Archived Presentations from 16th Annual Conference
Some PowerPoint slides are available below from presentations at the 16th Annual Conference (September 22-24, 2011) in Charleston, South Carolina.
Bullying and Suicide Prevention: A Simple Approach for Teaching School Age Children Social and Emotional Learning Skills (CC)
Pamela Goldberg, BSN, MS, Camp MakeBelieve Kids, Las Vegas, NV; and Kevin Tan, MSW, University of Chicago, Chicago, IL
Therapist, Pamela Goldberg and Mental Health Expert, Barbara Ludwig will show an effective solution for preventing mental health issues from occurring and/or getting worse through collaboration between mental health providers, educators and families. Participants will be introduced to the Camp MakeBelieve Kids Program, a successful social and emotional learning program model that can easily be incorporated into the school setting to help children build the protective factors that keep them safe and healthy.
Transforming Statewide School Mental Health through Research, Partnership, and Policy
Sara Casey, MSE, Montana Office of Public Instruction, Helena, MT; and Erin Butts, MSW, Institute for Educational Research and Service, Missoula, MT
This presentation will demonstrate how research is being used to influence statewide systemic policy changes for Montana’s school mental health program, Comprehensive School and Community Treatment (CSCT). Presenters will review the systemic process leading to the research and discuss the policy implications of a report Advancing School Mental Health in Montana: A Report on Changes to Administrative Rules for Comprehensive School and Community Treatment submitted to two of Montana’s leading state agencies.
South Carolina Use of the Sequential Intercept Model: Diversion and System Transition at the State Level and Charleston.
Kennard DuBose, LMSW; David Michael, MA, LPC/S, SC Department of Mental Health, Columbia, SC; Craig William, PhD, SC Department of Juvenile Justice, Columbia, SC; and Tamara Starnes, LPC, Charleston/Dorchester Mental Health Clinic, Charleston, SC
Department of Juvenile Justice and Department of Mental Health present on the usage of the Sequential Intercept Model for delinquency prevention from a statewide, systemic perspective as well as the county level implementation in Charleston. Promising practices will be shared to address diversion from Juvenile Justice and successful transition back to the community. Linkage will be shared of how these services can interface with School Based Mental Health.
Using Student Strengths: What do the Literature and Leaders in the Field Say and So What?
Claudette Fette, MS, Texas Woman's University, TX Federation of Families, Denton, TX
Learn about what a systematic review of literature and survey of school mental health leaders say about the use of student strengths and state of practice related to use of strengths. Participants will engage in an activity supporting application of student strengths in their own systems and will identify next steps in facilitating extension of strengths based practices within their communities.
Measuring Our Success: Continuing to Make the Case for School Mental Health
Mark Sander, PsyD, Hennepin County and Minneapolis Public Schools, Minneapolis, MN; and Jessie Everts, MA, Mental Health Collective, Minneapolis, MN
This presentation will focus on continuing to make the case for school mental health. The presenters will share data from a 4 year longitudinal study and how the results will help shape their key messages. The presentation will also discuss other outcome measures and how programs can utilize them for monitoring progress and evaluating program outcomes.
Voices of the Children
Analisa Smith, EdD, Learning Disabilities Association of South Carolina, Chapin, SC; Joan Teach, PhD, Learning Disabilities Association of Georgia, Atlanta, GA; and Karen Basquez, MA, Learning Disabilities Association of California, Upland, CA
Members of LDA's Mental Health Committee will share personal experiences of building self-esteem in working with students, youth, adults, and family members with diagnosed learning disabilities. Building a positive self-image with a child who has learning disabilities must involve parents and school. This session will allow participants to gain information to understand an individual’s learning disabilities and, of equal importance, the individual’s learning abilities.
School-Based Emotional Health Screening
Kelly Thompson, MSW, Ann Vander Stoep, PhD, and Elizabeth McCauley, PhD, University of Washington/Seattle Children's Hospital, Seattle, WA
The presentation will describe how universal screening can function as a critical element of the PBS model. The presentation will describe how the University of Washington emotional health check-up is implemented with 6th graders making the transition from elementary to middle school in the Seattle School District. The presentation details how continual evaluation has guided program development including efforts to increase participation of all students, reach families with parents who do not speak English and to achieve sustainability through the transfer of certain program elements to school staff. Current efforts to pilot a research study designed to test the effects on school adjustment will also be discussed.
Development of an Interconnected Systems Framework for School-Wide PBIS and School Mental Health (PBS)
Chair: Mark Weist, PhD, University of South Carolina, Columbia, SC; Discussant: Carl Paternite, Miami University, Oxford, OH; Presenters: Lucille Eber, EdD; Jill Johnson, MA, Illinois PBIS Network, IL; Susan Barrett, MA, National PBIS Center, Richmond, VA; and James Palmiero, MA, PaTTAN, Pittsburgh, PA
Since 2008, leaders from federally funded national centers for School Mental Health (SMH) and for Positive Behavior Intervention and Support (PBIS) have been working collaboratively to establish a framework inclusive of the experiences and knowledge of both centers. This work is being supported by local, state and national leaders working together in a National Community of Practice (COP) for Collaborative School Behavioral Health that includes 13 states. With the two national centers, three of these states (South Carolina, Pennsylvania, and Illinois) have established state-level systems of PBIS and commitments for advancing SMH. Within these 3 states, local communities have been selected as pilot sites for implementing an ISF model. Although planning structures and commitments are evident in all sites, participating states and communities have unique features and histories with regard to SMH and SW-PBS including funding structures, policy, and evaluation tools to name a few.
Child Trauma in the Educational Milieu: Hidden in Plain View
Marleen Wong, PhD, Assistant Dean, Clinical Professor, and Director of Field Education, University of Southern California, Los Angeles, CA
Almost all we have learned about traumatic stress and posttraumatic stress disorder comes from the human adult experience of war. The science of Child Traumatic Stress and PTSD is fairly new and is evolving in our time. This keynote will provide a brief history of PTSD and Child Traumatic Stress, looking at how child stress and PTSD is experienced by the child while in the classroom and on the playground in contrast to the perceptions of important adults in their world.
