Francie Watson, MA, Cleveland Metropolitan <strong>School</strong> District, Cleveland, OH<br />
70. Advancing and Promoting Social-Emotional Development through Early Childhood<br />
<strong>Mental</strong> <strong>Health</strong> Consultation: Oh, The Places We Will Go: Early Childhood<br />
<strong>Mental</strong> <strong>Health</strong><br />
Chair: Barbara Parks, MSSA, DC Department of <strong>Mental</strong> <strong>Health</strong>, Washington, DC<br />
Discussant: Shana Bellow, PhD, DC Department of <strong>Mental</strong> <strong>Health</strong>, Washington, DC<br />
This symposium will provide professionals with strategies <strong>for</strong> supporting the social and<br />
emotional growth of children in various early childhood educational settings including<br />
child development centers and Head Start. Highlights from DC’s <strong>Health</strong>y Futures<br />
program, and early childhood mental health consultation program (ECMHC) will be<br />
discussed. The use of center-based, child-family centered and programmatic consultative<br />
15
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4:15 - 4:30 PM Break<br />
approaches will be presented. ECMHC as a prevention and early intervention strategy,<br />
and potential impact upon emerging school readiness will be discussed. Valuable tools<br />
<strong>for</strong> engaging school staff, families, and community members to encourage long-term<br />
student success will be provided.<br />
Barbara Parks, MSSA, Shana Bellow, PhD, DC Department of <strong>Mental</strong> <strong>Health</strong> and Tatiana<br />
Tucker, MSA, DC Department of <strong>Health</strong>, Washington, DC<br />
Reesa Pearlman, MSW, Hope <strong>Health</strong> Systems, Inc., Woodlawn, MD<br />
4:30 – 5:30 PM Conference Session 4<br />
16<br />
71. Establishing a Strategic Approach to Building Collaboration in a <strong>School</strong>-<br />
<strong>Mental</strong> <strong>Health</strong> Demonstration Project (CC)<br />
The State College SUMMIT project is an interdisciplinary initiative created <strong>for</strong> the purpose<br />
of increasing student access to quality mental health programs and services by integrating<br />
schools and mental health systems. This presentation will discuss how the management<br />
team <strong>for</strong> the project uses a strategic planning process <strong>for</strong> building collaborative relationships<br />
between schools, mental health, and family systems. Relevant implications and progress to<br />
date will be highlighted.<br />
Nicole Warcholak, MS, The State College SUMMIT Project, State College, PA<br />
Elizabeth Mellin, PhD, and Michael Wolff, PhD, The Pennsylvania State University, University<br />
Park, PA<br />
Jeanne Knouse, MEd, and Patrick Moore, MEd, State College Area <strong>School</strong> District, State<br />
College, PA<br />
72. Getting High <strong>School</strong>s on Board with <strong>School</strong>-Wide Prevention Programming and<br />
Data-Based Decision-Making (PBS)<br />
Maryland Safe and Supportive <strong>School</strong>s (MDS3) Initiative aims to improve school climate,<br />
school safety, student engagement, reduce violence, substance abuse and bullying. This<br />
presentation will provide an outline of the MDS3 model, share lessons learned from enrolling,<br />
engaging, and empowering high schools involved in the project. Participants will<br />
receive a matrix that provides a description and details of each intervention, a three-year<br />
training and implementation plan that includes ef<strong>for</strong>ts to promote sustainability beyond the<br />
grant.<br />
Patricia Hershfeldt, EdD, PBIS Regional Training and Technical Assistance <strong>Center</strong>,<br />
Severna Park, MD<br />
Susan Barrett, MA, PBIS Regional Training and Technical Assistance <strong>Center</strong>,<br />
Richmond, VA<br />
Andrea Alexander, LCPC, Maryland State Department of Education, Baltimore, MD<br />
Catherine Bradshaw, PhD, MEd, Johns Hopkins University, Baltimore, MD<br />
73. Integrating a Public <strong>Health</strong> Approach and <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> into a developing<br />
PBIS Culture (PBS)<br />
This session will present an overview of one district’s ef<strong>for</strong>ts to promote mental health<br />
and student success through a comprehensive system of early intervention services that<br />
address both the academic and behavioral needs of all students. The session will outline
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
______________________________________________________________________________________<br />
the steps taken to build an infrastructure <strong>for</strong> sustainable comprehensive mental health<br />
services with goals to increase academic achievement, decrease behavior problems, increase<br />
positive school climate and foster parent and community involvement.<br />
John Balles, PhD, and Sylvia Cohen, PhD, Scottsdale Unified <strong>School</strong> District,<br />
Scottsdale, AZ<br />
74. A <strong>School</strong> Based <strong>Mental</strong> <strong>Health</strong> Program: Breaking Barriers in Care through Collaborative<br />
Partnerships (SOC)<br />
Project Fleur-de-lis was designed as an intermediate and long-term school-based mental<br />
health service model <strong>for</strong> children following Hurricane Katrina. It is a collaborative program<br />
linking local schools, social service agencies, program developers, researchers,<br />
and clinicians in an ef<strong>for</strong>t to provide quality mental health services to students in the<br />
greater New Orleans area. It continues to draw on the expertise of school personnel and<br />
community mental health professionals to expand needed mental health services.<br />
Laura Danna, LCSW, Mercy Family <strong>Center</strong>, Project Fleur-de-lis, Metairie, LA<br />
75. Achieving Success Through Youth-Led Leadership<br />
The purpose of this youth-led presentation is to provide an overview of a leadership series<br />
geared to transition aged young adults (14-21) struggling with behavioral health issues.<br />
Alumni of the leadership series who are now members of Youth M.O.V.E North Carolina<br />
will share their personal stories, reflect on leadership as a positive intervention <strong>for</strong> young<br />
adults in transition and recommendations <strong>for</strong> using leadership as a step toward building<br />
self-awareness and management skills.<br />
Brittany Holt, BS, North Carolina Families Unites, NFFCMH, Inc., Greensboro, NC<br />
76. Prioritizing Support Services <strong>for</strong> Special Needs Students with Major <strong>Mental</strong><br />
<strong>Health</strong> Disorders (YD)<br />
A variety of supportive interventions to assist students with major mental health issues<br />
will be presented. These include a trauma-sensitive environment, on-site therapy, psychiatric<br />
consultation and comprehensive wrap-around services. A process of prioritizing the importance<br />
of each of these will be reviewed and the findings discussed. This will help distill<br />
the perceived relative importance of each of these services to key stakeholders.<br />
Therese Korth, PhD, MSW, and Kara Roberts, MS, Heartland Family Service Therapeutic<br />
<strong>School</strong>, Council Bluffs, IA<br />
77. Using Social Marketing Strategies to Communicate the Role of Educators in Helping<br />
Young Children Who Have Experienced Trauma (LL)<br />
The Substance Abuse and <strong>Mental</strong> <strong>Health</strong> Services Administration’s Caring <strong>for</strong> Every<br />
Child's <strong>Mental</strong> <strong>Health</strong> Campaign, which includes over 80 national organizations<br />
collaborating year-round, is focusing on the role of educators, families, community<br />
members and others in helping young children dealing with trauma to build resilience.<br />
The session will include resources <strong>for</strong> educators, tips on partnership development and<br />
social marketing strategies.<br />
Lisa Rubenstein, MHA, Substance Abuse and <strong>Mental</strong> <strong>Health</strong> Services Administration,<br />
Rockville, MD<br />
Helen Mitternight, BA, Caring <strong>for</strong> Every Child's <strong>Mental</strong> <strong>Health</strong> Campaign, Washington,<br />
DC<br />
17
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
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18<br />
78. Family Engagement: Creating Resilience through Better Partnerships (FP)<br />
This presentation will explore Family Engagement: Creating Resiliency through Better<br />
Partnerships’, a training to improve communication and relationships between educators<br />
and parents within a community will be explored. Specifically, presenters will discuss<br />
creating safety in partnerships, the power of understanding, engaging families through<br />
relationships, and opportunities <strong>for</strong> partnerships in an integrated approach to open communication<br />
and creating positive change within the school building to promote a positive<br />
and nurturing community.<br />
Amy Wilms, Kathleen Oberlin, MS, Ohio <strong>Mental</strong> <strong>Health</strong> Network <strong>for</strong> <strong>School</strong> Success, Ox<strong>for</strong>d,<br />
OH<br />
Krista Allison, JD, Office <strong>for</strong> <strong>School</strong> <strong>Health</strong> and Wellness, Ohio Department of Education,<br />
Columbus, OH<br />
Gloria Redding, MS, Ohio Department of Education, Columbus, OH<br />
Sandi Regula, BS, Positive Education Program (PEP)/Ohio <strong>Mental</strong> <strong>Health</strong> Network <strong>for</strong><br />
<strong>School</strong> Success, Rocky River, OH<br />
Rachel Regula Lewis, Ohio <strong>Mental</strong> <strong>Health</strong> Network <strong>for</strong> <strong>School</strong> Success, Rocky River, OH<br />
79. Practicing Professional Wellness & Managing Workplace Stress (PS)<br />
With the continued pressures and ever increasing demands of the workplace, the practice<br />
of stress management and professional wellness often takes a back seat. This in<strong>for</strong>mative<br />
and energizing workshop, addresses the importance of understanding and identifying the<br />
helping professional phenomena of Compassion Fatigue and Secondary Traumatic stress<br />
and in turn, practicing individual self-care techniques in all aspects of life including the<br />
workplace. Participants will review their current methods <strong>for</strong> coping with career stress,<br />
identify and explore the six comprehensive areas of physical, emotional, intellectual, social,<br />
financial and spiritual wellness and create a personalized and practical self-care plan to<br />
support them in growing further both professionally and personally.<br />
Mona Johnson, MA, CPP, CDP, Office of Child, Adolescent & Family Behavioral <strong>Health</strong>,<br />
Tacoma, WA<br />
80. Prevention Support System: Assisting <strong>School</strong>s Implementing and Sustaining Evidence-Based<br />
Programs (EBP)<br />
This presentation will describe strategies used by the Prevention Support System to assist<br />
elementary and middle schools (N=13) with developing both general and program-specific<br />
capacities to implement and sustain evidence-based prevention programming. The presenters<br />
will discuss support strategies used to assist schools in developing and implementing<br />
effective implementation and sustainability plans <strong>for</strong> their selected evidence-based prevention<br />
programs (e.g., PATHS, Olweus Bullying Prevention Program), achieving their desired<br />
outcomes, and sustaining their programs after their funding ended.<br />
Paul Flaspohler, PhD, Anna Hung, BA, and D. Cricket Meehan, PhD, Miami University,<br />
Ox<strong>for</strong>d, OH<br />
Kathryn Keller, MPA, <strong>Health</strong> Foundation of Greater Cincinnati, Cincinnati, OH<br />
81. Helping Mean Girls: The Effectiveness and Key Activities of a Group Counseling,<br />
Parent Training Intervention to Reduce Relational Aggression (EBP)<br />
Relational aggression is an increasing problem in schools with few empirically-tested interventions.<br />
GIRLSS (Growing Interpersonal Relationships through Learning and Systemic
Thursday, <strong>September</strong> <strong>22</strong>, <strong>2011</strong><br />
______________________________________________________________________________________<br />
Supports) is an empirically-in<strong>for</strong>med intervention iteratively developed to reduce RA including<br />
group counseling and parent training <strong>for</strong> female middle school students. Results<br />
of an initial randomized waitlist control trial will be presented along with curriculum topics<br />
and key activities. Participants will benefit from participating in several components of a<br />
promising intervention to reduce RA.<br />
Joni Splett, PhD, Connie Brooks, PhD, Jenny Collier, and Alex Wilkerson, MS, MU<br />
Assessment & Consultation Clinic, Columbia, MO<br />
Sarah Beyers, MA, and Dana Darney, MA, University of Missouri, Department of<br />
Educational, <strong>School</strong> & Counseling Psychology, Columbia, MO<br />
82. Using Telebehavioral Services to Deliver Comprehensive Behavioral <strong>Health</strong> Care<br />
to Widely Dispersed Military Youth in Their <strong>School</strong>s (MF)<br />
Telehealth technology (Telebehavioral health/TBH) offers a means <strong>for</strong> delivering comprehensive<br />
behavioral healthcare to Military Youth in schools that are geographically dispersed.<br />
This presentation will review the goals and objectives, and challenges and successes of a<br />
TBH program delivering school-based mental health care to Military Youth on Oahu, other<br />
areas of Hawaii, and the Pacific Region. Outcome data in support of the efficacy of this<br />
program, and specific strategies/guidelines <strong>for</strong> developing similar TBH programs will be<br />
presented.<br />
Stan Whitsett, PhD, Darin Gould, MD, Andrea Mills, MSW, Kevin Saito, MSW, Shantel<br />
Fernandez, PhD, and Albert Saito, MD, Tripler Army Medical <strong>Center</strong>, Honolulu, HI<br />
19
Conference Program<br />
Friday<br />
<strong>September</strong> 23, <strong>2011</strong>
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
__________________________________________________________<br />
7:15 - 8:15 AM Practice Training Group: (Open to all participants)<br />
84. Learning the Language: Promoting Effective Ways <strong>for</strong> Interdisciplinary Collaboration<br />
85. Psychiatry and <strong>School</strong>s<br />
86. Quality and Evidence-Based Practice<br />
87. <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Child Welfare<br />
88. <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> <strong>for</strong> Military Families<br />
89. Youth Involvement and Leadership<br />
8:20 - 8:35 AM Welcome and Greetings<br />
Sharon Stephan, PhD and Nancy Lever, PhD, Co-Directors, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong><br />
Joanne Cashman, EdD, Project Director, IDEA Partnership<br />
National Community of Practice on Collaorative <strong>School</strong> Behavioral<br />
<strong>Health</strong> Update<br />
Joanne Cashman, EdD, Director, IDEA Partnership<br />
8:35 - 9:35 AM Keynote Address<br />
Introduction by:<br />
Sharon Stephan, PhD, Co-Director, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
9:35 - 9:50 AM Break<br />
Marleen Wong, PhD<br />
Assistant Dean, Clinical Professor, and Director of Field Education, University of<br />
Southern Cali<strong>for</strong>nia, Los Angeles, CA<br />
Child Trauma in the Educational Milieu: Hidden in Plain View<br />
Almost all we have learned about traumatic stress and posttraumatic stress disorder<br />
comes from the human adult experience of war. The science of Child Traumatic Stress<br />
and PTSD is fairly new and is evolving in our time. This keynote will provide a brief<br />
history of PTSD and Child Traumatic Stress, looking at how child stress and PTSD is<br />
experienced by the child while in the classroom and on the playground in contrast to<br />
the perceptions of important adults in their world.<br />
9:50 - 10:50 AM Conference Session 5<br />
90. Collaborative, Multi-System Case Discussion in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong>: A Live<br />
Demonstration of the ASC (Assessment, Support, & Counseling) Model (CC) A<br />
The development and maintenance of a collaborative culture <strong>for</strong> student mental health<br />
(SMH) requires regular meetings among the key stakeholders (e.g., students, school<br />
personnel, clinicians, administrators). The goals of this presentation are a) to<br />
demonstrate a live staff meeting among several key constituents around 2-3 case<br />
examples; and b) to model 4 important SMH themes, including: 1) interdisciplinary<br />
collaboration; 2) evidence-based practice; 3) pre-professional development/capacity<br />
building; and 4) coordination across systems of care.<br />
Kurt Michael, PhD, Michael Murphy, BA, Kyle Austin, BA, Carissa Orlando, BA, Lauren<br />
Renkert, PhD, and Jon Winek, PhD, Appalachian State University, Boone, NC<br />
21
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
<strong>22</strong><br />
91. Suicide Prevention Summer Institute – A South Carolina Collaborative<br />
Utilizing Best Practice Materials and Lifesaving Community<br />
Presenters will describe a collaboration that can potentially be replicated in other<br />
states to help counselors, teachers, and other school personnel learn more about teen<br />
suicide and how they can play a role in its prevention. Primary resources are included<br />
in Best Practices Registry of the Suicide Prevention Resource <strong>Center</strong>.<br />
Helen Pridgen, LMSW, American Foundation <strong>for</strong> Suicide Prevention- South Carolina<br />
Chapter, West Columbia, SC<br />
Joan Dickinson, MEd, <strong>for</strong>merly Department of Education<br />
Melissa Craft, LISW-CP, Department of <strong>Mental</strong> <strong>Health</strong>, Columbia, Sc<br />
Monica McConnell, PhD, Columbia Area <strong>Mental</strong> <strong>Health</strong>, Columbia, SC<br />
92. Catalyst Connection: <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Positive Behavior Supports<br />
(PBS))<br />
In this presentation, we will describe the creation and implementation of a second and<br />
third tier intervention <strong>for</strong> positive youth development and school mental health.<br />
Participants will take part in discussion, interactive activities, and role play. Numerous<br />
examples and suggestions will be provided to help participants develop and implement<br />
their own similar program. Question and answer session will be provided. Handouts<br />
will be furnished to conference attendees.<br />
Margaret Eidson, MEd, and Anne Dukes, EdD, Hunley Park Elementary <strong>School</strong>,<br />
Charleston, SC<br />
93. Using Positive Behavior Supports to Remove Barriers to Academic<br />
Achievement (PBS)<br />
The primary goal of this presentation/discussion is to in<strong>for</strong>m stakeholders about the<br />
academic barriers placed on students when they are disciplined in such a way as to<br />
remove them from instruction, and to promote discussion and an open dialogue about<br />
how PBS keeps students in the classroom. We will also discuss how the link between<br />
the use of PBS and academic achievement affects students and their families, educators<br />
and the community at large.<br />
Mona Hurston, MA, EdS, Alabama Positive Behavior Support <strong>Center</strong>, Montgomery, AL<br />
Donna Kirkendoll, BA, MA, Alabama State Department of Education, Montgomery, AL<br />
94. Partnerships to Enhance <strong>School</strong> Climate: An Interdisciplinary Response to<br />
Intervention (SOC)<br />
This presentation will discuss the process of using data collected from students, teachers,<br />
and school staff to in<strong>for</strong>m program planning and evidence-based service delivery in<br />
kindergarten through high school in the 10 New York State school districts served by<br />
SHARE. The SHARE three-tiered model offers valuable applications <strong>for</strong> mental health<br />
services, social emotional supports, and bullying prevention training in school settings<br />
that can be replicated in other school districts.<br />
Lisa Blitz, PhD, LCSW, and Youjung Lee, PhD, LCSW, Binghamton University,<br />
Binghamton, NY
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
95. <strong>Mental</strong>ly Disabled Students in College Inclusive Courses (YD)<br />
In support of research of inclusion. Presentation will discuss the pros and cons of the<br />
initiative. To include initial data findings and experiences working with other agencies.<br />
Strategies used to allow professionals the opportunity to voice disagreement either<br />
philosophically or through personal experience. This presentation is geared <strong>for</strong> anyone<br />
interested in learning how our system created. Pitfalls to avoid and suggestions that<br />
should be done.<br />
Wade DeSa, MEd, and Mark Chang, MEd, Hawaii Department of Education, Hilo, HI<br />
96. Promoting Interdisciplinary Collaboration Using the Creative Process of Visual<br />
Arts: Lessons from Partnering with Students with Autism (LL)<br />
Communication is often interpreted as using words. However, this presentation explores<br />
the use of a visual arts program to promote social-emotional understanding and<br />
collaboration through creative processes using art students partnered with individuals<br />
with autism. Lessons learned through this process can be used to promote better<br />
understanding across stakeholders.<br />
Lisa Crabtree, PhD, OTR/L, and Sujan Shrestha, MFA, Towson University, Towson, MD<br />
98. Interpersonal Skills Group: A Social Functioning Intervention <strong>for</strong> Adolescents<br />
with ADHD and Related Problems (EBP)<br />
Interpersonal Skills Group (ISG) is a three phased social functioning intervention that<br />
targets the ability of adolescents to draw cause and effect conclusions from social<br />
situations in which they are engaged. In this presentation, the research and evidence<br />
behind the rationale <strong>for</strong> ISG will be reviewed, intervention procedures will be outlined,<br />
and the process of modifying the ISG <strong>for</strong> implementation during the school day by<br />
school staff will be described.<br />
Joanna Sadler, MA, Christine Brady, MA, and Steven Evans, PhD, Ohio University,<br />
Athens, OH<br />
99. Military Community Collaboration in Addressing Over-the-Counter Drug<br />
Abuse: A Case Example (MF)<br />
This presentation will outline Vilseck High <strong>School</strong>'s response to a critical increase in<br />
over-the-counter substance abuse among adolescents in an overseas military community.<br />
The presentation will focus on the collaboration between Vilseck High <strong>School</strong> and<br />
community agencies <strong>for</strong>ming a strong school/community partnership in its approach to<br />
the problem. We will also describe different levels of response from primary to tertiary<br />
prevention that included peers and intervention. The team will facilitate a discussion<br />
regarding the topic.<br />
Duane Werner, MS, Department of Defense Education Activity, APO, AE<br />
Alan Scheuermann, PhD, <strong>School</strong> Based Behavioral <strong>Health</strong>, APO, AE<br />
Lisa Kramer,MS, LPC, CAS, Adolescent Substance Abuse Counseling Service, APO, AE<br />
Lisa Leveque, MA, Vilseck High <strong>School</strong> – DoDEA, APO, AE<br />
100. Overcoming Stigma About <strong>Mental</strong> <strong>Health</strong> Services: Some Key Lessons <strong>for</strong><br />
Working with Refugee and Immigrant Families (DY)<br />
Stigma about mental illness is often reported as a barrier to providing school mental<br />
health services to refugee and immigrant children. Drawing from a five-site comparative<br />
case study of school-based mental health programs, presenters will describe three<br />
23
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
10:50 - 11:00 AM Break<br />
successful cultural adaptations that prevent school mental health services from being<br />
stigmatized. In addition, presenters will describe how mental health professionals often<br />
inadvertently increase stigma about their services, even as they are striving to reduce it.<br />
Clea McNeeley, DrPH and Katharine Spreacher, PhD, University of Tennessee,<br />
Knoxville, Knoxville, TN<br />
Donna Behrens, BSN, MPH, <strong>Center</strong> <strong>for</strong> <strong>Health</strong> and <strong>Health</strong> Care in <strong>School</strong>s, George<br />
Washington University, Washington, DC<br />
101. RENEW: Developing Youth Leadership by Fostering Self Efficacy Among<br />
Youth High Risk Youth (YIL)<br />
This session will focus on how the RENEW (Rehabilitation <strong>for</strong> Empowerment, Natural<br />
Supports, Education, and Work) model in the State of New Hampshire has fostered<br />
youth leadership by promoting its necessary elements including self efficacy and self<br />
determination. This session will feature a panelist who is a RENEW participant. This<br />
panelist was identified as high risk in school and has since become a national speaker,<br />
an anticipated film documentary star who is pursuing her dreams.<br />
JoAnne Malloy, MSW, Jonathon Drake, MSW, and Kathy Francoeur, MSW, Institute on<br />
Disability at the University of New Hampshire, NH<br />
102. Addressing the Social-Emotional Needs of Low-Income Youth in After-<strong>School</strong><br />
Care (SOC)<br />
University-community partnerships provide the foundation <strong>for</strong> a service learning<br />
program designed to meet the social emotional and leisure needs of low-income urban<br />
youth. The development and implementation of preventive activity-based groups<br />
provided by graduate occupational therapy students and embedded in an existing afterschool<br />
program will be presented. Specific examples of group activities will be<br />
provided. Findings from a qualitative study illustrate the meaning of participation from<br />
the children’s perspective.<br />
Susan Bazyk, PhD, Cleveland State University, Cleveland, OH<br />
11:00 - 12:00 PM Conference Session 6<br />
<strong>24</strong><br />
103. Facilitating Collaborative Partnerships in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Research<br />
(CC)<br />
Presenters will discuss the development of successful partnerships with community<br />
mental health centers and public schools to launch an expansive school mental health<br />
quality improvement study. Discussion will include working guidelines on <strong>for</strong>ming such<br />
partnerships, a presentation regarding the development of the study, how the study site<br />
was chosen, and a detailed discussion of the <strong>for</strong>mation and progression of multifaceted<br />
collaborative partnerships with the largest school based mental health program in South<br />
Carolina.<br />
Johnathan Fowler, PhD, Heather Lasky, BA, and Leslie Taylor, PhD, The University of<br />
South Carolina, Dept. of Psychology, SC<br />
Lori Chappelle, MA, Samantha Paggeot, MS, and Eryn Bergeron, MS,<br />
Waccamaw <strong>Center</strong> <strong>for</strong> <strong>Mental</strong> <strong>Health</strong>, Conway, SC
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
104. <strong>School</strong>s and Communities Working Together After the Oil Spill (CC)<br />
This interactive presentation will describe the role of schools and communities in<br />
helping children and their families cope with the stress from devastating events. It will<br />
discuss the appropriate tools to help schools ready themselves to reach out to<br />
communities. The presenters will elicit feedback and input from participants about the<br />
incidents and events that have led to community/school coordination. We will also share<br />
resiliency and recovery strategies that schools can implement.<br />
Jennifer Kitson, MS, EdS, NCSP, and Kim Netter, MPH, Education Development <strong>Center</strong>,<br />
Newton, MA<br />
105. <strong>School</strong>-Based Emotional <strong>Health</strong> Screening (PBS)<br />
The presentation will describe how universal screening can function as a critical element<br />
of the PBS model. The presentation will describe how the University of Washington<br />
emotional health check-up is implemented with 6th graders making the transition from<br />
elementary to middle school in the Seattle <strong>School</strong> District. The presentation details how<br />
continual evaluation has guided program development including ef<strong>for</strong>ts to increase participation<br />
of all students, reach families with parents who do not speak English and to<br />
achieve sustainability through the transfer of certain program elements to school<br />
staff. Current ef<strong>for</strong>ts to pilot a research study designed to test the effects on school adjustment<br />
will also be discussed.<br />
Kelly Thompson, MSW, Ann Vander Stoep, PhD, and Elizabeth McCauley, PhD,<br />
University of Washington/Seattle Children's Hospital, Seattle, WA<br />
106. Using Daily Behavior Report Cards to Increase Positive Behavior and<br />
Communication with Families (PBS)<br />
This session will focus on the use of Daily Behavior Report Cards (DBRC) <strong>for</strong> a target<br />
group of students in a K-8 Charter <strong>School</strong>. Participants will learn what a DBRCs are,<br />
methods <strong>for</strong> implementation, and intervention results our target group of students.<br />
Discussion will focus on how DBRCs can decrease challenging behavior and increase<br />
recognition of positive behavior and communication with families and caregivers.<br />
Leila Meehan, MA, CAGS, BCBA, and Jaime-Dinee Kimenker, MS, Neighborhood<br />
House Charter <strong>School</strong>, Dorchester, MA<br />
107. Dropout Recovery, Prevention, and <strong>School</strong> <strong>Mental</strong> <strong>Health</strong>: Building on the<br />
Research and Experiences in an Alternative <strong>School</strong> Setting (JJD)<br />
This session will share an innovative school mental health service delivery model<br />
implemented by an urban charter school serving students who dropped out of school.<br />
Results of student focus groups identifying factors influencing both academic<br />
disengagement and reengagement also will be shared. Implications <strong>for</strong> policy and<br />
practice will be discussed.<br />
Aidyn Iachini, PhD, MSW, Cynthia Buettner, PhD, Dawn Anderson-Butcher, PhD, MSW,<br />
and Rebecca Reno, MA, Ohio State University, Columbus, OH<br />
Pete Maneff, BA, Academic Acceleration Academy, Columbus, OH<br />
108. Exploring a Day Treatment Partnership: A Toolbox of Successful Strategies<br />
For Collaboration (SOC)<br />
This session will discuss multiple methods to create successful collaboration including:<br />
principles of Systems of Care, structured feedback, team planning, agendas and meeting<br />
structure, staff , student and parent training, 21st century communication strategies and<br />
creative problem solving. Additionally the session will focus on strategies to maintain<br />
25
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
26<br />
collaboration during transition to a mainstream school setting. Common as well as<br />
participant identified barriers will be discussed and practical solutions will be explored.<br />
Kimberly Sasdelli, BA, Families Together Inc., Asheville, NC<br />
Shannon Fagan, BA, Buncombe County <strong>School</strong>s, Asheville, NC<br />
110. Inspiring Compassion and Common Understanding between Stakeholders<br />
through Per<strong>for</strong>mance Art (YD)<br />
This session will focus on Problems or Possibilities, a moving educational per<strong>for</strong>mance<br />
piece that was created to increase understanding and compassion <strong>for</strong> youth with<br />
emotional and behavioral challenges that impact their school success. This powerful<br />
DVD is being used in public schools, undergraduate programs and with civic groups to<br />
inspire personal and system change. The session will include a viewing of the film<br />
followed by group discussion. Participants will also receive in<strong>for</strong>mation about how to<br />
develop similar innovative projects in their own communities.<br />
Jadyn McCune, MSW, Franziska Racker <strong>Center</strong>s, Ithaca, NY<br />
111. Engaging Culturally Diverse Youth in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Services (DY)<br />
Ethnically diverse youth have historically experienced lower levels of mental health<br />
service use, and non-financial factors may be a primary explanation. Even while school<br />
mental health services provide greater access to treatment <strong>for</strong> this population, perceptual<br />
barriers including the perceived relevance of services and mental illness stigma still<br />
persist, prohibiting actual service use and mitigating potential treatment gains after<br />
service initiation. The Making Connections Intervention (MCI) is a theoretically-driven<br />
1- (possibly 2-) session intervention designed to improve engagement, perceived<br />
relevance and treatment satisfaction among ethnically-diverse youth involved in school<br />
mental health services. The lead author will discuss: (1) the <strong>for</strong>mative research involved<br />
in the development of the MCI; (2) the specific engagement strategies targeting<br />
ethnically-diverse youth, as proffered by the MCI; and (3) the promise the MCI holds<br />
<strong>for</strong> improving participation in evidence-based interventions or usual care school mental<br />
health services.<br />
Michael Lindsey, PhD, and Kerri Chambers, MS, University of Maryland, Baltimore,<br />
Baltimore, MD<br />
112. Shining the Spotlight on the E in ED Special Education: Problems and<br />
Solutions (PS)<br />
This presentation outlines the nature, types and extent of psychiatric disorders in the<br />
Emotionally Disturbed Special Education category, and provides in<strong>for</strong>mation to<br />
educators and mental health professionals about effective methods of addressing these<br />
disorders in Regular Education, and in Special Education pre-referral interventions,<br />
student evaluations, and academic interventions. Recommendations will be made<br />
regarding the appropriateness of Other <strong>Health</strong> Impaired (OHI) services rather than ED<br />
services <strong>for</strong> many of these students who have psychiatric disorders.<br />
William Dikel, MD, Independent Consultant, Minneapolis, MN<br />
113. Disseminating Knowledge in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong>: Engaging Partners <strong>for</strong><br />
Knowledge Sharing (EBP)<br />
The SBMHSA Consortium, a network of leaders in school mental health research and<br />
practice, has been funded by the <strong>Mental</strong> <strong>Health</strong> Commission of Canada to conduct a<br />
systematic review, a national scan of the practice landscape, and a broad survey of
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
12:00 – 12:30 PM Lunch & Awards<br />
implementation issues. To effectively mobilize findings, the Consortium has engaged<br />
stakeholder audiences from across Canada to <strong>for</strong>m partnerships <strong>for</strong> knowledge sharing.<br />
This session will describe methods <strong>for</strong> collaboratively disseminating research and<br />
practice-based strategies.<br />
Kathy Short, PhD, Evidence-Based Education and Services Team (E-BEST), Hamilton<br />
Wentworth DSB, Ancaster, Ontario, Canada<br />
Bruce Ferguson, PhD, Hospital <strong>for</strong> Sick Children, Toronto, Ontario, Canada<br />
Connie Coniglio, EdD, BC <strong>Mental</strong> <strong>Health</strong> and Addictions Services, Vancouver, British<br />
Columbia, Canada<br />
Ian Manion, PhD, Ontario Centre of Excellence <strong>for</strong> Child and Youth <strong>Mental</strong> <strong>Health</strong>,<br />
Ottawa, Ontario, Canada<br />
114. A Decade of Conflict: The Children of our Military (MF)<br />
Thousands of children have been impact and many have experienced multiple<br />
deployments of family members. While many of these children live on or near military<br />
installations many are in our local schools and communities. Do you know how many<br />
children in your schools are impacted by military deployment? This workshop will<br />
provide attendees an overview of the research published in the past five years which<br />
provide insight into children's adjustment and their needs.<br />
Deborah Johnson, MA, Children's Institute, Rochester, NY<br />
115. Culturally Responsive Interactions: A Case discussion approach (DY)<br />
Educators and agency personnel often make inadvertent cultural missteps in their<br />
interactions with students or family members of diverse backgrounds. Yet, many<br />
available training resources do not offer helpful guidance. Some never go beyond polite<br />
but non-specific guidance. Still others require personal disclosures that make<br />
participants defensive. This session shares a casebook that can facilitate com<strong>for</strong>table<br />
discussions of common mistakes. Participants receive a copy of the entire casebook<br />
(including cases, discussion questions, and annotated bibliographies).<br />
Mary Margaret Kerr, EdD, University of Pittsburgh, Pittsburgh, PA<br />
Juanita Evans Memorial Award <strong>for</strong> Contributions in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
This annual award is given to an individual who has significantly impacted the advancement<br />
of school mental health policy, research, and/or practice.<br />
Presenters: Lois Flaherty, MD, Advisory Board Chair, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Nancy Lever, PhD, Co-Director, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Youth and Family Partnership Award<br />
This new award will be given to one exemplar school district, organization, or school<br />
mental health program that effectively partners with youth and families in delivering<br />
quality school mental health programming.<br />
Presenters: Sandra Spencer, Executive Director, National Federation of Families <strong>for</strong><br />
Children’s <strong>Mental</strong> <strong>Health</strong><br />
Staci Rodarmel, MS, MEd, Facilitator, Family-<strong>School</strong>-Community Partnership<br />
Nicole Evangelista Brandt, PhD, Assistant Professor and Program Manager, <strong>Center</strong><br />
<strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
27
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
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12:30-1:30 PM Keynote Address<br />
Introduction by:<br />
Joanne Cashman, EdD, Project Director, IDEA Partnership<br />
1:30 – 1:45 PM Break<br />
Renee Bradley, PhD<br />
Deputy Division Director, Research to Practice Division, Office of Special Education<br />
Programs, U.S. Department of Education<br />
Moving Forward Together: Building Systems, Blending Ef<strong>for</strong>ts, & Implementing<br />
the Best We Know<br />
This address will look at the historical and continuing challenges of serving children<br />
with mental health and behavioral needs. The focus will be on building systems and<br />
changing adult behavior to enhance the coordinated implementation of what we know<br />
works to improve outcomes <strong>for</strong> this group of children. Lessons learned <strong>for</strong>m large<br />
scale implementation ef<strong>for</strong>ts and cross stakeholder ef<strong>for</strong>ts will be shared. Implications<br />
<strong>for</strong> building supportive environments in homes, schools, and communities will<br />
be explored. The session will conclude with a list of power questions to consider as<br />
we prioritize our time and ef<strong>for</strong>ts to change the future <strong>for</strong> the better.<br />
1:45 – 2:45 PM Conference Session 7<br />
28<br />
116. <strong>School</strong> Nurses as Collaborators in Delivering <strong>Mental</strong> <strong>Health</strong> Services to<br />
Students (CC)<br />
This presentation will provide an overview of the collaborative ef<strong>for</strong>ts of the <strong>Center</strong> <strong>for</strong><br />
<strong>School</strong> <strong>Mental</strong> <strong>Health</strong> (CSMH) and the National Association <strong>for</strong> <strong>School</strong> Nurses (NASN)<br />
to advance mental health service delivery by school nurses. We will present data to<br />
demonstrate the importance of collaborating with school nurses in the delivery of school<br />
mental health services, and discuss current school nurse training initiatives involving<br />
the common elements and common factors of children's mental health services.<br />
Sharon Stephan, PhD, University of Maryland, <strong>Center</strong> <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong>,<br />
Baltimore, MD<br />
Nichole Bobo, RN, MSN, and Jon Lemich, MA, National Association of <strong>School</strong> Nurses,<br />
Silver Spring, MD<br />
117. How Michigan Department of Education is Advancing <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
(CC)<br />
This session highlights US Department of Education (USED) initiatives to create safe<br />
schools and a healthy school climate and how the Michigan Department of Education<br />
(MDE) is positively responding to these initiatives. Attendees will be provided an<br />
overview of policy and practice outcomes resulting from two USED federal grants<br />
received by the MDE.<br />
Lauren Kazee, LMSW, Michigan Dept of Education, Lansing, MI<br />
118. Promising Avenues <strong>for</strong> Sustaining <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Care (SOC)<br />
The fiscal crisis facing states and school districts prompts concern among school mental<br />
health supporters about a probable reduction of services and programs <strong>for</strong> vulnerable<br />
populations. A systems-of-care approach to school mental health, based on a public
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
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health model, offers promise <strong>for</strong> greater sustainability of essential interventions. This<br />
session will explore federal and specific state policies that hold promise <strong>for</strong> increasing<br />
the number, quality, and sustainability of school-connected mental health interventions.<br />
Olga Acosta Price, PhD, <strong>Center</strong> <strong>for</strong> <strong>Health</strong> and <strong>Health</strong> Care in <strong>School</strong>s/GWU,<br />
Washington, DC<br />
Evelyn Frank<strong>for</strong>d, MSW, <strong>Center</strong> <strong>for</strong> Social Policy, University of Massachusetts,<br />
Brookline, MA<br />
119. Voices of the Children (YD)<br />
Members of LDA's <strong>Mental</strong> <strong>Health</strong> Committee will share personal experiences of<br />
building self-esteem in working with students, youth, adults, and family members with<br />
diagnosed learning disabilities. Building a positive self-image with a child who has<br />
learning disabilities must involve parents and school. This session will allow participants<br />
to gain in<strong>for</strong>mation to understand an individual’s learning disabilities and, of equal<br />
importance, the individual’s learning abilities.<br />
Analisa Smith, EdD, Learning Disabilities Association of South Carolina, Chapin, SC<br />
Joan Teach, PhD, Learning Disabilities Association of Georgia, Atlanta, GA<br />
Karen Basquez, MA, Learning Disabilities Association of Cali<strong>for</strong>nia, Upland, CA<br />
120. <strong>Mental</strong> <strong>Health</strong> Promotion <strong>for</strong> Children with Aspergers through Participation<br />
in Per<strong>for</strong>ming Arts Classes (YD)<br />
<strong>Mental</strong> health promotion is essential <strong>for</strong> students with Aspergers. Through a community<br />
partnership with Touching Humanity, Inc., developed by an occupational therapist who<br />
is also a professional per<strong>for</strong>mer, children and youth ages 9-18 participated in a structured<br />
per<strong>for</strong>ming arts class to help promote positive mental health and social participation.<br />
This session will discuss the development of the program, the research related to the<br />
program, and the mental health benefits derived from the program.<br />
Michael Pizzi, PhD, OTR/L, FAOTA, Shenandoah University, Winchester, VA<br />
121. Improving <strong>School</strong>-Caregiver Communications (LL)<br />
<strong>School</strong>s and mental health service providers are required to disseminate programmatic<br />
in<strong>for</strong>mation to parents and caregivers. This in<strong>for</strong>mation is essential <strong>for</strong> in<strong>for</strong>ming<br />
caregivers about their child’s treatment, as well as program policies and procedures.<br />
Un<strong>for</strong>tunately, recent research indicates that many materials shared with families may<br />
be too difficult to understand, leading to costly misinterpretations. Attending participants<br />
will receive an instructional guide which helps educators improve the readability of<br />
written communication materials and strengthen school-caregiver relationships.<br />
Michael Valenti, MA, Pressley Ridge, Pittsburgh, PA<br />
1<strong>22</strong>. Engaging Minority and Low Income Caregivers in <strong>School</strong> to Agency Referrals<br />
(FP)<br />
<strong>School</strong> counselors, social workers, administrators, and other educators are often<br />
frustrated by the apparent lack of follow through on their referrals of students to various<br />
community agencies. In this presentation, we will discuss the results of original research<br />
examining low income African American caregiver’s thoughts and feelings about the<br />
school to agency referral process. Concrete recommendations <strong>for</strong> making effective<br />
referrals will be shared, along with suggestions <strong>for</strong> further reading and study.<br />
Catherine Tucker, PhD, LMHC, Indiana State University, Terre Haute, IN<br />
Sondra Smith, PhD, University of Florida, Gainesville, FL<br />
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Friday, <strong>September</strong> 23, <strong>2011</strong><br />
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30<br />
123. Common Elements of Engaging Families in Children’s <strong>Mental</strong> <strong>Health</strong><br />
This presentation will provide a definition and conceptualization of family engagement<br />
in children’s mental health treatment as well as how engagement has been measured<br />
in the field. Using a distillation and matching method, we are in the process of<br />
identifying the common elements of family engagement <strong>for</strong> children with mental<br />
health needs across randomized controlled trials. The goal of the presentation is (a) to<br />
present the process of identifying the common elements of family engagement and (b)<br />
to present preliminary findings on the most common elements to engage families in<br />
children’s mental health treatment.<br />
Nicole Evangelista Brandt, PhD, and Michael Lindsey, PhD, MSW, MPH, <strong>Center</strong> <strong>for</strong><br />
<strong>School</strong> <strong>Mental</strong> <strong>Health</strong>, University of Maryland, Baltimore, MD<br />
1<strong>24</strong>. Best Practices in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong>: The Current Reality and Strategies<br />
<strong>for</strong> Improvement (EBP)<br />
This paper explores the use of best practice processes in school mental health to<br />
successfully implement best practices and bridge research and practice. Focus groups<br />
with primary stakeholders in school mental health were conducted to identify existing<br />
processes and barriers to implementing evidence-based school mental health programs.<br />
<strong>School</strong>s suggested they need to develop stronger infrastructures, more <strong>for</strong>malized<br />
implementation plans, and strategies to use data. Implications <strong>for</strong> school- and<br />
community-based mental health professionals will be discussed.<br />
Melissa Maras, PhD, and Joni Splett, MA, University of Missouri, Columbia, MO<br />
125. Lessons Learned in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Programs: A Decade of<br />
Administering a Comprehensive System of State-Wide <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Programs in South Carolina (EBP)<br />
Each year, the South Carolina Department of <strong>Mental</strong> <strong>Health</strong> provides treatment to<br />
approximately 30,000 children and adolescents and their families, almost half of them<br />
in school mental health programs. South Carolina has been implementing school mental<br />
health programs since 1993. The session will describe the operational procedures used<br />
to administer school mental health programs, the best practice model that sustains them,<br />
and the evaluation methods that support continuous improvement of these programs.<br />
Melissa Craft, LISW-CP, South Carolina Department of <strong>Mental</strong> <strong>Health</strong>, Columbia, SC<br />
Cathy Blume, MEd, West Columbia, SC<br />
126. Establishing <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> in an Overseas Army Garrison: Building<br />
Partnerships via Clinical Excellence (MF)<br />
Starting a school mental health service in an overseas Army Garrison requires clinical<br />
skill as well as outreach ef<strong>for</strong>t. A unique array of clinical services will be described.<br />
Sample cases will illuminate how a higher standard of care is possible vis a vis<br />
traditional military services. Techniques <strong>for</strong> combining multiple treatments per client<br />
will be examined. Interaction about inertia, and traditional agency stovepiping, will let<br />
participants share their own experiences as well as to learn from others.<br />
George Rahaim, PhD, and Jr., Jeffrey Hill, MD, US Army Landstuhl Regional Medical<br />
<strong>Center</strong>, APO, AE<br />
127. Working the Room: Understanding the Role of Language in the Classroom<br />
and the Therapy Room (DY)<br />
This presentation will focus on the role of language in classroom and clinical contexts.<br />
It will provide educators and mental health professionals a better understanding of how
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
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2:45 - 3:00 PM Break<br />
to effectively work with students/clients who speak English as a second language. The<br />
first part of the presentation will present The Syracuse Model: Professional Development<br />
<strong>for</strong> Teachers of English Learners. The second part of the presentation will focus on the<br />
clinical context of working with bilingual clients.<br />
Caroline Clauss-Ehlers, PhD, Rutgers, The State University of New Jersey, New<br />
Brunswick, NJ<br />
Louise Wilkinson, EdD, Syracuse University, Syracuse, NY<br />
128. Using Student Strengths: What do the Literature and Leaders in the Field Say<br />
and So What? (YIL)<br />
Learn about what a systematic review of literature and survey of school mental health<br />
leaders say about the use of student strengths and state of practice related to use of<br />
strengths. Participants will engage in an activity supporting application of student<br />
strengths in their own systems and will identify next steps in facilitating extension of<br />
strengths based practices within their communities.<br />
Claudette Fette, MS, Texas Woman's University, TX Federation of Families, Denton, TX<br />
3:00 – 4:00 PM Conference Session 8<br />
130. A Practice-Based Change Model to Address Moderate and High Risk Students<br />
(PBS)<br />
A core team of staff at Campbell High <strong>School</strong> located in southern New Hampshire will<br />
share the system developed to give students at a high-risk or moderate-risk of failure<br />
opportunities to be successful despite academic, social-emotional or behavioral issues.<br />
The presentation will include the process, the survey developed, student stories, and<br />
future considerations. Time will be allotted <strong>for</strong> discussion and question and answers.<br />
Ronda Gregg, EdD, and Tari Selig, CAGS, Litchfield <strong>School</strong> District, Litchfield, NH<br />
Maureen Tracey, BS, Institute on Disabilities, UNH, Concord, NH<br />
131. ENACT's Creative Container: Context, Process and Outcomes (JJD)<br />
In this experiential and didactic presentation, participants will learn about the ENACT<br />
method’s approach to on-going assessment through a developmental application of<br />
theatre games and signature role play and facilitation technique. In addition, indicators<br />
of successful ENACT practice will be discussed along with key findings pertaining to<br />
student school engagement and social and emotional skill growth reported in the Ford<br />
Foundation funded evaluation.<br />
Emilie Ward, BA, MA, Diana Feldman, BA, MA, and Miles Grose, MA, ENACT, New<br />
York, NY<br />
132. Using <strong>School</strong>wide Resources and Community Partners to Reduce Barriers to<br />
Learning (SOC)<br />
This presentation will describe a model of mental health service provision to<br />
underserved children and families in one south Louisiana school district. The process<br />
undertaken to develop the model will also be described, identifying the steps taken to<br />
ensure the effective use of existing employees while partnering with a community<br />
agency to provide mental health services.<br />
Laura Richard, MSW, Louisiana State University, Denham Springs, LA<br />
31
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
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32<br />
133. <strong>Mental</strong> <strong>Health</strong> Preparedness of <strong>School</strong> Leaders (SOC)<br />
This presentation, helpful <strong>for</strong> school leaders, policy makers and those in higher<br />
education, stresses the role of principal preparation programs in the successful<br />
implementation of school-based mental health services. Participants will engage in<br />
reviewing sample state regulations, many of which entirely overlook any behavioral<br />
and mental health content. We will also discuss case studies which clearly illustrate<br />
positions of superintendents and principals relative to the behavioral and mental health<br />
of children.<br />
Sielke Caparelli, BS, MEd, University of Pittsburgh, Pittsburgh, PA<br />
134. Connecting <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Evidence-Based Practices with Positive<br />
Behavior Supports in a <strong>School</strong> Training Curriculum to Enhance Learning in<br />
Children with ADHD and LD (YD)<br />
This presentation will address learning techniques that employ evidence-based school<br />
mental health practices along with Positive Behavior Supports. These strategies are<br />
designed as a training program <strong>for</strong> school staff in order to address disabilities that include<br />
academic, emotional and behavioral issues displayed in children with ADHD and LD.<br />
In addition to learning program strategies, discussion will include challenges at each<br />
stage of implementation of this training program.<br />
Amanda Borrelli, MA, Alise Robertson, MA, and Tessa Mak, MA, The <strong>School</strong> of<br />
Professional Psychology at Forest Institute, Springfield, MO<br />
135. Shared Language or Distant Dialects? Opportunities and Challenges in<br />
Connecting <strong>School</strong>-based <strong>Mental</strong> <strong>Health</strong> Services to Unique <strong>School</strong> Environments (LL)<br />
This presentation unites theory, empirical data and practice as the presenters explore<br />
ways to develop a shared language between school mental health (SMH) practitioners<br />
and K-12 educators. In<strong>for</strong>med by a case study of small high schools that promote strong<br />
student-teacher relationships, this presentation explores how each school environment<br />
possesses unique strengths and needs that ultimately influence SMH service provision.<br />
Participants will engage in a case discussion and then draw implications <strong>for</strong> clinical and<br />
organizational practice.<br />
Kate Phillippo, MSW, PhD, Loyola University Chicago, <strong>School</strong> of Education,<br />
Chicago, IL<br />
Michael Kelly, MSW, PhD, Loyola University Chicago, <strong>School</strong> of Social Work, Chicago, IL<br />
136. FAST Effects (FP)<br />
The Family Advocacy, Support and Training program has <strong>for</strong>med partnerships with<br />
family-school-community stakeholders resulting in family integration at local and state<br />
levels. Learn methods used to educate and in<strong>for</strong>m families on advocating <strong>for</strong> their needs<br />
and bridging gaps between themselves and child-serving systems. Participants also learn<br />
strategies to empower and strengthen youth voice while collaborating with leaders on<br />
discussed needs, priorities and opportunities.<br />
Dianna Bailey Miller, BA, and Ryan Ramey, BA, Legal Aid of West Virginia, WV<br />
137. Psychiatry in the <strong>School</strong>s: Partnering to Achieve Successful Outcomes (PS)<br />
Although research abounds with regards to the benefit of providing mental health<br />
services within a school setting, little research exists to highlight the benefit of school<br />
based psychiatric care. In order to succeed in meeting the goals of each student, an
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
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interdisciplinary team must incorporate representatives from the school and mental<br />
health including a child and adolescent psychiatrist. Providing direct psychiatric services<br />
in the school system maximizes the overall mental health wellness of the student.<br />
Joanie Williams, LMSW, and Lori Barwick, MD, Spartanburg Area <strong>Mental</strong> <strong>Health</strong> <strong>Center</strong>,<br />
Spartanburg, SC<br />
138. The Psychology <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Initiative: Student Success Through<br />
Implementation of CBI-Trained Specialty <strong>Mental</strong> <strong>Health</strong> Teams (EBP)<br />
The Psychology <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> Initiative is an innovative school-based mental<br />
health service. Specialty <strong>Mental</strong> <strong>Health</strong> Teams, through partnerships with the<br />
multidisciplinary school team, address students’ mental health problems so teachers are<br />
free to teach and all students in the classroom are free to learn. Participants in this<br />
workshop will learn methods <strong>for</strong> implementing and evaluating an evidence-based school<br />
psychology clinical service delivering Cognitive Behaviour Intervention, through active<br />
discussion, case examples and interactive activities.<br />
Debra Lean, PhD, Golden Millar, PhD, and Vicki Nelson, PhD, Dufferin-Peel Catholic<br />
District <strong>School</strong> Board, Missisauga, Ontario, Canada<br />
139. Lessons Learned from Ohio 21st Century Community Learning <strong>Center</strong>s:<br />
Connecting <strong>School</strong>s, Families, and Communities (EBP)<br />
One key funding program at the federal level that supports school-family-community<br />
partnership development is the 21st Century Community Learning <strong>Center</strong> (CCLC)<br />
Initiative. The Ohio Department of Education and the Ohio State University will present<br />
results from a state-wide survey with 1494 parents. Participants will explore quality<br />
program components within this Initiative and apply lessons learned from Ohio to their<br />
own school communities. Implications will be drawn in relation to strengthening<br />
strategic partnerships and quality programming.<br />
Dawn Anderson-Butcher, PhD, MSW, MS, BA, BS, Aidyn Iachini, PhD, MSW, BA, Ohio<br />
State University, Columbus, OH<br />
Krista Allison, JD, Office <strong>for</strong> <strong>School</strong> <strong>Health</strong> and Wellness, Ohio Department of<br />
Education, Columbus, OH<br />
Becky Wade-Mdvanian, MSW, BS, Community And Youth Collaborative Institute, Ohio<br />
State University, Columbus, OH<br />
140. Providing Resiliency, Prevention, and Intervention Services at Child<br />
Development <strong>Center</strong>s (MF)<br />
This conference session will describe a multistep project involving providing<br />
consultation and training to childcare workers, as well as family treatment services to<br />
military children and their families at Department of Defense Child Development<br />
<strong>Center</strong>s (CDC). Discussion topics will include CDC recruitment, interdisciplinary<br />
collaboration, and the development of an evidenced based curriculum and training<br />
protocol. Pitfalls and troubleshooting actions will also be reviewed.<br />
Shantel Fernandez, PhD, Ruby Bartolome, MSW, Andrea Mills, MSW, Albert Saito, MD,<br />
Stanley Whitsett, PhD, and Darin Gould, MD, Tripler Army Medical <strong>Center</strong>, <strong>School</strong><br />
Behavioral <strong>Health</strong>, Honolulu, HI<br />
141. Peer to Peer Depression Awareness Project (YIL)<br />
This session will focus on the implementation and outcomes of an innovative, peerbased<br />
depression awareness project <strong>for</strong> high school students. Session participants will<br />
33
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
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4:00 - 4:15 PM Break<br />
explore how a university and school district can collaborate to engage youth in mental<br />
health education programming; learn about peer awareness campaigns developed by<br />
students; and gain an understanding of the potential impact of peer initiated projects on<br />
the depression-related knowledge, attitudes and beliefs of their peers.<br />
Stephanie Salazar, MPH, CHES, and Trish Meyer, EdM, University of Michigan<br />
Depression <strong>Center</strong>, Ann Arbor, MI<br />
Anne Kramer, MSW, Cynthia Ewell-Foster, PhD, and University of Michigan Department<br />
of Psychiatry, Ann Arbor, MI<br />
4:15 - 5:15 PM Conference Session 9<br />
34<br />
143. Community <strong>School</strong> Partnerships: Building a Culture to Sustain <strong>School</strong> <strong>Mental</strong><br />
<strong>Health</strong> Programs (CC)<br />
This presentation will discuss ways in which school community partnerships have<br />
successfully sustained school mental health programs through strategies such as<br />
strengthening and building local partnerships, connecting with state agencies and<br />
legislators, differences in Medicaid billing among school districts and community<br />
mental health, and blending funding streams among all stakeholders.<br />
Elizabeth Freeman, LISW-CPAP, LMSW, American Institutes <strong>for</strong> Research, Lexington, SC<br />
Kelly Wells, MPA, American Institutes <strong>for</strong> Research, Blythewood, SC<br />
144. Building an Interconnected Systems Framework, a Tertiary Demonstration<br />
Project (PBS)<br />
Community Care, in partnership with the Pennsylvania Positive Behavior Support<br />
Network (PA PBS), will provide an overview of a tertiary demonstration project, which<br />
is focusing on the Interconnected Systems Framework of <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and<br />
<strong>School</strong>-Wide Positive Behavior Supports (SWPBS). The session will highlight how<br />
Community Care is supporting <strong>School</strong> Based Behavioral <strong>Health</strong> (SBBH) Teams and<br />
the implementation of SWPBS. The district coach and the mental health coach will<br />
share their experiences.<br />
Kelly Perales, MSW, LCSW, Community Care Behavioral <strong>Health</strong>, Hershey, PA<br />
Dawn Jones, Carlyn Fontini, LPC, MA, NCC, Scranton Counseling <strong>Center</strong>, Scranton, PA<br />
145. South Carolina Use of the Sequential Intercept Model: Diversion and System<br />
Transition at the State Level and Charleston. (JJD)<br />
South Carolina’s Department of Juvenile Justice and Department of <strong>Mental</strong> <strong>Health</strong> present<br />
on the usage of the Sequential Intercept Model <strong>for</strong> delinquency prevention from a statewide,<br />
systemic perspective as well as the county level implementation in Charleston.<br />
Promising practices will be shared to address diversion from Juvenile Justice and<br />
successful transition back to the community. Linkage will be shared of how these services<br />
can interface with <strong>School</strong> Based <strong>Mental</strong> <strong>Health</strong>.<br />
Kennard DuBose, LMSW, David Michael, MA, LPC/S, SC Department of <strong>Mental</strong> <strong>Health</strong>,<br />
Columbia, SC<br />
Craig William, PhD, SC Department of Juvenile Justice, Columbia, SC<br />
Tamara Starnes, LPC, Charleston/Dorchester <strong>Mental</strong> <strong>Health</strong> Clinic, Charleston, SC
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
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146. Implementing Evidence Based Practices through Collaboration: Safe<br />
<strong>School</strong>s/<strong>Health</strong>y Students Ef<strong>for</strong>ts to Support Student <strong>Health</strong> and Safety (SOC)<br />
Safe <strong>School</strong>s/<strong>Health</strong>y Students’ Albemarle/Charlottesville is part of the Safe<br />
<strong>School</strong>s/<strong>Health</strong>y Students national initiative designed to prevent substance abuse and<br />
violence among our nation’s youth, schools, and communities. Safe <strong>School</strong>s/<strong>Health</strong>y<br />
Students Albemarle/Charlottes addresses student health and safety through collaboration<br />
between community and school resources. The presentation will involve an in-depth<br />
discussion of the project’s foundation, evaluation, and implementation. Participants will<br />
also be provided resources around the topic of the presentation.<br />
Seth Hayden, MS, NCC, and June Jenkins, MEd, Safe <strong>School</strong>s/<strong>Health</strong>y Students -<br />
lbemarle/Charlottesville, Charlottesville, VA<br />
147. High Functioning Autism Spectrum Disorders Need Attention Too! (YD)<br />
With Autism Spectrum Disorders being diagnosed at an epidemic rate the need <strong>for</strong><br />
understanding the nature and treatment of Autism Spectrum Disorders is paramount. As<br />
a parent of three children on the spectrum, a professional counselor, /Therapist, a school<br />
based mental health counselor, and the founder and director of my clinic which<br />
specializes in the treatment of HFASD. I will be presenting current research, as well as<br />
clinical examples of Cognitive Behavioral Therapy as best practice.<br />
Jim Garvey, MA, Waccamaw <strong>Center</strong> <strong>for</strong> <strong>Mental</strong> <strong>Health</strong>, Myrtle Beach, SC<br />
148. Beyond the Counseling Session<br />
This presentation will focus on how mental health providers can go beyond providing<br />
only direct counseling services in the schools. Innovative ideas of how to help meet<br />
the needs of clients, their families, and schools while working within a community<br />
agency setting will be provided by mental health providers with a successful schoolbased<br />
counseling program.<br />
Erica Boughfman, PhD, LPC, Lori Chalmers, MS, LPC, NCC (Springdale, AR) Ozark<br />
Guidance, Fayetteville, AR<br />
149. Promoting <strong>Mental</strong>, Emotional and Behavioral <strong>Health</strong> <strong>for</strong> Students: Building<br />
Infrastructure <strong>for</strong> Sustainable Comprehensive <strong>Mental</strong> <strong>Health</strong> Services (EBP) This<br />
session will present an overview of one district’s ef<strong>for</strong>ts to promote mental health and<br />
student success through a comprehensive system of early intervention services that<br />
address both the academic and behavioral needs of all students. The session will outline<br />
the steps taken to build an infrastructure <strong>for</strong> sustainable comprehensive mental health<br />
services with goals to increase academic achievement, decrease behavior problems,<br />
increase positive school climate and foster parent and community involvement.<br />
Sylvia Cohen, PhD, and John Balles, PhD, and Scottsdale Unified <strong>School</strong> District,<br />
Scottsdale, AZ<br />
150. A <strong>School</strong> Based Initiative (SBI) Promoting Behavioral <strong>Health</strong> and Resiliency:<br />
Partnering with a Military Community with Ill and Injured Family Members (MF)<br />
The <strong>School</strong> Based Initiative (SBI) established at Fort Sam Houston Elementary <strong>School</strong><br />
is a collaborative ef<strong>for</strong>t between Fort Sam Houston Independent <strong>School</strong> District and<br />
Brooke Army Medical <strong>Center</strong>’s Warrior Resiliency Program. The SBI addresses the<br />
unique needs of a military community with a high concentration of Military Families<br />
35
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
5:15-5:30 PM Break<br />
36<br />
receiving treatment <strong>for</strong> combat injuries, medical injuries, psychological injuries, and<br />
serious chronic illnesses. SBI program components will be discussed and program<br />
evaluation data will be presented.<br />
Teresa L Arata-Maiers, PsyD, and Margaret Jackson, PsyD, Warrior Resiliency<br />
Program/US Army Southern Regional Medical Command, San Antonio, TX<br />
151. Positive Behavioral Interventions and Supports in High <strong>School</strong>: Implementation<br />
of Secondary and Tertiary Level Systems, Data, and Practices in New Hampshire<br />
(PBS)<br />
This session will focus on the implementation of Positive Behavioral Interventions and<br />
Supports (PBIS) in New Hampshire high schools, with a focus on the development and<br />
implementation of Tier 2 and 3 interventions <strong>for</strong> youth with the most significant emotional<br />
and behavioral support needs. The presentation will outline the systems, data, and practice<br />
features of the high school PBIS model. Student pre- and post-intervention outcome data<br />
will be included.<br />
JoAnne Malloy, MSW, Kathryn Franceour, MA, and Jonathon Drake, MSW, Institute on<br />
Disability at the University of New Hampshire, Concord, NH<br />
152. Why Try? Building Hope in Exceptional Children<br />
This presentation provides the audience with several methods to teach emotional<br />
intelligence and life skills. This workshop emphasizes a strength-based approach to<br />
helping exceptional children overcome their challenges using multiple intelligence<br />
methods emphasizing the youth’s learning styles including visual analogies (pictures),<br />
music, and hands-on activities to teach exceptional children in ways that they will<br />
understand and remember. The WhyTry Program is a strength-based approach to helping<br />
youth overcome, survive and thrive.<br />
Christian Moore, LCSW, The WhyTry Organization, Prove, UT<br />
153. Building a Collaborative Framework to Promote Childrens' Quality of Life<br />
America's schools have been criticized <strong>for</strong> focusing disproportionately on identifying<br />
students' weaknesses, while neglecting to identify and nurture their strengths. This<br />
presentation will review quality of life outcomes. Further, the presentation will describe<br />
promising multi-site collaborations designed to promote children’s' quality of life. Specific<br />
mental health, social, and education outcomes of these programs-which are based on an<br />
integrative framework that focuses on quality of life enhancement across multiple<br />
systemic levels (e.g., microsystem, macrosystem) will be described.<br />
Rich Gilman, PhD, Cincinnati Children's Hospital Medical <strong>Center</strong>, Cincinnati, OH<br />
Scott Huebner, PhD, University of South Carolina, Columbia, SC<br />
154. Positive Connections a <strong>School</strong>/<strong>Mental</strong> <strong>Health</strong> Collaborative Program<br />
The presentation will focus on presenting a unique model of service delivery and<br />
community collaboration to children with serious mental illness in the Calcasieu Parish<br />
<strong>School</strong> system.<br />
Ernest Fruge, MSW, Sherrie Raymond RN, Positive Connections: Calcasieu Academic &<br />
Treatment <strong>Center</strong>, Lake Charles, LA
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
______________________________________________________________________________________<br />
5:30-7:00 PM Poster Board Session and Complimentary Networking Reception<br />
(Come… enjoy the entertainment and a taste of South Carolina!)<br />
Advancing <strong>School</strong> Social Work: Moving Toward a Brighter Future<br />
Laura Richard, LCSW, CSSWS, Louisiana State University, Baton Rouge, LA<br />
The Beauty of Being LD<br />
Analisa Smith, EdD, Learning Disabilities Association of South Carolina, Chapin, SC<br />
Building <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Positive Behavior Supports Capacity within<br />
Rural and Remote Regions<br />
Lyon Johnson, MA, Special Education Service Agency, Eagle River, AK<br />
Building Family Nights into a Low Income Culturally Diverse Afterschool Program<br />
to Support Child and Family <strong>Mental</strong> <strong>Health</strong><br />
Laurette Olson, PhD, Mercy College, Dobbs Ferry, NY<br />
Calming the Inner Storm: Principles of Psychopharmacologic Success with<br />
Bipolar and Dysregulated Youth in <strong>School</strong> Settings<br />
Bettina Bernstein, DO, Philadelphia College of Osteopathic Medicine, Wynnewood, PA<br />
Connecting <strong>Mental</strong> <strong>Health</strong> and Education Systems: Shared Responsibility Leads<br />
to Shared Success<br />
Amanda Cooper, LCSW, and Lorraine Shipley, LPC, Wesley Spectrum Services,<br />
Pittsburgh, PA<br />
Allan Mikach, Franklin Regional <strong>School</strong> District, Murrysville, PA<br />
Creating Positive Learning Conditions <strong>for</strong> Children and Youth Who are Lesbian,<br />
Gay, Bisexual, Transgender, or Questioning (LGBTQ): A Cultural and Linguistic<br />
Competence Framework<br />
Jeffrey Poirier, MA, American Institutes <strong>for</strong> Research, Washington, DC<br />
Developing a Carolina Network <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Heather Lasky, BA, Melissa George, PhD, Leslie Taylor, PhD, and Mark Weist, PhD,<br />
University of South Carolina, Columbia, SC<br />
The Development of the <strong>School</strong>-Based Counseling Self-Efficacy Scale<br />
Erica Boughfman, LPC, and Lori Chalmers, LPC, NCC, Ozark Guidance, Springdale, AR<br />
The Effect of Harmful Family Dynamics on Continuous Dating Violence<br />
Vanessa Watts, MA, Miami University, Ox<strong>for</strong>d, OH<br />
Emilio Ulloa, PhD, Audrey Hokoda, PhD, and Scott Roesch, PhD, San Diego State<br />
University, San Diego, CA<br />
The Effect of <strong>School</strong> Climate on Internalizing Difficulties in Middle <strong>School</strong><br />
Students<br />
Anna Hung, BS, and Paul Flaspohler, PhD, Miami University, Ox<strong>for</strong>d, OH<br />
Enhanced homeBase: The Development of a More Intensive Home Component<br />
to the First Step to Success Intervention<br />
Andy Frey, PhD, Rick Cloud, PhD, and John Lee, MA, University of Louisville,<br />
Louisville, KY<br />
Hill Walker, PhD, University of Oregon, Eugene, OR<br />
John Seeley, PhD, and Ed Feil, PhD, Oregon Research Institute, Eugene, OR<br />
37
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
38<br />
Evaluating the Effectiveness of Multifamily Therapy Groups: Parents’<br />
Perspectives on the Essential Elements<br />
Kevin Curtin, PhD, Alfred University, Alfred, NY<br />
Evaluation of <strong>School</strong> Social Work Practice: Results of a Statewide Survey<br />
Laura Richard, LCSW, CSSWS, Louisiana State University, Baton Rouge, LA<br />
Examining <strong>School</strong>-Community Behavioral Collaboration: <strong>School</strong> Staff<br />
Perspectives<br />
Stacey Stevens Manser, PhD, Molly Lopez, PhD, and Michele Murphy-Smith, PhD,<br />
University of Texas at Austin <strong>Center</strong> <strong>for</strong> Social Work Research, Austin, TX<br />
Feeling (dis)Connected in Middle <strong>School</strong>: How Neighborhoods, <strong>School</strong>s, and<br />
Families Influence Academic and <strong>Mental</strong> <strong>Health</strong> Outcomes<br />
Jonathan Gillespie, MSW, University of Cali<strong>for</strong>nia Los Angeles, Los Angeles, CA<br />
Group Work with Adolescent Latinos/as: An Empowerment Approach<br />
Lisa Schulz, PhD, Georgia Southern University, Statesboro, GA<br />
Guidelines <strong>for</strong> <strong>School</strong> and Community Partnerships<br />
Colette Lueck, MSW, ICMHP, Chicago, IL<br />
Lisa Betz, LCSW, LCPC, Illinois Department of Human Services, Division of <strong>Mental</strong><br />
<strong>Health</strong>, Chicago, IL<br />
Improving Implementation of <strong>Mental</strong> <strong>Health</strong> Services in <strong>School</strong>s: Perspectives<br />
from Parents and <strong>School</strong> Staff<br />
Jennifer Zelaya, BA, Catherine DeCarlo, PhD, and Audra Langley, PhD, University<br />
of Cali<strong>for</strong>nia Los Angeles<br />
Adriana Rodriguez, BA, Virginia Commonwealth University<br />
Integration of Clinical Psychology into Public <strong>School</strong>s<br />
Glenna Weis, PhD, <strong>School</strong> of Psychology at Forest Institute, Springfield, MO<br />
Keeping Kids at <strong>School</strong><br />
Lori Chalmers, LPC, NCC, and Erica Boughfman, LPC, Ozark Guidance, Springdale, AR<br />
Leadership Perspectives on Catholic <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Wellness<br />
James Frabutt, PhD, Gabrielle Speech, Melissa Regan, University of Notre Dame,<br />
South Bend, IN<br />
<strong>Mental</strong> <strong>Health</strong> in <strong>School</strong>s Community Partnership<br />
Keri Bennett, MS, and Robin Turner, <strong>School</strong>-Community <strong>Health</strong> Alliance of Michigan,<br />
Lansing, MI<br />
Preliminary Assessment of the Interactive Systems Framework (ISF) in Building<br />
Community Capacities <strong>for</strong> <strong>School</strong> <strong>Mental</strong> <strong>Health</strong>.<br />
Leslie Taylor, PhD, and Mark Weist, PhD, University of South Carolina, Columbia, SC<br />
Preliminary Evaluation of a <strong>School</strong>-based “Accountable Home” Model <strong>for</strong><br />
Children with Emotional and Behavioral Problems<br />
Bradley Stein, MD, PhD, Jane Kogan, PhD, Shari Hutchinson, MS, Kathryn Nicholson,<br />
MS, Kelly Perales, LCSW, and Judith Dogin, MD, Community Care Behavioral<br />
<strong>Health</strong> Organization, Pittsburgh, PA
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
Racing to the Top: Developing Data-Driven Systems of Behavioral <strong>Health</strong> Care<br />
to Support Middle <strong>School</strong> Students<br />
Teri Lawler, MA, Red Clay Consolidated <strong>School</strong> District, Wilmington, DE<br />
The Role of Bystanders in Bullying: The Effects of their Peers’ and Teachers’<br />
Support on Intervention in Bullying<br />
Ashley Cox, BA, Anna Hung, BS, Dawna Cricket Meehan, PhD, and Paul Flaspohler,<br />
PhD, Miami University, Ox<strong>for</strong>d, OH<br />
A Rural Utah Student <strong>Mental</strong> <strong>Health</strong> Project: An Insider’s View to the Planning,<br />
Implementation and Associated Effects on Students, Educators, and Families - A<br />
Practical Approach<br />
Jack Robinson, PhD, and David Forbush, PhD, Cache County <strong>School</strong> District, North<br />
Logan, UT<br />
Dan Miggin, MS, Bear River <strong>Mental</strong> <strong>Health</strong>, Logan, UT<br />
<strong>School</strong> Services and the Network of Care: Helping Families Navigate <strong>Health</strong> and<br />
<strong>Mental</strong> <strong>Health</strong> Services in Baltimore City Public <strong>School</strong>s<br />
Emily Sidway, BA, Nancy Lever, PhD, and Michelle Zabel, MSS, University of<br />
Maryland, Baltimore, MD<br />
David Jones, MS, Baltimore <strong>Mental</strong> <strong>Health</strong> Systems, Baltimore, MD<br />
Jonathan Brice, MS, MEd, Baltimore City Public <strong>School</strong>s, Baltimore, MD<br />
<strong>School</strong>-based Care Coordination to Support Academic Success and Prevent<br />
Drop-out of Middle <strong>School</strong> Students with <strong>Mental</strong> <strong>Health</strong> Problems<br />
Kelly Thompson, MSW, Ann Vander Stoep, PhD, Elizabeth McCauley, PhD, Aaron<br />
Lyon, PhD, Jamie Cheung, MPH, and Nancy Namkung, BA, University of<br />
Washington, Seattle, WA<br />
Self-Awareness: A Key to <strong>Mental</strong> <strong>Health</strong><br />
Karen Basquez, MA, Learning Disabilities of America, Upland, CA<br />
Social and Emotional Learning: Foundation <strong>for</strong> <strong>School</strong> Success<br />
Colette Lueck, MSW, ICMHP, Chicago, IL<br />
Structural and Programmatic Barriers and Facilitators to the Implementation of<br />
<strong>Mental</strong> <strong>Health</strong> Services in <strong>School</strong>s<br />
Tom Massey, PhD, Donna L. Burton, EdM, and Robert Lucio, PhD, University of<br />
South Florida, Tampa, FL<br />
Understand Me: Developing a <strong>School</strong>-based <strong>Mental</strong> <strong>Health</strong> Plan Linking <strong>Mental</strong><br />
<strong>Health</strong> to <strong>School</strong> Success<br />
Karen Edgar, Barrie Evans, Melanie Ferdinand, Michelle Gilpin, Jeanette Johnson,<br />
Thames Valley District <strong>School</strong> Board, London, Ontario, Canada<br />
Understand Me 2: From Perception to Practice: Using Survey Data to Increase<br />
the <strong>Mental</strong> <strong>Health</strong> Literacy and Capacity of Teachers<br />
Karen Edgar, Barrie Evans, Melanie Ferdinand, Michelle Gilpin, Jeanette Johnson,<br />
Thames Valley District <strong>School</strong> Board, London, Ontario, Canada<br />
Youth Engagement in <strong>School</strong> <strong>Mental</strong> <strong>Health</strong><br />
Melissa George, PhD, Kendra DeLoach, PhD, Heather Lasky, BA, and Mark Weist,<br />
PhD, University of South Carolina, Columbia, SC<br />
39
Friday, <strong>September</strong> 23, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
Youth M.O.V.E. North Carolina on the Move & in Transition<br />
Youth M.O.V.E North Carolina, North Carolina Families United, NFFCMH, Inc.,<br />
Greensboro, NC<br />
Youth M.O.V.E. South Carolina: Framing the Future<br />
Jenah Cason, MSW and Blake Barnhill, Federation of Families of South Carolina,<br />
Columbia, SC<br />
7:00 PM Sneak preview screening of Dan Habib’s new film Education Revolution (working<br />
title), followed by a post-screening conversation with central film subject,<br />
Kelsey Carroll.<br />
40<br />
Kelsey has dealt with tremendous challenges in her life including homelessness and<br />
ADHD. She considered dropping out of school and was a likely candidate <strong>for</strong> the juvenile<br />
justice system. Through intensive self-directed planning and positive behavioral<br />
supports at Somersworth (NH) H.S., Kelsey turned her life around. The film follows<br />
Kelsey through the ups and downs of her senior year and beyond.
Conference Program<br />
Saturday<br />
<strong>September</strong> <strong>24</strong>, <strong>2011</strong>
Saturday, <strong>September</strong> <strong>24</strong>, <strong>2011</strong><br />
__________________________________________________________<br />
8:30 AM - 12:00 PM Intensive Training Sessions: (Registration is open to all participants)<br />
155. Bullying and Suicide Prevention: A Simple Approach <strong>for</strong> Teaching <strong>School</strong> Age<br />
Children Social and Emotional Learning Skills (CC)<br />
Child Therapist, Pamela Goldberg and <strong>Mental</strong> <strong>Health</strong> Expert, Barbara Ludwig will show<br />
an effective solution <strong>for</strong> preventing mental health issues from occurring and/or getting<br />
worse through collaboration between mental health providers, educators and families.<br />
Participants will be introduced to the Camp MakeBelieve Kids Program, a successful<br />
social and emotional learning program model that can easily be incorporated into the<br />
school setting to help children build the protective factors that keep them safe and<br />
healthy.<br />
Pamela Goldberg, BSN, MS, Camp MakeBelieve Kids, Las Vegas, NV<br />
Kevin Tan, MSW, University of Chicago, Chicago, IL<br />
156. Collaborating in Rural Communities: People, Partnerships, Politics and<br />
Positive Attitudes (CC)<br />
A model <strong>for</strong> enhancing school-based mental health services through a university-schoolcommunity<br />
partnership was developed in rural North Carolina <strong>for</strong> at-risk students in<br />
middle and high school. Psychology doctoral students under faculty supervision provide<br />
individual and group counseling, behavioral consultation to teachers and parents, and<br />
coordination of undergraduate tutoring in the middle school. Family involvement was<br />
enhanced through family fairs. The presenters will focus on how to develop sustainable<br />
relationships that can change students' lives.<br />
Jeannie Golden, PhD, and Keith Letchworth, MEd, East Carolina University, Greenville,<br />
NC<br />
Helen Hill, BS, Gregory Monroe, MSA, BS, Tonya Hooks, MS, MS, and Debra Joyner,<br />
BS, Greene County <strong>School</strong>s, Snow Hill, NC<br />
157. Building <strong>School</strong> <strong>Mental</strong> <strong>Health</strong> and Positive Behavior Supports Capacity<br />
Within Rural and Remote Regions (PBS)<br />
Participants in this skill-building workshop will learn about the five key elements <strong>for</strong><br />
developing an integrated positive behavioral support and mental health framework<br />
within a rural or remote native tribal region. Participants will complete an<br />
implementation checklist and create an action plan that addresses potential barriers to<br />
implementation. Special emphasis will be placed on how to develop and deploy<br />
innovative distance e-technologies to supplement on-site trainings and effectively<br />
supplant on-site trainings when and where appropriate.<br />
Lyon Johnson, MA, Special Education Service Agency (SESA), Anchorage, AK<br />
159. Lost Voices in Special Education (JJD)<br />
This session will provide the audience with an overview of the use of Zero Tolerance<br />
Policies in education. The impact of Zero Tolerance on students with mental disabilities<br />
will be discussed from a legal perspective. Students with mental disabilities are af<strong>for</strong>ded<br />
certain procedural due process rights under the Individuals with Disabilities Act and the<br />
Rehabilitation Act of 1973. An overview of these due process protections will be<br />
provided to the audience, along with interactive exercises that highlight vital due process<br />
rights <strong>for</strong> students prior to long-term suspension and/or expulsions from school.<br />
Catherine Johnson, JD, MA, Disability Rights <strong>Center</strong> of Kansas, Topeka, KS<br />
41
Saturday, <strong>September</strong> <strong>24</strong>, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
42<br />
160. Tried and True Behavioral Intervention Practices: Keep SED Students<br />
Engaged (YD)<br />
Supporting students with intensive behavioral challenges in mainstream public school<br />
placements takes well designed behavioral programs. To emphasis the process of<br />
selecting interventions participants will be taught to chain behavioral events associated<br />
with a behavior. This in<strong>for</strong>mation will then be used in teaching the selection of the<br />
appropriate environmental and/or response interventions. Participants will be provided<br />
with intervention lesson plans and opportunities to interact with a variety of devices<br />
that augment the implementation of interventions. We will empower participants to<br />
evaluate and improve their behavioral intervention practices with SED students.<br />
Jennifer Uttecht, PsyD, and Kristie Reed, LICSW, Howard <strong>Center</strong>, Burlington, VT<br />
161. Using EPSDT to Fund <strong>School</strong>-Based MH Services (YD)<br />
The Early and Periodic Screening, Diagnosis and Treatment (EPSDT) mandate of<br />
Medicaid has been available as a funding stream <strong>for</strong> school-based mental health<br />
treatment services <strong>for</strong> decades, yet it remains underutilized. Most disabled children,<br />
regardless of family income, are entitled under the Social Security Act (as a Civil Right)<br />
to EPSDT funding <strong>for</strong> treatment that will reduce or eliminate their disability symptoms<br />
in school. Learn how to access this remarkable funding stream in your state.<br />
Steve Kossor, MA, The Institute <strong>for</strong> Behavior Change, Coatesville, PA<br />
162. Neuropsychological Assessment: a collaborative team approach (PS)<br />
This workshop provides each participant with an overview of a neuropsychological<br />
evaluation to enable them to better understand its value and clinical applicability to their<br />
patients. This workshop will include a case presentation of a patient, review the referral<br />
and evaluation process, discuss indications <strong>for</strong> neuropsychological testing, interpret the<br />
data obtained, and develop a treatment plan that can be realistically implemented in the<br />
schools<br />
John T. McCarthy, MD, American Academy of Child & Adolescent Psychiatry, New York,<br />
NY<br />
Steven R. Abramowitz, PhD, New York City Department of Education, New York, NY<br />
163. Motivational Interviewing (EBP)<br />
Motivational interviewing (MI) has been useful <strong>for</strong> engaging adults and adolescents in<br />
the process of preparing <strong>for</strong> behavioral change. Research has shown that MI techniques<br />
have been shown to be effective with adolescent populations and research on the<br />
approach has just begun in the schools. This practice skills workshop will provide<br />
in<strong>for</strong>mation on the theoretical foundations of MI, research on MI with adolescent<br />
populations and the principles, techniques and strategies associated with the approach.<br />
The workshop will engage participants in practice activities involving MI techniques<br />
and strategies that can help elicit change.<br />
Allison Cloth, PhD, Ohio University, Columbus, OH<br />
164. Screening and Assessing Social-Emotional Competence: The DESSA<br />
Comprehensive System (EBP)<br />
The DESSA Comprehensive Systems provides a consistent, integrated approach<br />
encompassing screening, assessment, intervention planning, ongoing progress
Saturday, <strong>September</strong> <strong>24</strong>, <strong>2011</strong><br />
_______________________________________________________________________________________<br />
monitoring, and outcome evaluation in the social-emotional domain <strong>for</strong> children in<br />
grades K-8. This workshop will present the system’s use in the promotion of socialemotional<br />
competence, the prevention of behavioral disorders, and the identification of<br />
meaningful strengths to be incorporated in intervention. Applications at the student,<br />
classroom and school levels and in SEL program evaluation will be stressed.<br />
Paul LeBuffe, MA, Devereux <strong>Center</strong> <strong>for</strong> Resilient Children, Villanova, PA<br />
165. Feedback In<strong>for</strong>med Treatment: Collaborating with Families to Utilize<br />
Practice-Based Evidence to In<strong>for</strong>m Evidenced Based Practice In Military <strong>School</strong><br />
<strong>Mental</strong> <strong>Health</strong> Programs (MF)<br />
Feedback in<strong>for</strong>med treatment (FIT) is an approach to insure quality of mental health<br />
service delivery. Essentially, it is a quality assurance (QA) framework <strong>for</strong> programs<br />
without dictating specific therapeutic techniques or models. It privileges the feedback<br />
derived from the collaboration between practitioners and clients to improve outcomes.<br />
This presentation will review the research base, introduce the use of the instruments,<br />
and provide opportunities <strong>for</strong> case-examples, discussions and role-plays to enhance<br />
practical application of this QA structure.<br />
Alan Scheuermann, PhD, <strong>School</strong>-Based Behavioral <strong>Health</strong> Program-Bavaria MEDDAC,<br />
APO, NY<br />
166. Leading Challenge Course Activities (YIL)<br />
Participants will engage in activities targeting communication, problem-solving,<br />
teamwork, and trust. Activities will be introduced, workshop attendees will experience<br />
the activities, and the group will debrief the activities focusing on how to apply<br />
principles in every day life. These activities can be used with youth as well as adults to<br />
improve assertiveness skills and empower them to engage in leadership roles with<br />
confidence.<br />
Rebecca Sapp, PhD, LMFT, Colleen Weems, MA, and Faith Mahoney, MA, Frontier<br />
<strong>Health</strong>, Johnson City, TN<br />
43
Hilton<br />
Garden<br />
Inn<br />
Charleston Area, SC<br />
Convention <strong>Center</strong> Complex<br />
Holiday Inn<br />
Embassy Suites<br />
Tanger Outlets & Restaurants<br />
Hyatt Place<br />
aloft<br />
Residence<br />
Inn
Restaurants in the Surrounding Area<br />
Arby’s<br />
Buffalo Wild Wings<br />
Burger King<br />
Camille’s Coffee Shop<br />
<strong>Center</strong>point Bar and Grill<br />
Chic-fil-A<br />
Chili’s Grill & Bar<br />
Cici’s Pizza<br />
Confetti Cupcakes<br />
Dunkin’ Donuts<br />
Famous Wok<br />
Fatz Café<br />
Firehouse Subs<br />
Great American Cookie Company<br />
Golden Corral<br />
Hardees / Red Burrito<br />
International House of Pancakes<br />
Jim N Nicks BBQ<br />
La Hacienda<br />
McDonalds<br />
Panera Bread<br />
Quiznos<br />
Qdoba Mexican Grill<br />
Sbarro<br />
Shaung Xie<br />
Starbucks<br />
Subway<br />
The Fudgery<br />
Wendy’s
THE 17 TH ANNUAL CONFERENCE ON<br />
SEPTEMBER 27 TH – 29 TH , 2012 | SALT LAKE CITY, UTAH