Featuring 12 Specialty Tracks School Mental Health

The 1 4th Annual Conference on Advancing School Mental Health

The mission of the Center for School Mental Health (CSMH)is to strengthen policies and programs in school mental healthto improve learning and promote success for America's youth.

http://csmh.umaryland.edu

Center for School Mental HealthUniversity of Maryland School of Medicine

In collaboration with

The IDEA Partnership funded by theOffice of Special Education Programs

(OSEP), sponsored by the National Associationof State Directors of Special Education (NASDSE)

Division of Child and Adolescent PsychiatrySpecialJournalOffer

School Mental Health:

Promoting Success for All Students

November 2-4, 2009Hilton Minneapolis Hotel • 1001 Marquette Avenue • Minneapolis, MN

Featuring 12 Specialty Tracks

1) Child Welfare and SchoolMental Health (CW)

2) Connecting School MentalHealth and Positive BehaviorSupports (PBS)

3) Connecting School MentalHealth with Juvenile Justiceand Dropout Prevention (JJD)

4) Education: An Essential Component of Systems of Care(SOC)

5) Family-School-CommunityPartnerships (FP)

6) Improving School MentalHealth for Youth with Disabilities (YD)

7) Learning the Language: Promoting Effective Ways forInterdisciplinary Collaboration (LL)

8) Psychiatry and Schools (PS)

9) Quality and Evidence-BasedPractice (EBP)

10) School Mental Health for Military Families (MF)

11) Social, Emotional and MentalHealth in Schools (SEM)

12) Youth Involvement and Leadership (YIL)

For a description of each session go to the homepage of the website,

The CSMH is supported by cooperativeagreement U45 MC 00174-10-0 fromthe Office of Adolescent Health, Maternal and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration, and by a number of Maryland organizations.

A special THANK YOU to

the entire Minnesota Conference

Planning Team for providing

wonderful insight, guidance, and

support to the 14th Annual Conference

on Advancing School Mental Health!

Changes to the Conference Program

Changes have been made to the conference program since the original brochure was published

and posted on our website. New sessions have been added; sessions have been canceled. We

apologize for any inconvenience this may cause. If you would like to contact the speaker, in order

to receive materials, from any canceled sessions, please leave your contact information at the

Registration Table. For participants who were enrolled in the canceled sessions, please feel free to

make a new selection. For added sessions, all participants are invited to attend.

Added Sessions __________

Conference Session IV – Tuesday (2:45 – 3:45pm)

Cognitive Behavioral Intervention for Trauma in Schools: Outcome Findings and

Implementation Factors

Conference Session V – Tuesday (4:00 – 5:00pm)

Social/Emotional Concerns of Students who are Homeless and Highly Mobile: What

Does This Mean for Educational Achievement?

Canceled Sessions _____________

Conference Session IV – Tuesday (2:45-3:45pm)

Moving School Mental Health Providers Toward Trauma-Informed, Evidence-Based

Practice

Conference Session V – Tuesday (4:00 – 5:00pm)

From the Bottom Up: Collaborative Postvention Planning in Schools

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Back by Popular Demand: Advanced Specialty Tracks!

Specialty tracks are available for those interested in gaining more intensive training in

one specialty area. Participants can choose to either attend the full track or to attend

select presentations.

Below is the Guide for Advanced Specialty Tracks

(Each seminar title is followed by the corresponding specialty track abbreviation)

• Child Welfare and School Mental Health (CW)

• Connecting School Mental Health and Positive Behavior Supports (PBS)

• Connecting School Mental Health with Juvenile Justice and Dropout Prevention (JJD)

• Education: An Essential Component of Systems of Care (SOC)

• Family-School-Community Partnerships (FP)

• Improving School Mental Health for Youth with Disabilities (YD)

• Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration (LL)

• Psychiatry and Schools (PS)

• School Mental Health for Military Families (MF)

• Social, Emotional and Mental Health in Schools (SEM)

• Quality and Evidence-Based Practice (EBP)

• Youth Involvement and Leadership (YIL)

Monday, November 2, 2009__________________________________________________________

1:30 – 5:00 PM Intensive Training Sessions: Registration is open to all participants

1. Disobedient, Disruptive, Defiant and Disturbed Students: Behavioral

Interventions for Challenging Students (PBS)

Attempting to close the “Behavioral Intervention Gap” in most schools for “Tier 2 and

3” students, this workshop describes numerous strategic and intensive behavioral

interventions needed by challenging students. The components of an evidence-based

Positive Behavioral Support System are discussed as the prevention system that helps

the interventions to work.

Howard Knoff, PhD - Arkansas Department of Education Special Education Unit, Little

Rock, AR

2. Utilizing Positive Behavior Support in a Therapeutic, Educational Setting (PBS)

This session will focus on Central Susquehanna Intermediate Unit’s initiative to promote

systems of School Wide Positive Behavior Support. An overview of the components to

SWPBS will be provided. Participants will learn how the 5 Star Program addresses the

universal, secondary and tertiary needs of students in an academic setting.

Stephanie Burke, MSW, Nan Cooper, MSW, Rachel Scholl, MSW - Central Susquehanna

Intermediate Unit, Lewisburg, PA

3. Selecting, Training, and Supporting Paraprofessionals to work with Emotionally

Disturbed Youth in Inclusive Classrooms (YD)

This will be a dynamic workshop that delivers essential information and engages the

participant in the process of selecting, training and supporting paraprofessionals.

Presentation and active discussion will provide participants with the tools necessary to

build and deliver effective trainings for paraprofessionals. This workshop will focus on

the following topic areas; professional identity, developing therapeutic relationships,

special education process and collaborating with classroom teachers, behavioral

treatment and data collection, terminating therapeutic relationships and collaborating

with families.

Kristie Reed, LICSW, MSW, Jennifer Uttecht, PsyD - HowardCenter Child, Youth, and

Family Services, Burlington, VT

4. Beginning with the End in Mind: Creating Shared Vision to Guide Effective

Collaboration (LL)

Effective collaborative work relies on the shared vision of its partners, yet most of our

child- and family-serving organizations and systems have different visions and missions

from one another. Collaborative initiatives that fail to find a shared agenda often end in

confusion, frustration, conflict, and burn-out. This fun, interactive presentation will

teach participants a simple, yet effective process for building a shared vision or agenda

among diverse stakeholder groups in order to facilitate positive and productive

partnerships.

Debbie Mintz, MSW - HowardCenter Child, Youth, and Family Services, Burlington,

VT

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5. Integrating School-based Health and Mental Health Care: Promoting

Collaboration for Student Success (PS)

In this session we look at practical ways to integrate health, medical, and mental health

care, using empirically-supported approaches to assessment and treatment of psychiatric

comorbidity often found in students with asthma, overweight, substance abuse,

pregnancy, and other common conditions. Various collaborative care approaches will

be discussed, including practice and program examples.

Dan Rifkin, MD - Envision New Mexico, Dept. of Pediatrics (UNM School of

Medicine); Office of School and Adolescent Health (NM Dept of Health); UNM & First

Choice Community Healthcare School-Based Health Centers, Albuquerque, NM

Paula LeSueur, CFNP - New Mexico School-Based Health Center (SBHC); Medicaid

Program, Office of School and Adolescent Health (New Mexico Dept of Health);

Envision New Mexico, Albuquerque, NM

6. Embracing the Paradox: Fidelity, Adaptation, Cultural Relevancy and

Evidence-Based Practices (EBP)

This workshop will focus on implementation of evidence based practices with fidelity,

the development of strategic adaptations, and cross-cultural competency. Through

research and case examples, participants will also engage in self-reflections, discussion,

language deconstruction/ reconstruction activities, and the development of personal

action plans. Real-life examples will demonstrate implementation of an evidence based

social skills program with fidelity and cultural adaptations that increase cross-cultural

relevance, promote a value of diversity, and expose children to diversity. The program

is being implemented in a rural school district with a primarily Caucasian population

with varying socioeconomic status.

Dana Crawford, Med, Jennifer Elfstrom, MA, Paul Flasophler, PhD, Rochelle Fritz,

MA, Erin Paternite Kraan, MS, Julie Platten, BA, Holli Sink, MA - Miami University

Center for School-Based Mental Health, Oxford, OH

7. Improving Academic Outcomes: Building the Case for Quality, Evidence Based

Mental Health Strategies in Schools (EBP)

This intensive session will help participants learn how to initiate and maintain evaluation

efforts and use the results to build the case across multiple systems for the value of

expanded school mental health (ESMH) in enhancing behavioral health and academic

outcomes. This session will draw lessons from the National System of Care Study,

findings on system of care and education partnerships and will provide discussion of

two ongoing evaluations of ESMH programs, Baltimore City, Maryland and

Minneapolis, Minnesota. Presentations and discussion will highlight the challenges of

launching and maintaining a successful evaluation.

Bruno Anthony, PhD - Georgetown University Center for Child and Human

Development, Washington DC

Joyce Sebian, MEd - National TA Center for Children’s Mental Health at Georgetown

University, Washington DC

Mark Sander, PsyD, LP – Hennepin County - Minneapolis Public Schools, Minneapolis,

MN

Christina Walwrath-Greene, PhD, MHS - Macro International Inc., New York, NY

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Monday, November 2, 2009_______________________________________________________________________________________

8. The Coordination Continuum: Building Infrastructure for Sustainable Mental

Health Programs and Services (SEM)

Effective collaboration and coordination in the new schools of the 21st century will

require a new brand of leadership, establishing sustainable, inclusive governance

structures and systematic, data-driven decision making processes. Boundaries between

schools, families, and communities will dissolve. Come learn what’s involved!

Marcia Rubin, PhD - American School Health Association, Kent, OH

9. Effective Social Marketing of School Mental Health to Educational Leaders

(SEM)

Effective social marketing to school leaders is essential for development and

sustainability of School Mental Health (SMH) programs and services. Using principles

of social marketing and hands-on activities, participants will learn how to develop

messages and strategies to communicate with school leaders about the importance of

SMH.

Carl Paternite, PhD - Miami University Center for School-Based Mental Health,

Oxford, OH

Laura Hurwitz, MSW - National Assembly on School-Based Health Care, Washington,

DC

Olga Price, PhD - George Washington University Center for Health and Health Care

in Schools, Washington, DC

Lisa Rubenstein, MHA - Center for Mental Health Services, Rockville, MD

10. Identifying and Promoting Competencies in Interdisciplinary Collaboration

among Education and Mental Health Professionals (LL)

Interdisciplinary collaboration between professionals in the school-based mental health

field is critical to the success of the field. The workshop will present training curriculum,

workforce competencies, and professional development experiences being developed

to improve training of pre-service and in-service professionals in the field of school-

based mental health.

Joni Williams Splett, BA, Melissa Maras, PhD- Center for Advancement of Mental

Health Practices in Schools

Annahita Ball, MSW, Dawn Anderson-Butcher, PhD- Social Work Department, Ohio

State University

Elizabeth A. Mellin, PhD- Pennsylvania State University

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Monday, November 2, 2009______________________________________________________________________________________

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Tuesday, November 3, 2009__________________________________________________________

7:20 – 8:20 AM Practice Group Sessions: Open to all participants

Connecting School Mental Health and Positive Behavior Supports

Connecting School Mental Health with Juvenile Justice and Dropout Prevention

Education: An Essential Component of Systems of Care

Family-School-Community Partnerships

Improving School Mental Health for Youth with Disabilities

Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration

8:20 - 8:35 AM Welcome and Greetings

Mark Weist, PhD, Director, Center for School Mental Health

“Creating an Environment Where Everyone Can Learn: Addressing Bullying and

Harassment in Our Schools”

Kevin Jennings, Assistant Deputy Secretary, Office of Safe and Drug Free Schools,

U.S. Department of Education

8:35 - 9:35 AM Keynote Address: Jordan Burnham, National Mental Health Awareness

Campaign’s Speaker’s Bureau

“The Heard: Talking Mental Health and Schools”

9:35 - 9:40 AM Break

9:40 - 10:40AM Conference Session I

1. School Mental Health and Foster Care: A Training Curriculum for Teachers,

Clinicians, and Child Welfare Staff (CW)

This session aims to inform participants about a training curriculum for effectively

integrating school mental health and foster care. Participants will be given free access

to the curriculum and will be trained on effective implementation strategies. Participants

will have numerous opportunities to discuss when and how to best implement each of

the modules within the curriculum.

Nicole Evangelista, PhD, Maura Mulloy, PhD, Nancy Lever, PhD, Center for School

Mental Health, Baltimore, MD

2. Shut Up About … Your Perfect Kid: The Movement of Imperfection (PBS)

These sisters are among the growing number of parents raising children with disabilities.

They’ll keep the audience laughing as they reveal how their Asperger’s and bipolar

children transformed their lives. Their anecdotes and advice will keep the audience

engaged while stressing the importance of laughter in raising children with disabilities.

Patricia Konjoian, BA, Gina Gallagher, BS - Shut Up Industries, Inc., Maynard, MA

3. Why Try? Innovative Interventions that Provide Hope and Motivate Youth to

Overcome Poverty, Violence and Failure (JJD)

The presentation provides the audience with several methods to teach emotional

intelligence and life skills. This workshop emphasizes a strength-based approach to

helping youth overcome their challenges using “multiple intelligence” methods

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emphasizing the youths’ learning styles, to teach in ways that youth will understand and

remember.

Christian Moore, MSW - The WhyTry Organization, Orem, UT

4. Policy: A Strategy for Cross Agency System Building and Making Shared

Decisions (SOC)

Many states and communities are working to implement comprehensive, community-

based systems for children with mental health needs, and their families. One essential

component is the role which public policy plays in enhancing the building of

collaborative systems and sustaining the work that has already been completed.

Understanding what public policy can do is critical for system builders as they struggle

to make shared decisions to achieve the best outcomes. This conference session will

provide a conceptual framework and definition of policy, examples of different kinds

and levels of policies that can be used to build and sustain system efforts and the

important role of family advocacy in moving policy forward.

Joan Dodge, PhD - National Technical Assistance Center for Children’s Mental Health,

Washington DC

Barb Hutchinson, BA – Education Development Center

5. Meeting the Mental Health Needs of Students with Emotional and Behavioral

Challenges in School Settings (YD)

This presentation describes the Full Purpose Partnership, an urban, school-wide model

designed to prevent and respond quickly to socio-emotional and academic challenges.

Based on an integration of learning, system of care, and PBIS principles, preliminary

evidence suggests that students with emotional disturbance are spending more time in

general education.

Jeffrey Anderson, PhD, Alison Howland, PhD - Indiana University, Indianapolis, IN

6. Nursing and School Psychology: A Model for School-Based Collaborative Care

(LL)

This session will explore the intersection points and barriers to collaborative practice

between school nurses and school psychologists as an exemplar of developing seamless

care across multidisciplinary care providers in schools. Teaching methods will include

lecture, active discussion and case examples to demonstrate overcoming practice barriers

and increasing interdisciplinary collaboration.

Esther Seibold, DNSc,RN, Melissa Pearrow, PhD - University of Massachusetts College

of Nursing and Health Sciences, Boston, MA

7. Illinois Statewide Family Leadership and Support Initiative - From Conception

to Development (FP)

The Illinois Children’s Mental Health Partnership has developed a statewide initiative

for family leadership and support that will provide/promote:

1. Family/parent/caregiver involvement at the direct practice, staff and board levels

2. Family/parent/caregiver involvement in state and regional advocacy

3. Information for family/parents/caregivers

4. Leadership development for family/parent/caregivers in the region.

Kim Miller, MSW, Collette Lueck, MSW- Illinois Children’s Mental Health Partnership,

Peoria, IL

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Tuesday, November 3, 2009______________________________________________________________________________________

8. Getting Better All the Time: Promising Evaluation Strategies from a Six-Year

Evaluation of the San Francisco Wellness Initiative (EBP)

This presentation provides information to evaluation and program personnel on the

methods used to (1) develop support and buy in for the evaluation process, (2) promote

and improve data quality, (3) demonstrate the quality and impact of services, (4)

effectively address key program improvement issues, and (5) promote sustainability

and continued funding.

John Shields, PhD, MSW , Kelly Whitaker, MPA - ETR Associates, San Francisco, CA

9. Navigating the Barriers of Initiating & Providing a Preventative &

Interventional Longitudinal Program for Families & Students of Head Start (EBP)

Presenters will discuss year one validated results of an innovative and easily replicated

family-based wellness program (preventative and therapeutic intervention) in a public

school setting designed for a cohort of 150 families.

Ryan Hansen, MBA, Brad Uhing, PhD - Avera McKennan Hospital and Univ. Health

Center, Sioux Falls, SD

10. Improving Health and Mental Health Literacy among Youth: A Four School

Pilot Study (SEM)

We report on the results of a four-school implementation of an on-line health and mental

health resource for young people (www.yoomagazine.net). The program is novel in that

the program evaluation tools are integrated with the resource being disseminated,

thereby allowing program administrators to monitor uptake and utilization in real time.

Tim Roling, BA - Moberly Public Schools, Moberly, MO

Ed Morris, PhD - University of Missouri Center for the Advancement of Mental Health

Practices in Schools, Columbia, MO

Darcy Santor, PhD - Provincial Centre of Excellence for Child and Youth Mental Health,

Ottowa, Ontario, Canada

Alexa Bagnell, MD - IWK Health Centre, Halifax, Nova Scotia, Canada

10:40 - 10:50 AM Break

10:50 - 11:50AM Conference Session II

1. School-Based Diversion Strategic Innovations from the Models for Change

Mental Health/Juvenile Justice Action Network (JJD)

This panel will highlight the work of the John D. and Catherine T. MacArthur

Foundation’s Models for Change Mental Health/Juvenile Justice Action Network to

create school-based diversion programs, based upon the successful Mobile Urgent

Treatment Team (MUTT) model in Milwaukee, WI, that employs mobile mental health

responders to school-based incidents involving youth in school.

Kathleen Skowyra, BA - National Center for Mental Health and Juvenile Justice, New

York, NY

Linda Teodosio, JD - Summit County Juvenile Court, Akron, OH

Pamela Gulley, PhD - Ohio Department of Youth Services, Columbus, OH

Tim Marshall - Connecticut Judicial Branch, Wethersfield, CT

Kelly Warner King, JD - Center for Children & Youth Justice, Seattle, WA

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2. A Framework of Support for Meeting Students’ Mental Health Needs in Schools

and Communities (SOC)

This session will provide a framework and strategies for integrating education and

mental health supports with initiatives like systems of care, positive behavioral

interventions and supports and response to intervention. A model for the creation and

support of a continuum of services, where all students have access to an array of supports

and services will be highlighted.

Sandra Keenan, MEd, CAGS - American Institutes for Research, Orange Park, FL

3. Cultural Considerations in School-Based Work with African American

Adolescents with Emotional/Behavioral Concerns (YD)

This session provides a structured forum for discussing cultural considerations in school-

based work with African American youth with emotional/behavioral concerns. Results

of a focus group study with school and community-based professionals will be

presented, and used to guide an idea-generating activity about culturally-responsive

ways to meet these students’ unique needs.

Zewelanji Serpell, PhD, Trakita Wilkerson, BS - Virginia State University Psychology

Department, Petersburg, VA

4. It Works! Promoting Strengths and Success – Child and Family Teams from the

Family’s Perspective (SOC)

What works in promoting success for children and youth at home, in school and

community? Practical strategies offered for implementing a cross-agency System of

Care strengths-based process and curriculum on Child and Family Teams & family-

driven meetings for service planning and support. Improved system, youth and family

outcomes will be highlighted.

Susan Robinson, MEd - North Carolina Division of Mental Health, Developmental

Disabilities and Substance Abuse Services, Raleigh, NC

Libby Jones, Matthew Jones - North Carolina Families United, Greensboro, NC

5. Community-University Partnership (PS)

In this presentation we will give an overview of five collaborative projects to

demonstrate creative ways in which the expertise of academic psychiatry departments

can be put to use in support of improving student mental health within school settings.

Ann Vander Stoep, PhD, Kelly Thompson, MSW, Aaron Lyon, PhD - University of

Washington, Seattle Children’s Hospital, Seattle, WA

6. Some Secrets Should be Shared: Implementing an Evidence-Based Suicide

Prevention Program in Your School (EBP)

Workshop participants will be introduced to an evidence-based middle and high school

suicide prevention curriculum that teaches youth how to recognize the warning signs

of depression and suicide in themselves or a friend using the ACT model (Acknowledge,

Care, and Tell). An overview of the Signs of Suicide research will be provided.

Candice Porter, MSW, LICSW - Screening for Mental Health, Inc., Wellesley Hills, MA

7. Universal Wellness Instruction (SEM)

Can universal instructional design improve student wellness? The Columbus School

District has implemented a series of Wellness Courses that have replaced traditional

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Tuesday, November 3, 2009_______________________________________________________________________________________

Health and Physical Education classes at the secondary level. Learn how to create a

system change that has resulted in substantial decreases in substance use, binge drinking,

and suicidal ideation.

Joanne Grassman, MSE, Jason Adams, MSE, David Fischer, MSE-Columbus School

District, Columbus, WI

8. Using Cognitive Behavioral Intervention for Trauma (CBITS) as a TIER II

Intervention in an Integrated RTI-PBS Model in a Large Public School System

(SEM)

Presenters will describe how University of New Orleans and the University of Montana

are implementing CBITS as a Tier II level intervention and integrating it successfully

into a comprehensive RTI-PBS model in the largest school system in Louisiana.

LaCresiea Olivier, MSW, Marilyn Zimmerman, Matt Taylor, MA- University of New

Orleans, New Orleans, LA

9. Effective Classroom Programs for Students with Autism Spectrum Disorders

and Co-morbid Mental Health Concerns (YD)

Up to 70% of students with ASD have co-morbid mental health concerns. Educators

and mental health professionals should collaborate to identify and program for these

students. This presentation will provide needed information on assessment, curriculum

design, goal development, instructional methods, materials use, teacher language level,

and data collection methods.

Mary Ann McIntyre, MA, Maureen Bradshaw, MSE - Arkansas State Department of

Education, Division of Special Education, Fayetteville, AR

10. Addressing Trauma and its Impact on Development and Learning (SEM)

This workshop will address trauma and its impact on development and learning.

Emphasis will be placed on recognizing warning signs and symptoms, as well as

understanding caregiver trauma. Classroom strategies to help traumatized children heal

will be offered. Case examples will highlight how collaborations between mental health

and educational staff can help build emotionally responsive school climates.

Margaret Shoemaker, LICSW, Cheryl Cowan, LICSW - Washburn Center for Children,

Minneapolis, MN

Cheryl Flugaur-Leavitt, LICSW, Leo Bulger, MSW - Minneapolis Public Schools,

Minneapolis, MN

11:50 – 12:15 PM Lunch Break (Pick up box lunches)

12:15 – 1:15 PM Practice Group Breakout Sessions (Please select one session to attend)

Connecting School Mental Health and Positive Behavior Supports

Connecting School Mental Health with Juvenile Justice and Dropout Prevention

Education: An Essential Component of Systems of Care

Family-School-Community Partnerships

Improving School Mental Health for Youth with Disabilities

Learning the Language: Promoting Effective Ways for Interdisciplinary Collaboration

Psychiatry and Schools

Quality and Evidence-Based Practice

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School Mental Health and Child Welfare

School Mental Health for Military Families

Social, Emotional and Mental Health in Schools

Youth Involvement and Leadership

1:15 - 1:30 PM Break

1:30 - 2:30 PM Conference Session III

1. Secondary and Tertiary Supports for Youth with Emotional and Behavioral

Disorders: Case Examples from New Hampshire (PBS)

APEX II in New Hampshire is a dropout prevention project that applies the 3-tiered

PBIS model to impact the educational outcomes and climate in high schools. This

presentation will include several case examples of how high risk youth were assisted at

the secondary and tertiary levels using RENEW, a proven individualized school-to-

career model.

JoAnne Malloy, MSW, Jonathon Drake, MSW, Maria Agorastou, PhD- University of

New Hampshire Institute on Disability, Concord, NH

2. Creating School Environments to Promote Children’s Emotional Regulation and

Social Participation (YD)

Youth with disabilities (e.g. autism, ADHD) may experience everyday sensations (e.g.

touch, movement, sound) with more or less intensity than typically developing peers

resulting in problems with emotional regulation, attending, and social participation.

Strategies for modifying school environments to reduce barriers to learning will be

presented.

Susan Bazyk, PhD - Cleveland State University, Cleveland, OH

Lisa Crabtree, MS - Towson University, Towson, MD

3. Assessing Interdisciplinary Collaboration in School Mental Health Programs:

A Tool for Partnerships, Researchers, Evaluators, and Funders (LL)

Interdisciplinary collaboration is a critical component for school mental health

programs, however, there are few tools available for accurately assessing the strength

of collaborative practice and identifying strategies for improvement. The Index of

Interdisciplinary Collaboration for School Mental Health Programs will be introduced

as tool for linking interdisciplinary collaboration to improved outcomes.

Elizabeth Mellin, PhD - Pennsylvania State University, University Park, PA

Laura Bronstein, PhD - Binghamton University, Binghamton, NY

Dawn Anderson-Butcher, PhD, Anna Ball, MSW - Ohio State University, Columbus, OH

4. The Ka’Upena Project in Hawaii (FP)

The Ka ‘Upena pilot project designed by the North Hawaii Community of Practice, is

a joint effort between Honokaa High School, its families and community. Launched in

2008, the project identifies “at-promise” youth and strives to engage and provide

interventions for these students during their critical transition to high school.

Susan Wood, CA - North Hawaii Community Children’s Council, Honokaa, HI

Stan Ha’o, BA, Arthur Souza, MA, Shelbie Kaholoaa - Hawaii Department of Education,

Honokaa, HI

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5. Success with Less: Using Data to Inform Program Decisions in Troubling

Economic Times (EBP)

This session will examine the use of clinical outcome and program evaluation data to

advocate for school mental health program sustainability in fiscally restrictive times.

Data will be presented from the Department of Mental Health’s School Mental Health

Program located in Washington, D.C.

Barbara Parks, MSSA, Joel Dubenitz, PhD, Meghan Sullivan, PhD - Department of

Mental Health, Washington, DC

6. Clinical Consultation with Educators: A Resiliency Based Model (SEM)

In this interactive workshop, experienced social workers present an innovative model

for relationship-based educator consultation. This practice model increases educators’

social-emotional literacy as well as educator and student resiliency. Information sharing

and interactive learning experiences will allow participants the opportunity to practice

mental health consultation with educators.

Terese Brennan-Marquez, MSW, Heather Sorensen, LCSW - The Cleo Eulau Center,

Mountain View, CA

7. Lunch Line Connections and More: Adults Adopting Students in a Middle

School Setting as a Means of Fostering a Sense of Connectedness (SEM)

“Johnny’s seated at your table today, you may line up for lunch first.” Suzy’s name is

printed on the cook’s plastic apron honoring her birthday. Recognizing kids in ordinary

ways yields extraordinary results. Participants will actively review how one middle

school created an adopt- a- student program and how this strategy could be implemented

in any setting.

Douglas Knick, EdD - Luther College, Decorah, IA

Tammie Knick, LSW - GFW Middle School, Fairfax, MN

8. Addressing Disproportionality in Special Education (EBP)

This presentation will specify the role of the use of evidence-based practice to address

disproportionality in schools and districts. Evidence-based practices will be identified.

Disproportionality will be defined. Participants will examine effective pre-referral

strategies and recommendations to eliminate disproportionality through support from

school personnel, families, and community stakeholders.

Daryl Gates, MA - National Education Association, Shreveport, LA

Bruce Mulder, MEd - National Education Association, Minneapolis, MN

9. Focus Groups: A Source for Guiding Program Development, Progress, and

Evaluation (EBP)

This presentation will highlight the effective implementation of focus groups to guide

school mental health program development, progress, and evaluation. Resources and

best practice strategies will be shared and a case example will be used to illustrate the

importance and utility of focus group data.

Kerri Stiegler, MS, Sylvia Huntley, BSW, Mark Weist, PhD - Center for School Mental

Health, Baltimore, MD

Michael Lindsey, PhD - University of Maryland School of Social Work, Baltimore, MD

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10. Building Support for School-Based Mental Health through Dialogue Guides

In this interactive session we will generate stakeholder developed ‘dialogue starters’

that will enable attendees to begin conversations around critical issues at the state and

local level. The Dialogue Guides that are created onsite will be available in electronic

form free of charge to practitioners and consumers across the country through the IDEA

partnership. Join us for this unique opportunity to have your voice heard in shaping the

national dialogue!

Joanne Cashman, EdD - IDEA Partnership, Alexandria, VA

2:30 - 2:45 PM Break

2:45 - 3:45 PM Conference Session IV

1. Integrating Positive Behavior Support and Outcomes Data into a School-based

Mental Health Program (PBS)

The Illinois Children’s Mental Health Partnership has developed a unique approach to

working with schools across Illinois to develop and implement an integrated three tier

mental health and School-wide Positive Behavior Interventions and Supports (PBIS)

model that includes data collection, ongoing technical assistance and coaching, and

quality improvement. Examples of specific challenges and strategies for successful

administrator and teacher engagement will be highlighted.

Collette Lueck, MSW- Illinois Children’s Mental Health Partnership, Peoria, IL

2. The Progressive Development of School Mental Health Following a Tragic School

Shooting (JJD)

Tragically, a student from our middle school shot and killed a teacher at an off-campus

event. As a result, the school district developed the Center For Learning and Behavior,

CLuB program, which is a non-punitive way of providing temporary educational and

supportive services for students who may be experiencing psychological difficulties or

low academic success.

Annette Rilling, EdD, Jennifer Hardy, MEd - General McLane School District, Edinboro, PA

John Kennedy, MA - The Achievement Center, Erie, PA

3. Integrating Nonbillable Supportive and Consultation Services into a Sustainable

Financial Model for School-based Mental Health Services (SOC)

The successful integration of mental health services in schools requires significant

collaboration between mental health providers and education staff. This presentation

will outline the development of a financing strategy aligning the efforts of major

stakeholders. The implemented financial model integrates third-party billing with public

and private support and will be described.

Tom Steinmetz, MA - Washburn Center for Children, Minneapolis, MN

Jim Johnson, MSW, LICSW - Minneapolis Public Schools, Minneapolis, MN

4. Toward an Understanding of External Placement Decision- Making for Students

with Emotional and Behavioral Disorders (YD)

Students with emotional and behavioral disorders are overrepresented in highly

restrictive educational settings despite a mandate to serve students in the Least

Restrictive Environment appropriate. To better understand placement decision-making,

publicly disseminated documentation will be synthesized, with attention given to the12


social, policy, and economic implications associated with placement decision-making.

Stephen Becker, MA, Erin Paternite Kraan, MS - Miami University Center for School-

Based Mental Health, Oxford, OH

Christianna Andrews, MEd - University of Maryland Center for School Mental Health,

Baltimore, MD

5. Strategies for Building Culturally Sensitive Family Involvement in School

Mental Health Programs (FP)

Minnesota has a long history of state and local partnerships to support the development

of co-located and co-linked school mental health services. Funding to support these

efforts have historically come from county agencies, family service and mental health

collaboratives, special education, local school districts, and state and federal grants. The

panel includes representatives from six community mental health agencies (two serve

rural areas and four are located in metropolitan Minneapolis-St. Paul). The panelists

will share lessons learned concerning their experiences in developing school mental

health programs that are culturally sensitive and family friendly. The importance of

engaging both school staff and families in support of the therapeutic process will be

discussed and the benefits to multiple stakeholders will be described. Schools in

Minnesota are enthusiastic about these programs and value the tools that mental health

providers offer them as a means to better support student learning and development.

Marcia Tippery, PhD - Minnesota Department of Human Services, St. Paul, MN

Kelly Tousignant, MA - Family Networks

Terry Raddatz, PhD, LP - Scott County Mental Health Center, Minnetonka, MN

Pam Johnson, MA, LP, LMFT - Human Services, Inc., Oakdale, MN

David Baraga, PhD, LP - Central Minnesota Mental Health Center, St. Cloud, MN

Kris Lofgren, BA - Range Mental Health Center, Virginia, MN

6. Are Psychotropic Medications Overprescribed for School Children? (PS)

The view that psychotropic medications are being overprescribed has concerned many

communities. Prescription data and epidemiologic studies will be reviewed in order to

shed light on this controversy. Discussion will focus on the meaning of the findings of

these studies and the implications of the data for school-based psychiatric practice.

Lois Flaherty, MD – Univ. of Maryland Center for School Mental Health, Baltimore, MD

7. Cognitive Behavioral Intervention for Trauma in Schools: Outcome Findings

and Implementation Factors (EBP)

This workshop will provide an overview of Cognitive Behavioral Intervention for

Trauma in Schools (CBITS), the only evidence-based, school-based intervention

designed to address the consequences of violence exposure and symptoms of Child

Traumatic Stress. In addition to briefly reviewing CBITS session content and supporting

materials, the presenter will present outcome findings from several implementing sites,

and will review methods used to increase the success and fidelity of implementation.

Sharon Stephan, PhD - University of Maryland School of Medicine, Baltimore, MD

8. Army School Mental Health Team in Hawaii (MF)

Results of the School Mental Health Team at Schofield Barracks, Hawaii will be

presented. This is a collaborative effort between Tripler Army Medical Center and the

Hawaii Department of Education. At Schofield, School Mental Health has become

13


integral to a comprehensive system of care serving Soldiers and Families.

Michael Faran, MD, PhD - Military Child and Adolescent Center of Excellence,

Madigan Army Medical Center

Albert Saito, MD - Tripler Army Medical Center, Honolulu, HI

9. Preparing Children and Parents During the Preschool Years for Positive Mental

Health: The OCEAN Inc. Head Start Model (SEM)

The factors that may negatively impact the mental health of preschool and school aged

children will be discussed. The O.C.E.A.N., Inc. Head Start Program will be explored

as a model for developing positive mental health and resiliency. Parent partnership and

mental health components of the program will be emphasized.

Stephen Levine, PhD - Georgian Court University, Lakewood, NJ

Dianne Santucci-Wright, BA - O.C.E.A.N. Inc., Barnegat, NJ

10. Differential Utilization of Wellness Services Across Ethnicities: Risk Factor and

Outreach Strategies for Engaging Chinese, Asian, and Pacific Islander Youth in

Mental Health Related Services (SEM)

This presentation focuses on barriers to service utilization within Asian and Pacific

Islander (API) student groups and promising outreach strategies designed by school-

based mental health practitioners and community partners to promote accessibility, reduce

stigma, and address the social and emotional needs of all API youth.

Kelly Whitaker, MPA, John Shields, PhD - ETR Associates, San Francisco, CA

Yolanda Anyon, MSW - University of California School of Social Welfare, Berkeley, CA

3:45 - 4:00 PM Break

4:00 – 5:00 PM Conference Session V

1. The Family Check-Up: School Based Implementation to Reduce Aggressive

Behaviors in Young Children (PBS)

This presentation will discuss the Family Check-Up within a school utilizing Positive

Behavior Supports to address disruptive behaviors in children. The theoretical model

will be presented, along with the intervention process. Case examples will help

participants conceptualize the implementation process, intervention design, and ongoing

monitoring.

Dana Darney, MS, Elise Hendricker, MA, Joni Splett, BA, Michael Coutts, BA, Wendy

Reinke, PhD - University of Missouri, Columbia, MO

2. The Impact of School Behavior Problems and Mental Illness on School Dropout

(JJD)

Most youth in detention facilities have significant mental health and educational issues

that affect their behaviors and lead to negative outcomes. Detained youth with a

combination of school behavioral and mental health problems are more likely to drop

out of school than those with only school behavioral issues.

Kenneth Rogers, MD, Malika Closson, MD - University of Maryland, Baltimore, MD

14


3. A Unique Approach to Intensive Intervention for Students in Special Education

(YD)

A cost benefit analysis of school mental health services will be presented. Participants

will learn innovative ways to navigate across systems to improve service delivery.

Dana Cunningham, PhD - University of Maryland, Center for School Mental Health,

Baltimore, MD

Nichole Hobbs, MS - Prince George’s County Public Schools, Adelphi, MD

4. An Interdisciplinary Approach to Interventions with Individuals with Autism

(LL)

Meeting the needs of children and youth on the autism spectrum requires

interdisciplinary collaboration and a shared school-family-community agenda to support

learning. This course describes interdisciplinary programs for this population that

provide university students with practice in shared language and research experiences.

Lisa Crabtree, MS, Barbara Demchick, MS -Towson University, Towson, MD

5. Effective Parent Involvement in School Mental Health (FP)

This presentation will highlight successful strategies for increasing and truly engaging

parents in schools and school mental health. Presenters will share best practice

guidelines and will share resources that can readily be used in implementing these

strategies in other schools. The session will include an interactive activity and

opportunity for cross stakeholder discussion.

Jennifer Cox, MSW, Kerri Stiegler, MA, Mark Weist, PhD - University of Maryland,

Center for School Mental Health, Baltimore, MD

6. A Framework for Implementing Evidence-Based Interventions Effectively in

Schools: Lessons Learned from Safe Schools/ Healthy Students (EBP)

Informed by the seminal literature addressing best practices in program selection and

implementation, and considering the key findings from Safe Schools/Healthy Students

grantees, a framework to support planning and implementation of evidence-based

programs will be described. The interactive presentation will include case examples

with many opportunities for discussion and commentary.

Jennifer Kitson, EdS, Deborah Haber, MEd - Education Development Center Inc.,

Newton, MA

Elizabeth Freeman, MSW, LICSW - American Institute for Research, Washington, DC

7. From the Bottom Up: Collaborative Postvention Planning in Schools (SEM)

CANCELED-WE APOLOGIZE FOR THE INCONVENIENCE

8. Supporting Students with Early Symptoms of Psychosis to be Successful in

Schools (SEM)

Children at risk for psychotic illnesses experience early symptoms that negatively affect

school performance and social participation. The Portland Identification and Early

Referral (PIER) Program, designed to assist school personnel in the early identification

of psychosis and how to make accommodations to promote school performance, will

be presented.

Donna Downing, MS, OTR/L - Mary Morris, MOTR/L - Maine Medical Center,

Portland, ME

15


9. Student Self-Injury: Meeting the Needs and Preventing Contagion (SEM)

Self-injury has become more prevalent in schools and has recently been labeled the

“next teen disorder.” This workshop will provide participants with an overview of self-

injury, a conceptual framework to guide initial assessments, and information on school

response.

Elizabeth Jones, PhD - Western Kentucky University, Bowling Green, KY

Melissa Hakman, PhD - Oklahoma City University, Oklahoma City, OK

10. A Practical, Evidence-Based Approach to Youth Suicide Prevention: Results of

a Three Year Program Development Effort (EBP)

The incidence of suicide in youth is a rising epidemic worldwide. Evidence-based

prevention programs in schools must play a vital role in universally preventing youth

suicide. Widely-accessible and user-friendly training methods for school professionals

on developing and implementing evidence-based, prevention programs will be presented

and activities from training curriculum conducted.

Jim Koller, PhD, Kristin Birks, MA, Stephanie Coleman, BA, Ann Tweet, BA, Joni Splett,

BA - Center for the Advancement of Mental Health Practices in Schools, Columbia, MO

Dan Lowry, PhD - Missouri Partnership for Education Renewal, Columbia, MO

11. Social/Emotional Concerns of Students who are Homeless and Highly Mobile:

What Does This Mean for Educational Achievement? (SEM)

This session will provide information and opportunity for discussion of social/emotional

issues for children and youth who are homeless and highly mobile and the impact these

issues have for their educational progress. Resiliency factors will be highlighted as

documented by results of individual students over a five year period.

Elizabeth Hinz, MSW – Minneapolis Public Schools, Minneapolis, MN

5:30 – 6:30 PM Poster Board Session

Assessing Integrity of Behavioral Consultation Interviewing

Melissa Dvorsky, Julie Sarno Owens, PhD, Jennifer L. Storer, Margaret A. Mahoney,

Anna R. Keith, and Catherine M. Golden, MS, Ohio University, Athens, OH

Awareness of Difference and Emotional Depression in Children and Adolescents

with Autism

Joel Gaffney, MA and Ethan Remmel, PhD, Western Washington University

Behavioral Vital Signs: Mental Health Screenings in Mississippi’s Schools

John Young, PhD, University of Mississippi, University MSRobert Latzman, MA, University of Mississippi Medical Center, Jackson, MSLaurie Heiden, MED, John Damon, PhD, and Terry Hight, PhD, Mississippi Chil-dren’s Home Services, Jackson, MS

Conflict Resolution: The Impact of a School-Wide Mediation Program

Catharine Weiss, PhD, Kelly Foster, LCPC, Matthew Page, BS and Nancy Lever,

PhD, University of Maryland, School Mental Health Program/Center for SchoolMental Health, Baltimore, MD

16


Connecting Students & Families to Community Services: The Community Re-

source Initiative

Carrie Mills, PhD, University of Maryland, Center for School Mental Health, Balti-more, MDSusan Marshburn, Coordinator of Interagency & Nonpublic Placements and Mary

Tillar, Director of Special Education, Anne Arundel County Public Schools, Divisionof Special Education, Annapolis, MD

Consistency Between Parents and Teacher Perceptions of Home-School Interac-

tion Across Time

Margaret A. Mahoney, BA, Julie Sarno Owens, PhD, Melissa R. Dvorsky, Jennifer L.

Storer, BS, and Kathryn S. Muhleman, Ohio University, Athens, OH

Consulting School Psychiatrists: School Mental Health Roles and Possibilities

Bettina Bernstein, DO, School Based Behavioral Health, Intercommunity Action, Inc,Child Guidance Resource Centers, Wynnewood, PA

Cyberbullying and Life Satisfaction: Examining Developmental and Role-Re-

lated Differences

Meghan Hobbs, Hilary Denune, Dawna Cricket Meehan, PhD, and Paul Flaspohler,

PhD, Miami University, Oxford, OH

DC Student Assessment and Resilience Team (DC START)

Debby Rager, LICSW and Sabine Herisse, MS, Office of the Deputy Mayor for Edu-cation, DC Government, Washington, DC

Developing Safe School Partnerships: Spotlight on Mental Health and Juvenile

Justice

John Rosiak, MA, National Center for Mental Health Promotion and Youth ViolencePrevention, Rockville, MD

Does Mastery of Goals Effect Outcomes in a Psychosocial Intervention?

Joanna M. Sadler, MA, Christine E. Brady, MA, Allison Zoromski, BA, and Steven W.

Evans, Ph.D., Ohio University, Athens, OH

Educator Readiness to Adopt School Mental Health Approaches

Annahita Ball, MSW, Ohio State University, Columbus, OH

Elementary School Success Profile Model of Assessment and Prevention

Kristina C. Webber, PhD, Aaron Thompson, MSW, Kate Wemann, BS, Natasha Bowen,

PhD and Heather Bower, MSA, University of North Carolina, Chapel Hill, NC

Enhancing the Education, Health, and Mental Health of Children, Youth and

Families by Promoting Coordinated Linkages

Sandra Keenan, EdD, American Institute for Research, Washington, DC Barb Zandlo-Hutchinson BA and Jennifer Kitson, EdS, Education Development Center, Newton, MA

17


An Evaluation of a Therapeutic Adventure-Based Summer Camp and Self-Per-

ceptions of At-Risk Urban Youth

Nicole M. Evangelista, PhD, Kerri Stiegler, MS, and Nancy Lever, PhD, University ofMaryland, Center for School Mental Health, Baltimore, MD

Implementing a Complex Model of Learning Supports: Implications for Ex-

panded School Mental Health

Annahita Ball, MSW, Jennifer Storer, BS, Aidyn Iachini, PhD, Allison Riley, MS, and

Dawn Anderson-Butcher, PhD, Ohio State University, Columbus, OHJennifer Storer, BS and Julie S. Owens, PhD, Ohio University, Athens, OH

Interventions for Disruptive Behavior: Positive Effects On

Jennifer Storer, BS, Julie Sarno Owens, PhD, Margaret Mahoney, BA, Melissa

Dvorsky, and Katherine Muhlman, Ohio University, Athens, OH

School-Based Emotional Health Screening

Ann Vander Stoep, PhD, Elizabeth McCauley, PhD, and Kelly Thompson, MSW, Uni-versity of Washington/Seattle Children’s Hospital, Seattle, WAEric McCormick, MSW, University of Washington, Seattle, WA

School-Wide PBIS in High School; Students and Staff Working Together to Im-

prove School Culture and Outcomes

Maria Agorastou, PhD, JoAnne Malloy,MSW, Jonathon Drake,MSW- University ofNew Hampshire Institute on Disability, Concord, NH

A Statewide Survey of School Mental Health Services

Matthew Page, BS, and Nancy Lever, PhD, University of Maryland, Center for SchoolMental Health, Baltimore, MDRachael Faulkner, MSW, Mental Health Association of Maryland, Baltimore, MDBrian Bartels, MA, CAS, NCSP, Maryland State Dept of Education, Baltimore, MD

Teaching Self-Control in Early Childhood: Classroom-Based Promotion of

Friendships, Executive Functioning, and Positive Social Expectations

Jennifer Betkowski, MA, Center for School Mental Health, Baltimore, MDDavid Schultz, PhD, University of Maryland Baltimore County, Catonsville, MD

Treatment of High School Students with ADHD: Parent and Teacher Satisfaction

Joanna M. Sadler, MA, Christine E. Brady, MA, Allison K. Zoromski, BA, Carrie E.

Light, Brandon K. Schultz, and Steven W. Evans, PhD, Ohio University, Athens, Ohio

Working with Kids on the Edge in Schools: High Stakes Negotiation

Nancy Rappaport, MD, Cambridge Health Alliance, Cambridge, MA

6:30 – 8:00 PM Complimentary Networking Reception & Entertainment

(Come… enjoy the entertainment and a taste of Minnesota food!)

18


Wednesday, November 4, 2009_________________________________________________________

7:20 - 8:20 AM Practice Group Sessions (Open to all participants)

1. Psychiatry and Schools

2. Quality and Evidence-Based Practice

3. School Mental Health and Child Welfare

4. School Mental Health for Military Families

5. Social, Emotional and Mental Health in Schools

6. Youth Involvement and Leadership

8:20 - 8:30 AM Welcome and Greetings

Cal R. Ludeman, Minnesota Department of Human Services Commissioner

8:30 - 9:30 AM Keynote Address: Bruce Chorpita, PhD, University of California, Los Angeles

“Evidence-based Practice and School Mental Health”

9:30 - 9:40 AM Break

9:40 - 10:40 AM Conference Session VI

1. Reconnecting Student and Teacher Perceptions of School Rules: A Reasonable

Proactive Behavior Management Strategy for Students with Challenging Behaviors

(PBS)

A PBIS data-based tracking system used by students, teachers, social workers,

counselors, doctors, and parents to assist students in setting goals, self-reporting

behavior, and comparing data with teachers to evaluate progress. Using binomial

distribution test, nine of ten cases showed significant reduction in disruptive behavior

and office referrals.

Aaron Thompson, MSW, Kristina Webber, MSW – Univ. of North Carolina, Chapel Hill,

NC

2. Teen Substance Abuse as a Risk Factor for Delinquency (JJD)

This presentation is an overview of The Insight Program, which addresses the issue of

substance abuse and its academic impact on adolescents. Based on current research, this

model consists of education, intervention, referral, coordination, and school based

support services designed to reduce risk factors that lead to delinquent behavior.

Allyne Zappalla, MSW, Suzanne Petersen, MA - Loudoun County Public Schools,

Ashburn, VA

3. Emotional and Behavioral Disorders and Social Maladjustment: Where Have

we Come and Where are We Going (YD)

Within the federal definition of emotional and behavioral disorders (EBD), the phrase

socially maladjusted presents unique challenges. This presentation will examine the

controversy surrounding this clause and review publically disseminated documents to

understand current practices and policies. As EBD and social maladjustment are often

indistinguishable, diagnostic challenges will be emphasized.

19

Allison Cloth, PhD - Ohio University Department of Psychology, Athens, OH

Stephen Becker, MA - Miami Univ. Center for School-Based Mental Health, Oxford,

OH

Olivia Christensen, BS - James Madison University, Alvin V. Baird Attention and

Learning Disability Center, Harrisonburg, VA

4. Understanding the School-Based Perspective of the Green Acres Conflict: Farm

Living vs. City Life and the Impact of Geographic Location on School Climate

(EBP)

This presentation focuses on the variations of the unique needs identified by school

communities in diverse geographic locations (i.e. urban, rural, suburban). Through

empirical data and case examples, participants will explore best practice methods used

to meet the social, emotional, and behavioral needs of specific school populations.

Julie Platten, BA, Hilary Denune, BA, Dawna-Cricket Meehan, PhD, Erin Paternite

Kraan, MA, Paul Flaspohler, PhD - Miami University Center for School-Based Mental

Health, Oxford, OH

5. The DESSA: A New Assessment of Social Emotional Competencies (SEM)

This workshop will provide a comprehensive overview of the development,

administration, scoring and interpretation of a recently published measure of social-

emotional competencies in elementary school aged children, the Devereux Student

Strengths Assessment (DESSA).

Use of DESSA results in screening, student progress monitoring, and Social Emotional

Learning (SEL) program evaluation will be stressed.

Paul LeBuffe, MA - Devereux Center for Resilient Children, Villanova, PA

Jack Naglieri, PhD - George Mason University, Department of Psychology, Fairfax,

VA

Valerie Shapiro, MSS - University of Washington, Seattle, WA

6. School-Based Resilience: How an Urban Public High School Mitigates Risk and

Promotes Students Social-Emotional Development and Academic Success (SEM)

This session presents findings from a qualitative case study that examined school-based

resilience within an urban public high school that educates primarily low-income,

African American students. The student interviews will be the centerpiece of this session

– their words will be used to depict the school-based factors and interactions that helped

them to overcome adversity and achieve healthy social-emotional development and

academic success. Practical applications of these findings to other school settings will

be discussed.

Maura Mulloy, PhD – Univ. of Maryland, Center for School Mental Health, Baltimore,

MD

7. Students Creating a Culture of Success (YIL)

The General McLane High School attempts to utilize the success of positive student

role models as leverage to create an atmosphere of excellence and acceptance. Active

student ownership and involvement in school programming and administrative decision-

making serve to stimulate prosocial student behaviors and diminish those that are

20

Wednesday, November 4, 2009_______________________________________________________________________________________

maladaptive. To achieve this, the General McLane High School has implemented a

student-generated code of ethics, Principal’s Cabinet, Link Crews, and Not Here Anti-

Bullying Campaign.

Jennifer Hardy, MEd, Richard Scaletta, MEd, Julie Snell, MEd - General McLane

School District, Edinboro, PA

8. Integrating Mental Health and Education in Minnesota: Emerging Policy and

Practice (LL)

Expanded School Mental Health programs are most effective when there is a strong

integration and collaboration between the school-based mental health therapists and

education staff. However, there are many barriers to achieving successful integration.

This presentation will outline efforts at the policy and practice levels to support and

enhance successful integration.

Glenace Edwall, PhD - Minnesota Department of Human Services, St. Paul, MN

Jim Johnson, MSW, LICSW - Minneapolis Public Schools, Minneapolis, MN

Mark Sander, PsyD - Hennepin County/ Minneapolis Public Schools, Minneapolis, MN

9. Improving Educational Outcomes for Children with a Fetal Alcohol Spectrum

Disorder (FASD): A Collaborative Model (YD)

This presentation will discuss a collaborative partnership representing educational,

medical and community perspectives that is working jointly to effectively address all

aspects of FASD and thereby striving to improve educational outcomes and future

successes for children with FASD.

Christopher Boys, PhD, LP, Pi-nian Chang, PhD, LP - University of Minnesota,

Minneapolis, MN

Kathryn Dole, MS, OTR/L - Minneapolis Public Schools, Minneapolis, MN

Sue Terwey, MS - Minnesota Organization on Fetal Alcohol Syndrome, St. Paul, MN

10. Pineapple, Mochi Crunch, and Macadamia Nuts: Using Food and Fun to

Engage Military Families

In this session, creative methods that have been used to successfully engage students

and parents in activities to promote healthy families will be presented. A principal’s

perspective will be provided. Collaborative efforts and effective strategies for

identifying needs and building an effective system of care will be shared.

Kelena Freudenberg-Flores, LCSW - Tripler Army Medical Center, Honolulu, HI

Joe Lee, Principal – Wheeler Elementary School, Honolulu, HI

10:50 - 11:50 AM Conference Session VII

1. Instituting a Behavior Management Plan Using a Creative Arts Approach (PBS)

This presentation describes the creation and implementation of a highly effective

behavior management plan. Participants will be part of an art experiential demonstrating

the positive effects of structure and consistency. Handouts will include the outline of

the behavior management plan and copies of staff and student expectations.

Karen Gibbons, LCAT - Graham Windham School Based Mental Health Program, New

York, NY

21

Wednesday, November 4, 2009______________________________________________________________________________________

2. Care Team: An Intervention Model for High Risk Students and Families (JJD)

This intervention model addresses the needs of our most vulnerable students. The

collaboration between the Juvenile Dept, the Police Dept, our mental health coordinator

and the school is the core of our success. This systematic approach has a significant

impact on student success, as supported by three years of data.

Leslie Rodgers, MSW, Martha Guise, MEd, Roger Will, MS - Hillsboro School District,

Hillsboro, OR

Jon Biles, BS - Washington County Juvenile Department, Hillsboro, OR

Patrick Hess - Hillsboro Oregon Police Department, Hillsboro, OR

3. Closing the Gap - Together! (SOC)

Join representatives from the Erie County Department of Mental Health, the Buffalo

Public School District, United Way of Buffalo & Erie County and Catholic Charities as

we explore our journey from a fledgling coalition to a system-wide, paradigm-shifting

collaboration that is achieving positive outcomes for children in eight of Buffalo’s

highest need schools. This interactive presentation will examine: 1) key strategies for

building collaborative systems of care; 2) how to align multidisciplinary system

outcomes and; 3) how to navigate bumps along the way.

Jill Ann Robbins-Jabine, BS, Pam Brown, BS - United Way of Buffalo & Erie County,

Buffalo, NY

4. Professional, Family and Student Collaboration: Improving Outcomes for

Students Coded “Emotionally Disturbed”(YD)

The Maryland State Department of Education (MSDE) has long recognized that while

they spend more money on students coded “emotionally disturbed” than any other

disability group, these students have the poorest outcomes – including a drop-out rate

of 50%. We will discuss the partnership formed by MSDE, the Maryland Coalition of

Families for Children’s Mental Health and the Maryland Mental Hygiene Administration

to tackle five identified critical issues and develop recommendations to improve results

for these students.

Ann Geddes, PhD, Nell Geddes, Maryland Coalition of Schools for Children’s Mental

Health, Columbia, MD

Karla Saval, MEd, Maryland State Department of Education, Baltimore, MD

5. Mental Health and School Collaborative Partnerships (LL)

Participants in this interactive session will learn how schools and community mental

health providers overcame the challenges faced when implementing the Illinois

Guidelines for School-Community Partnerships. This resulted in schools being able to

extend their partnerships to include other child serving systems, and expanding services

for students and their families.

Lisa J. Betz, MSW - Illinois Department of Human Services, Chicago, IL

6. The Lessons Continue: Adapting Trauma-Focused, Evidence-Based Programs

and Practices in Schools to Immigrant and Refugee Communities (EBP)

Using evidence-based programs within school-based mental health programs is

considered by many to be the gold standard. A lack of evidence about the effectiveness

of interventions used with immigrant and refugee youth and families leaves practitioners

22


at a loss about how to provide the best care possible. The presenters will describe the

lessons they have learned in implementing three different evidence-based trauma-

focused programs with three different immigrant/refugee communities across the US.

Successful strategies for identifying, training, implementing, and evaluating these

programs will be highlighted.

Kristen Huffman-Gottschling, LCSW - World Relief Chicago, Chicago, IL

Joshua Kaufman, LCSW - Los Angeles Unified School District, Los Angeles, CA

Mark Sander, PsyD - Hennepin County/ Minneapolis Public Schools, Minneapolis, MN

7. Addressing Barriers to Learning for Lesbian, Gay, Bisexual, and Transgendered

(LGBT) Youth (SEM)

This presentation describes Out for Equity, a school-based support program for LGBT

youth, as well as discussion about a recent research study that included survey data

collected to measure students’ sense of connection to school and focus group data about

students’ perceptions of school climate.

Annie Hansen, PhD - University of Minnesota, Minneapolis, MN

Alan Horowitz, MA - Out for Equity, St. Paul Public Schools, St. Paul, MN

8. Integrating Mental Health and Education Systems (SEM)

Wesley Spectrum School Based Behavioral Health Services and Keystone Oaks School

District will present an overview of the ways they have integrated the mental health and

educational system to reduce barriers to learning for students. Key areas include forming

relationships, adopting a shared language, and intervening at the Tertiary Level to

achieve individual success as well as improvement in overall school culture.

Barb Saunders, MS, Amanda Cooper-Kardasz, MSW, Jean Getz, LCSW, Paul Hallum,

MA - Wesley Spectrum Services, Pittsburgh, PA

9. From the Chicken, the Pig, and the Pepper to Hmong Youth Self-Identity and

Mental Health (YIL)

Concordia University St. Paul’s model Hmong Culture and Language Program is

developing students’ self-identity and preserving elders’ ways from the chicken, the pig

and the pepper of life in Laos and Thailand to build resiliency, hope and good mental

health in the United States for Midwest K-12 Hmong students.

Sally Baas, EdD, Nao Thao, BS - Concordia University, St. Paul, MN

10. Reducing Restraint and Seclusion in Schools: Advancing Policy and Advocacy

Regarding Restraint and Seclusion (EBP)

Little is known about the degree to which restraint and seclusion are used in public

schools. State policies, various training programs available, and efforts to reduce the

use of restraint and seclusion in school settings will presented in this session. Time will

be set aside for interaction with participants.

Michael Couvillon, PhD - Drake University, Des Moines, IA

Kaye Otten, PhD - Lee’s Summit Schools, Lee’s Summit, MT

Brenda Scheuermann, PhD - Texas State University, San Marcos, TX

Reece Peterson, PhD - University of Nebraska, Lincoln, NE

Michael Rozalski, PhD - SUNY School of Education, Geneseo, NY

Dan Stewart, JD - Minnesota Disability Law Center, Minneapolis, MN

23


11:50 – 12:20 PM Lunch & Awards

Juanita Evans Memorial Award for Contributions in School Mental Health

This annual award is given to an individual or group who has significantly impacted

the advancement of school mental health policy, research, and/or practice.

Presenter: Mark Weist, PhD, Director, Center for School Mental Health, University of

Maryland School of Medicine, Baltimore, MD

For their work in advancing school mental health for military families:

Linda Yoshikami, Principal – 1st Sgt. Samuel K. Solomon Elementary School,

Wahiawa, HI

Brenda Vierra-Chun, Principal –Wheeler Middle School, Wahiawa, HI

Joe Lee, Principal – Wheeler Elementary School, Wahiawa, HI

Michael Faran, MD, PhD - Director, Military Child and Adolescent Center of Excel-

lence, Madigan Army Medical CenterAlbert Saito, MD - Tripler Army Medical Center, Honolulu, HI

National Community of Practice on Collaborative School Behavioral Health

Update

Presenter: Joanne Cashman, PhD, IDEA Partnership, Alexandria, VA

12:20-1:20 PM Plenary Panel Presentation

Center for Adolescent Research in Schools

Will review the Center for Adolescent Research in Schools (CARS) study, which is

funded by the Institute of Education Sciences to develop a multicomponent intervention

to promote mental health and school success for students with emotional disabilities

(ED).

Lee Kern, PhD - Lehigh University, Bethlehem, PA

Steve Evans, PhD - Ohio University, Athens, OH

1:25 – 2:25 PM Conference Session VIII

Designing Integrated Interventions to Support Students with Asperger Syndrome

(PBS)

Students with Asperger Syndrome present with a range of superior cognitive abilities

and well developed academic skills. However, their difficulties in social understanding,

self regulation and information processing often negatively impact their adaptive

functioning at home, at school and in the community.This video illustrated power point

presentation will provide the participants with practical strategies for assessing, treating

and educating students with Asperger Syndrome.

Sheila Merzer, MA, LP, St. Louis Park, MN

2. School-Based Care Coordination to Support Academic Success and Prevent

Dropout of Middle School Students with Mental Health Problems (JJD)

This presentation will provide an overview of a model of care coordination with a shared

mental health-school-family-community system approach. We will demonstrate how

24


program evaluation employing continuous quality improvement is used to inform

program development and implementation to implement quality services to reduce

barriers to learning for at risk students.

Kelly Thompson, MSW, Ann Vander Stoep, PhD, Elizabeth McCauley, PhD - University

of Washington, Seattle, Children’s Hospital, Seattle, WA

3. Bridging the Gap between Behavioral Analysis and Psychiatric Diagnosis (LL)

This presentation will outline methods of integrating and synthesizing the concepts and

vocabularies of applied behavioral analysis and of clinical psychiatric diagnosis for

assessing students who have emotional and/or behavioral disorders. Attendees will learn

how to apply this integrative model to the design of effective accommodations and

modifications.

William Dikel, MD - Independent Consultant, Minneapolis, MN

Jan Ostrum, MS, LP - Brih Design, Minneapolis, MN

4. Dispensing Medication – Dispensing Controversies: Fact and Fiction on Child

and Adolescent Psychopharmacology (PS)

Participants will understand differential diagnosis in patients who may present as mad,

bad or sad in the classroom. The controversies around psychiatric diagnosis and

treatment will be outlined. Wide range of possible adverse effects of medications will

be covered. Lecture, role playing, case histories and lively discussion.

Nancy Rappaport, MD - Cambridge Health Alliance, Cambridge, MA

5. The Fidelity/ Flexibility Dance: Implementing Empirically Supported

Interventions in Schools (EBP)

University and school mental health professionals representing a university-community

partnership that is implementing and evaluating evidence-based interventions (EBIs)

will facilitate a discussion about adopting, implementing, and evaluating EBIs. Issues

discussed will include program adoption, management of competing demands, fidelity

verses flexibility in program implementation, parent engagement, technical assistance,

and evaluation efforts.

Julie Sarno Owens, PhD - Ohio University, Athens, OH

Jacqueline Griffeth, MEd, LPC, NCSC, James Collins, MEd, Nina Andrews-Logan-

Hocking Local School District, Logan, OH

6. Teaching Minute Online Strategy Training for Schools, Parents, and

Communities (SEM)

Filmed interactions between classroom teachers and students are used to teach positive

connection and engagement strategies to school staff, parents and other adults working

with children. This free on-line resource will be demonstrated and evaluation outcomes

shared. Discussion will focus on potential uses to support shared language,

social/emotional/mental health classroom support strategies and further filming foci.

Sue McKenzie, MA - InHealth, Mequon, WI

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7. Quantitative and Qualitative Outcomes from the Healthy MINDS Program: A

School-Based Depression Awareness and Stigma Reduction Intervention for

African American Youth (SEM)

The Healthy MINDS Program is a school-based mental health awareness and stigma

reduction intervention tailored specifically for African American youth. Evaluation

results indicate that the program is effective at increasing student knowledge, reducing

stigma, and increasing help-seeking intentions immediately and four weeks following

the intervention. The university-community partnership, process of cultural tailoring,

and qualitative student evaluations will also be discussed.

Cynthia Ewell Foster, PhD - Katrina Wilburn, BS -University of Michigan, Ann Arbor,

MI

Heather Irish, BA - The MINDS Program, Southfield, MI

8. Building a Network of Support for Youth Empowerment (YIL)

This panel discussion will highlight strategies for engaging youth in your community

through positive youth development and empowerment. Successful supports for children

and youth that have been implemented in two systems of care communities will be

shared by two youth leaders. Come share their experience!

Sandra Keenan, MEd, CAGS - American Institutes for Research - Orange Park, FL

Ashley Keenan, Sara Dahlquist, BA - Systems of Care Community, Orange Park, FL

9. How to Talk to Suicidal Youth (SEM)

This presentation will discuss how QPR gatekeeper training was utilized as part of a

comprehensive school based suicide prevention program. Participants will learn about

the importance of implementing gatekeeper training in schools. Self-perceptions of

public school teachers with regards to their ability to talk to suicidal youth will also be

discussed.

Julie Goldstein Grumet, PhD - Department of Mental Health, Washington, DC

10. Advancing Policy, Resources, Accountability, and Programming: Lessons

Learned from School Mental Health in Baltimore (SEM)

This session will cover enhancing policy, growing resources and expanding school

mental health programs in Baltimore City. The role of the school administrator, Student

Support Team, School Mental Health Clinician and interagency support will be

discussed. Monthly documentation addressing the full continuum of integrated

approaches to reduce barriers to learning will be shared

Louise Fink, MEd, ABD, Correan Baker, BA, MA- Baltimore City Schools, Baltimore,

MD

Denise Wheatly-Rowe, MSW, RN - Baltimore Mental Health Systems, Inc., Baltimore,

MD

2:25 - 2:35 PM Break

2:35 – 3:35 PM Conference Session IX

26


1. Development of School Based Behavioral and Primary Health Centers (PBS)

Following the tragic murders and shootings at a local church, the mental health

community of Fort Worth, Texas developed a school based model for delivery of mental

health and other services to its families. Presentation will discuss development,

implementation and sustaining the program. Outcomes of SAMSHA Grant will be

presented.

Dale Edmiaston, MEd, Michael Steinert, MA - Fort Worth Independent School District,

Fort Worth, TX

2. School-Based Mental Health Network Tied to Academic Success of Large

Diverse, Urban Community Learning Centers (SOC)

Cincinnati Public Schools (CPS), a large, urban district, is changing student outcomes

through the community learning center transformation. The mental health collaboration

supporting CPS is expanding a new model of integrated, school based mental health

services that contributes to academic success.

Susan Shelton, MBA - MindPeace, Cincinnati, OH

3. Trauma-Focused Cognitive Behavioral Therapy: Challenges and Solutions to

Its Implementation in Schools (EBP)

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based practice

designed to help children, youth and their parents overcome the negative effects of

traumatic life events. This workshop will offer a brief overview of the model, address

the challenges to its implementation in the schools and discuss solutions and adaptations

for promoting positive outcomes.

Lisa Holmberg, LICSW, Beth Dahline, LICSW - Washburn Center for Children,

Minneapolis, MN

4. Introduction to School Mental Health Implementation Guide for Practitioners

and Planners (EBP)

This conference session will explore how school-based mental health programs can play

an integral role in producing positive outcomes for students, including improving

academic achievement and school attendance, as well as reducing disruptive behavior.

Deborah Haber, MEd, Christine Blaber, MEd, Carol Bershad, MS - Education

Development Center, Inc., Newton, MA

5. Promoting Success for Military Children through a Trauma Informed School

Organization Model (MF)

This workshop serves as an introduction to the mental health issues surrounding military

families. Current research regarding the impact of soldier deployment/injury on children

and families will be presented with videotaped, first-person accounts which highlight

salient points. Recommendations and resources for school policy and practice will be

provided.

Jessica Larsen, MEd - Trinity University, San Antonio, TX

Caroline Clauss-Ehlers, PhD - Rutgers University, New Brunswick, NJ

27


6. Understanding Trauma and its Impact on Learning (SEM)

Children exposed to repeated trauma experience a myriad of difficulties that impact

their overall functioning at home, school, and community. This seminar will offer a

detailed look at how repeated trauma impacts the neuro-physiological, cognitive,

emotional, behavioral, and spiritual development of children. It will focus on the unique

needs of children exposed to multiple traumas, particularly homeless children in a school

setting.

Myriam Goldin, LICSW, MSW, Kathi Sheffel, MA - Fairfax County Public Schools,

Alexandria, VA

7. School-Based Mental Health Initiative Using a Resource Coordinating Team

Model (SEM)

Advancing mental health in schools is about establishing comprehensive, multi-faceted,

systems of care approaches that strengthen students, families, schools, and

neighborhoods. This session will discuss the implementation of school-based teams to

coordinate resources to assess, manage, and respond to the mental health needs of

students, thereby significantly improving student academic achievement and overall

school functioning.

Monica Wilson, PhD, Abdi Lajevardi, MSEE – Pro Education Group, Norwalk, CA

8. Reading, ‘Riting, ‘Rithmetic and Relationships: Social Emotional Learning in

Schools (SEM)

It is a unique challenge to support the social and emotional learning needs of students

with at-risk behaviors and special education disabilities. This presentation provides an

introduction to Social Emotional Learning (SEL), an overview of evidence-based

curricula, strategies, tools, and resources to increase the social and emotional literacy

of all learners.

Charlene Myklebust, PsyD - Virginia Nyhus, MA - Intermediate District 287, Plymouth,

MN

9. Learning the Language to Enhance Federal Collaboration for Children’s Mental

Health and Academic Success (LL)

Federal child serving agencies are now focusing on the identification of shared concepts,

language, and agency priorities for supporting the enhancement of children’s and youth’s

social and emotional well-being, academic success, and life skills. This session will

explore how federal partnerships can align policies and enhance resources for school

mental health and academic success.

Joyce Sebian, MEd - National TA Center for Children’s Mental Health at Georgetown

University, Washington, DC

Lisa Rubenstein, MPH - Substance Abuse and Mental Health Services Administration,

Rockville, MD

10. The Use of Technology and Modern Media Software for the Purpose of

Building Engagement in a School Based Setting (YD)

This session focuses on the use of interactive technology and projects made with

multimedia software for the purpose of building engagement with youth with

28


disabilities. Case studies will be discussed and session participants will use a cutting

edge communication technology that allows them the opportunity to provide real-time

feedback to presenters and other participants.

Donnel Nunnes, MS – Hawaii Department of Education, Kailua, HI

Brian Daly, PhD – Temple University, Philadelphia, PA

Kavita Rao, PhD - University of Hawaii, Manoa, Honolulu, HI

Cameo Borntrager, PhD - University of Montana, Missoula, MT

Sujan Shrestha, Towson University, Towson, MD

3:35 - 3:45 PM Break

3:45 - 4:45 PM Conference Session X

1. The College Years: Educational Resilience among First and Second Generation

College Students (PBS)

While much of the literature has focused on the experience of children and adolescents

in grades K through 12, less is known about the experience of the college student.

Increasingly, this developmental part of life is being explored in what is becoming

known as the 13 to 16 years. While strides are being made to understand both the

experience of the college student as well as the transition from high school to college,

less is known about those students who are first- or second-generation college students.

This presentation will present results from an empirical study that explored the impact

of an Educational Opportunity Fund (EOF) program in increasing resilience, sense of

social support, and ethnic identity among a diverse group of recent high school graduates

about to embark on their careers as first- and second-generation college students.

Program and policy implications will be reviewed.

Caroline Clauss-Ehlers, PhD - Rutgers University, New Brunswick, NJ

2. Creative Strategies for the Development and Sustainability of School-Based

Health and Mental Health Services: The Washington County Oregon School-Based

Health Centers Initiative (SOC)

Six creative strategies for successful development/sustainability of school-based

health/mental health services: 1) long-range vision; 2) broad-based, cross-system

collaboration; 3) integrated clinical model; 4) sustainable business plan; 5) effective

community mobilization; 6) mechanisms for accountability. Strategies have been

implemented in Washington County, OR to leverage over $2,000,000 for new SBHC

development.

William Thomas, MSW, MSc - Washington County Commission on Children and

Families, Hillsboro, OR

Jill Archer, MSW - Washington County Mental Health, Department of Health and

Human Services, Hillsboro, OR

Courtney Towne, MSW - Lifeworks NW, Tigard, OR

Connie Potter, BA - Forest Grove School District, Forest Grove, OR

29


3. Programming Effectively for Transition Aged Students with Social, Emotional

and Behavioral Challenges (JJD)

Chichester School District and Elwyn Education Division representatives will provide

a framework to successfully transition youth with mental health issues from school to

post-secondary education outcomes. Participants will receive academic, therapeutic and

positive approaches strategies to assist in replicating this model. Video interviews will

provide testimonials of program successes.

Gloria Senatore, MS, Timothy Harve, MS - Chichester School District, Boothwyn, PA

Carolyn Marley, PsyD - Susan Krungold, MEd - Elwyn, Brookhaven, PA

4. Promoting Student Success Through Effective Interagency Collaboration (LL)

This workshop will describe how a school district is enhancing and sustaining effective

interagency collaboration through a model program being replicated across the state of

Missouri. Data collection and collaboration ultimately promotes student success.

Tim Roth, MA, Francine Nichols, BS, Danielle Starkey, MEd - Moberly Public Schools,

Moberly, MO

5. The Real World of Implementing and Sustaining Evidence-based Programs:

Infrastructure and Resistances (Roadblocks) (EBP)

Drs. Dranoff and Acosta-Price will describe the necessary infrastructure for

implementing and sustaining an evidence-based prevention program in schools.

Attention will be given to the role theory, technique, training, cultural adaptations and

fidelity play in the success of a program. The presenters will also describe the many

roadblocks that can interfere with program implementation and sustainability.

Steven Dranoff, PhD - D&D Consulting, Inc., Clifton, NJ

Olga Acosta-Price, PhD - Center for Health and Health Care in Schools at George

Washington University, Washington, DC

6. Tracking the Efficacy of School-Based Interventions (EBP)

The Madeline Centre, Inc. is located in Lynchburg, Virginia and over the last 15 years,

we have been honored to serve the at-risk youth population in a variety of settings. Over

the past year, we have tracked the efficacy of our school-based interventions in four

core areas and look forward to sharing how Therapeutic Day Treatment affects: 1)

Emotional Wellness 2) Parental Involvement 3) School Interactions (suspensions,

referrals, absences, etc.) 4) Academic Performance.

Deborah Berkley, EdD, W. Justin Berkley, MEd - The Madeline Centre, Lynchburg, VA

7. A Guide to Constructing Effective School Consultation Services (SEM)

Applying Gallessich’s (1980) classical consultation scholarship to promote school

success, this session introduces six consultation models (education and training, clinical,

mental health, behavioral, organizational, and program) and discusses the presenting

problem, goal, method, and consultant’s role for each. Case illustrations demonstrate

how consultation services match the federal government’s Response to Intervention

three-tier service paradigm.

Christine Anlauf Sabatino, PhD, MSW - The Catholic University of America, National

Catholic School of Social Service, Washington, DC

30


8. The Bullies and Bullied Know Best: Engaging Youth in Developing and

Implementing a School-Based Bullying Prevention Program (YIL)

This presentation describes a participatory action research (PAR) project with rural

elementary students aimed to enhance school-based bullying prevention efforts. It will focus

on lessons learned from engaging elementary aged youth in a school-based PAR project,

will present findings regarding individual participant and school-wide outcomes, and

explore future directions.

Jennifer Elfstrom, MA, Holli Sink, MA, Christopher Reiger, MA, Emily Bendikas, MA, Joel

S. Gaffney, MA, Paul Flaspohler, PhD - Miami University, Oxford, OH

9. Stressors and Coping in the Lives of New Zealand Children (SEM)

This presentation will provide an overview of the study including the challenges when

engaging with children. The findings will be described briefly, focusing on implications for

schools and families.

Fiona Pienaar, University of Auckland, Auckland, New Zealand

10. Enhancing the Professional Development of Future and Current School Mental

Health Providers (SOC)

The current state of the school mental health workforce provides opportunities for

improvement to address the complex mental health needs of today’s youth. This presentation

will describe lessons learned from surveys and focus groups with school social workers and

implications for the future professional development of school mental health professionals.

Dawn Anderson-Butcher, PhD, Hilary Drew, MSW, Becky Wade-Mdivanian, MSW, Annahita

Ball, MSW, Amy Carke, BFA, Meghan Lehnert, BA - Ohio State University, Columbus, OH

31


Ltd.

715 Florida Ave. S. / St. Louis Park

ORDERTODAY!

The Journal that is essential reading for all those with a clinical, professional, academic or personal interest in promoting mental health in schools‘ ’

e Cli�ord Beers Foundation and the University of Maryland Center for School Mental Healthare pleased to o�er a free corporate electronic subscription for 2010 to the journal:

Advances in School Mental Health Promotionfor organisations represented at the 14th Annual Conference on Advancing School Mental Health.*

To take advantage of this no obligations o�er, please download an order form from the journal web site:

http://www.schoolmentalhealth.co.uk/corporatesubs.doc

select ‘Electronic Copy only’ on the form and enter the code FREE14CONF in the ‘Additional Instructions’ section, together with the name of the conference delegate, and follow the instructions for sending the completed form to the subscriptions department. We will then send instructions on how to obtain free electronic access to the journal for one year.

Launched in 2007, the journal is rapidly becoming required reading for all those committed to promoting mental health in schools. Peer-reviewed, the journal publishes high quality articles that inform and stimulate, developing a sound body of knowledge as a �rm foundation for implementing successful school mental health promotion initiatives. Recently published articles include:

Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual FrameworkCelene E. Domitrovich, Catherine P. Bradshaw, Jeanne M. Poduska, Kimberly Hoagwood, Jacquelyn A. Buckley, Serene Olin, Lisa Hunter Romanelli, Philip J. Leaf, Mark T. Greenberg and Nicholas S. Ialongo (USA)Learning from Turbulent, Real-World Practice: Insights from a Whole-School Mental Health Promotion ProjectDarlene Omstead, Claudia Canales, Rosemary Perry Ken Dutton, Catherine Morrison and Penelope Hawe (Canada)Creating Shared Mental Models for Evidence-Based Mental Health Promotion in SchoolsDon Zoellner (Australia)

EDITORIAL STATEMENT

The aim of the Journal is to promote global dialogue, collaboration and action toward the advancement of training, practice, research and policy in school mental health promotion.

Articles of applied significance to the advancement of progress in each of these realms and interconnections between them are given priority, as are articles that reflect a shared agenda, with schools, youth and families, mental health and other child serving systems collaborating toward the improvement and expansion of school mental health promotion initiatives.

Articles aim to reflect the full continuum of school mental health promotion, including efforts to assess and improve school environments; school-wide social and emotional learning, mental health promotion, and youth development; prevention; early identification and intervention; and intervention for youth in general and special education. Empirical articles, theoretical and conceptual papers, comprehensive reviews, evaluative studies of comprehensive programs, brief reports and commentaries are all considered for publication.

The Journal emphasises the connections between high quality and empirically supported school mental health promotion efforts; outcomes valued by families, schools and community members; and policy development and advocacy; all working together and gaining strength to enable growing numbers of schools and community initiatives to remove barriers to student learning and promote their school and life success.

Advances in School Mental Health Promotion is published by The Clifford Beers Foundation in collaboration with The University of Maryland School of Medicine, Center for School Mental Health (CSMH). Academic Editor: Mark Weist, University of Maryland Center for School Mental Health. Managing Editor:

Michael Murray, The Clifford Beers Foundation, Stafford, UKContact Address: The Clifford Beers Foundation, Mariazell, 5 Castle Way, STAFFORD, ST16 1BS, United Kingdom. Telephone/Fax: 0044 (0) 1785 246668.

Email: [email protected]. Journal website: www.schoolmentalhealth.co.uk

*Offer available to new subscribers only

Center for School Mental Health

Mark your calendar and plan to join us

October 7-9, 2010

The Center for School Mental Health

University of Maryland School of Medicine

In partnership with The IDEA Partnership funded by the Office of Special Education Programs (OSEP),

sponsored by the National Association of State Directors of Special Education (NASDSE)

Announces The 15th Annual Conference on

Advancing School Mental Health

Hyatt Regency Albuquerque

330 Tijeras NW

Albuquerque, New Mexico 87102

505-842-1234

Join us for: Over 100 Sessions

Outstanding Keynote Presentations Intensive Trainings

Twelve Specialty Tracks

Poster Session and Networking Reception

An Emphasis on Youth and Family Involvement

For information about the conference, exhibit information, or to receive a brochure, please contact the Christina

Huntley at the Center for School Mental Health at 888-706-0980; 410-706-0980; [email protected] or

visit our website (http://csmh.umaryland.edu)

Supported by Project # U45 MC 00174 from the Office of Adolescent Health, Maternal, and Child Health Bureau (Title V, Social Security Act), Health Resources and Services

Administration, Department of Health and Human Services.

Documents

Featuring 12 Specialty Tracks School Mental Health