9:00am-9:30am

9:10- DHHS

9:17 -DOE

Welcome – Stevens-Davis

Welcome and comments DHHS – Speaker TBD

Welcome and Comments DOE – Speaker TBD

9:30am-10:30am

Key Note Address

Kent McIntosh
(University of Oregon)

Co-creating Schoolwide Systems with our Students and Families

Our school behavior support systems are stronger and more equitable when we seek voice and meaningful inclusion from our students, families, and communities. This presentation will provide points of entry and specific strategies and tools for making our systems reflect the strengths, values, and needs of those they are intended to support.

10:45am-11:45am

Breakout 1A

202 (capacity 50-theater)

Dialectical Skills Groups: Building School-Based Resiliency Skills for Life

William Schofield (Hall County School District), Joy Schofield (Hall County School District)

Participants will learn about the Hall County School District’s successful unique “skills-based” Tier 2 resiliency curriculum, Dialectical Skills Groups (DSG’s). DSG’s teach students tools that they can place in their life readiness toolbelt, to equip IN and BEYOND the walls of their schools, providing students the ability to.

Breakout 1J

204 (capacity 50-theater)

Promoting Resilience of Military-Connected Students through Multi-Tiered Systems of Support

Tremekia Priester; (SC-DOE)

John Terry (VA/USC)  Suzanne Snyder (SC-DOE)

Military-connected students encounter significant challenges due to the unique demands placed on military families. This presentation will inform attendees of innovative approaches to integrating school behavioral health implementation processes and Multi-Tiered Systems of Support to promote the resiliency and mental health of military-connected students.

Breakout 1B

106-107 (capacity 110-theater)

Livestreamed Presentation Room

Social Emotional Behavioral Development: A Necessary Part of Daily Teaching & Learning

Kimberly Yanek (Center for Social Behavior Support)

During this session, we will unpack the research to identify effective and practical ways to teach social emotional behavioral (SEB) skills daily. We will explore systems of support for staff to implement identified practices. We will consider ways to monitor our efforts and impact to ensure that our system is working for all. We will consider the impact on students and staff as we think critically about the most effective and efficient way to design daily teaching and learning for SEB skills.

Breakout 1C

104-105 (capacity 45 – theater)

Livestreamed Presentation Room

Beyond Brick and Mortar: School-Based Telehealth for Child Trauma Treatment

Regan Stewart (Medical University of South Carolina)

Telehealth offers an innovative strategy to effectively and efficiently provide access to specialized mental health services in schools, creating a service model that leverages the most of available resources without compromising the quality of care. This presentation will describe the Telehealth Outreach Program (TOP) program, including program development, implementation, and outcomes. Lessons learned and tips for implementing a school-based telemental health program will be discussed.

Breakout 1D

203 (capacity 40 theater)

Racial/ethnic disparities in mental health service utilization among foster children in South Carolina

Yanfeng Xu (University of South Carolina)

Oluranti Babalola (University of South Carolina)

Nelis Soto-Ramirez (University of South Carolina)

Cynthia Flynn (University of South Carolina)

We will present results from a mixed-methods study of foster children’s mental health service utilization in South Carolina. Two key findings will be presented: (1) racial/ethnic disparities in mental health service utilization among foster children; and (2) barriers and facilitators associated with foster children’s access to mental health services in South Carolina from foster parents’ perspectives.

Breakout 1E

206-208 (capacity 135 Theater)

The Elephant in the Room: Impact of Beliefs on Implementing MTSS (PBIS) with Essential Behavior Standards

Kelly Stern (Hawaii Department of Education )

Systemic changes are critical to successful implementation of MTSS/PBIS systems in schools. What often happens is that most people are unaware of the “elephant in the room”, the belief barriers that impact the implementation of good tiered systems of support. In this presentation, you will learn what West Hawaii has done to assess for belief barriers, the strategies they use to address the belief barriers and the foundational behavior standards that everyone needs to adopt, teach, & reinforce!

Breakout 1F

102-103 (capacity 45 – theater)

 Implementing Universal Screening & MTSS in the Schools: Lessons Learned

Nancy Turner ( Rock Hill School District ) James McDougal ( State University of New York at Oswego )

Keith Wilks ( Rock Hill School District )

This presentation will review the implementation of a district wide MTSS project in South Carolina. Presenters will discuss the universal screening and behavioral health interventions used and the associated results obtained. The focus of the presentation will be on the key “lessons learned” by project implementers for negotiating district politics and overcoming implementation challenges and strategies for fostering educator support and collaboration.

Breakout 1G

108 (cap 50 – theater)

Effective Components of a Multi-Tiered Framework

Erin Scherder (MUSC) 

This session will offer DHHS Academy members an overview of multi-tiered frameworks and strategies to integrate initiatives into their school’s framework utilizing the guiding principles of effective school mental health. DHHS Academy members will discuss the effective components of an MTSS following the key guidelines of the Interconnected Systems Framework. Guiding questions will allow participants to reflect on Tier 1, 2, and 3 across an integrated continuum.  The session will end with a discussion on coaching and how each MTSS member can coach the system to be as effective as possible in meeting the needs of students.

Breakout 1H

205 (cap. 40 theater)

Bridging Gaps in Youth Mental Healthcare: A bi-state approach

Ellen Carroll (CaroNova )

Miriam Tardif-Douglin ( CaroNova )

The Carolinas, with the help of CaroNova, are leading a bi-state effort to co-design a system of care that simplifies the complexities of navigating youth mental healthcare. Learn how schools play a key role in the co-design process of transforming the current mental health system into one that is holistic, collaborative, and focused on the wellbeing of youth.

Breakout 1I

207 (cap. 18 theater)

11:50am–1:40pm

Lunch

12:50 – Introduction- Mark Weist

1:00 – Comments by Robbie Kerr

1:10 – John H Magill Award and Comments

1:55pm-2:55pm

Breakout 2A

202 (capacity 50-theater)

Beyond Self-Care: School Mental Health for Faculty and Staff

Chris Haines (South Carolina Department of Mental Health/Greater Greenville Mental Health Center, South Carolina)

Addressing the mental health needs of adults who work in schools is necessary for delivering both high quality education and for establishing a healthy school climate. This session will help school leaders to identify the stressors affecting faculty and staff and to develop strategies that support the mental health needs of faculty and staff. Participants will learn about brain states and strategies that school leaders could implement immediately to foster a community of care.

Breakout 2J

204 (Capacity 50-theater)

Preparing Educators to Support K-12 Students’ Mental Health and Wellbeing

J. Ohrt and J. Guest (USC)

In this session, we present strategies to support educators in addressing K-12 students’ mental health and wellbeing. We will discuss (a) our previous research on teachers’ perceived barriers to supporting students’ mental health, (b) current training approaches, and (c) recommendations for organizing professional development and providing continuous support and consultation within schools. We present our own training and consultation model to support educators and provide preliminary data.

Breakout 2B

106-107 (capacity 110-theater)

Livestreamed Presentation Room

Disproportionality and Schoolwide-Positive Behavior

Interventions and Supports: Ensuring Equity for All

Ashley MacSuga-Gage ( Univ of Florida )  Nicholas Gage ( Wested )

This session will describe disproportionality in education, with a focus on disproportionate discipline for culturally and linguistically diverse students and students with disabilities. We will then describe how SWPBIS can be used to address disproportionate discipline and decrease the likelihood of disproportionality.

Breakout 2C

104-105 (capacity 45 – theater)

Livestreamed
Presentation Room

Implementing and Evaluating the Incredible Years in Rural and Urban School Settings: More Similarities than Differences?

Brian Daly (Drexel University)

Elizabeth Mellin, Ph.D

Dawn Anderson-Butcher

Olivia Rozsitz

Annie Resnikoff

The purpose of this presentation is to discuss various implementation and evaluation strategies by two unaffiliated teams working in urban and rural settings to deliver The Incredible Years, an empirically validated, universal social-emotional learning (SEL) curriculum. Teams will describe and discuss their implementation and evaluation decisions, including what has worked well and areas of challenge.

Breakout 2D

203 (capacity 40 theater)

Family Therapist in School: Therapists assist Latino Students in Overcoming Social, Emotional, and Behavioral Issues

Karla Castro Briseno (Richland School District Two )

Ruth Yeh (Richland School District Two)

Latino students, especially those who are immigrants or part of immigrant families, are at high risk of behavioral, social and emotional issues that derivate as a result of exposure to trauma, acculturation, school and family issues, toxic stress, adverse childhood experiences and discrimination. Our program will address how the provision of mental health services by systemically trained, bilingual therapists in one school district meets the needs of these students.

Breakout 2E

206-208 (capacity 135 Theater)

Introduction to the Community Resiliency Model

John Richardson-Lauve (ChildSavers )

The Community Resiliency Model (CRM)® is an evidenced based set of wellness skills that are aimed to train individuals to help themselves and others. The primary focus of this skill-based stabilization program is to re-set the natural balance of the nervous system. Understanding the neuroscience of our body’s response to crisis, we can learn these wellness skills to proactively regulate the body’s response and bring us back into our resilience zone.

Breakout 2F

102-103 (capacity 45 – Theater)

Utilizing PBIS to Scale up Mental Health Services in California

Luke Anderson (Placer County Office of Education)

Michael Lombardo (Placer County Office of Education)

PCOE has established site wellness centers that deploy mental health clinicians and community liaisons that partner with existing school staff to support wellness centers, wellness practices, and integrated teaming structures. These structures reflect systems and data features generalized from School-Wide Positive Behavioral Interventions and Supports and reflect an integration of features from the Interconnected Systems Framework and the System of Care movement.

Breakout 2G

108 (cap 50 – theater)

Carolina Family Engagement Center (CFEC) Student Success Toolkit for Families

Claressa Hinton (Carolina Family Engagement Center)

Gina Kunz

(CFEC)

The Carolina Family Engagement Center (CFEC) Student Success Toolkit for Families helps the family plan for their student’s success and has worksheets to guide them in the process plan development and implementation. Participants will learn about the Toolkit items and its application to students across grades and families from various backgrounds, and case studies will highlight the success of Toolkit use.

Breakout 2H

205 (cap. 40 theater)

Bullying Prevention: The Key is Knowing Where to Focus

Eric Landers (Georgia Southern University)

This presentation discusses the Problem Analysis Triangle prevent bullying in schools. Bullying impacts school personnel in terms of time, effort, and even money. Participants will learn how the bully, the victim, and the opportunity work together to create the bullying situation. Participants will also learn how to

strengthen different support already present in their schools to better predict bullying, protect the victims, and address the bully when the behavior has occurred.

Breakout 2I

207

(cap. 18 theater)

3:10pm-4:10pm

Breakout 3A

202 (capacity 50-theater)

Advancing Comprehensive School Mental Health Systems: Beyond The Current Crisis

Joyce Sebian (National School Mental Health Partnership)

This session will address opportunities for advancing and sustaining comprehensive school mental health systems in states and communities. New ways of thinking are needed. Both a crisis response and long-term system building strategies are needed. The youth mental health crisis is critical, but equally urgent and timely is the need to use this critical time to look ahead and build a more effective and sustainable system for school mental health.

Breakout 3J

204 (capacity 50 – theater)

Building Strong Children: How Infant and Early Childhood Mental Health Can Build Resilience in Young Children

Amaris M Gibson (SCIMHA); Mackenzie Soniak (SCIMHA)

This introductory training will provide an overview of infant and early childhood mental health- a multidisciplinary field that is made up of everyone who works with or on behalf of babies, toddlers, and young children. At the end of this training, participants will better understand how important relationships are in the healthy social-emotional development of babies and young children and how those relationships build resilience and strong children.

Breakout 3B

106-107 (capacity 110-theater)

Livestreamed Presentation Room

Investing in Relationships: Reducing Trauma in Rural Schools Through Connection

Elizabeth Mellin (Binghamton University – SUNY)

Relationships matter. This is especially true in rural schools where students and their families often have deep connections to people in their communities. What is also true, that poverty, isolation, inadequate resources, are also associated with adverse childhood experiences or trauma. This presentation will share 3 place-based strategies (supported by both practice and research) for investing in relationships to reduce trauma in rural schools and communities.

Breakout 3C

104-105 (capacity 45 – theater)

Livestreamed Presentation Room

ISF-Aligned Discrimination Intervention to Reduce Racial Aggression Disparities Through the Pandemic

Kelly Perales (Midwest PBIS Network)

The Interconnected Systems Framework enhances and aligns related social-emotional-behavioral initiatives to improve the mental health and wellness outcomes in an equitable way for all students. Participants will learn how one district, along with family members and community partners have used additional strategies to go beyond access to improve systems and impact within middle schools.

Breakout 3D

203 (capacity 40 theater)

Surviving and Thriving: Trauma and Resilience

John Richardson-Lauve ( ChildSavers )

Moments of trauma and crisis impact us all. Understanding the neuroscience and psychology of our reactions helps us to craft effective response to mitigate the impact. Even if you have been in trauma-informed training events in the past, you will still learn valuable lessons in this workshop related to predictive processing theory, brain networks, brain states, and resilience practices. These are the tools we can use to sustain ourselves and those we serve and care for.

Breakout 3E: Live Stream

206-208 (capacity 135 Theater)

Southeast Mental Health Technology Transfer Center: Available Resources for Schools and Districts

Janet Cummings (Southeast Mental Health Technology Transfer Center)

Sarah Trello (Southeast Mental Health Technology Transfer Center)

The SAMSHA-funded Mental Health Technology Transfer Center (MHTTC) Network provides technical assistance to facilitate the dissemination of evidence-based mental health programs and services. Leaders from the Southeast MHTTC School Mental Health Initiative will provide an overview of resources that were developed for school mental health leaders and explain how to access hundreds of resources (including online courses, recorded webinars, reports, and toolkits) that are all available at no cost.

Breakout 3F

102-103 (capacity 45 – Theater)

Strength-Based Crisis Intervention

Rawle Ragoonath (USC)

Shanta Jerideau (USC)

Leah Tolan ( SBHT )

This session will review  strength-based approaches to addressing suicidality that are consistent with positive psychology and wellness counseling approaches. Participants will develop assessment and intervention skills that promote strength-focused management of suicidality, self-injurious behavior, and other mental health crises.

Breakout 3G

108 (cap 50 – theater)

Through a Family Lens: School-based Systemic Interventions

Viki Kelchner (University of Central Florida)

Karen Cooper-Haber (South Carolina)

The session will review the effects of providing school-based family counseling interventions in public K-12 schools. Participants will understand current research related to school-based family counseling, including research currently being done by the presenters. Participants will also examine ways to utilize family and child counseling services in a school setting through a training model. This presentation will include both didactic and discussion methodologies.

Breakout 3H

205 (cap. 40 theater)

Southeastern PBIS Leaders & State Advisors Meeting

This will be removed in copy posted for public viewing

Breakout 3I

207 (cap. 18 theater)

4:30pm-6:30pm

Poster Session and Reception (appetizers/cash bar)

9:00am-9:15am

9:07 DMH

Welcome from TBD

Welcome and Comments from Deb Blalock – DMH

9:15am-10:15am

Key Note Address

Samuel Bellamy
(Coastal Community Foundation)

 How to not fail an open book test, creating safe spaces for young people in the classroom

Effective teaching begins with providing a safe and inclusive space for young people. A vibrant, supportive atmosphere in the classroom is not something that just happens. It is created by intentional thought, preparation, and action. It’s not difficult to create a space where pupils can feel comfortable if we use strategies that help your kids feel like they belong in the classroom. By giving teachers resources they need to foster a friendly atmosphere and a sense of community in the school, all student outcomes; academic, social, and emotional improve. This is a test we all can pass!

10:30am-11:30am

Breakout 4A

202 (capacity 50-theater)

NC Project AWARE’s Integrated Team Approach to School Behavioral Health

Heidi Austin (NC Department of Public Instruction), Laura Muse (AWARE), Stephanie Ellis (Rockingham County Schools), Ryan Etheridge (AWARE)

NC Project AWARE/ACTIVATE supports adequate SISP staffing and workforce development training to support the mental health needs of students in the school setting via assessment, diagnosis, counseling, educational, therapeutic, and other necessary services. This session aligned with the conference theme will highlight innovative practices in teaming structures, utilization of SISP models to maximize time and effort, and behavioral health professional learning communities.

Breakout 4J

204 (capacity 50-theater)

How We SEL in SC

Sarah Gams (SC-DOE)

Social Emotional Learning (SEL) is a Tier 1 approach that helps all students succeed in academic endeavors. How do we SEL in SC? This session will demonstrate how to utilize SEL within MTSS framework. Participants will experience the Profile of the South Carolina Graduate Competencies, an assessment tool helps students, educators, and families set personal and professional goals for academic growth. Participants will engage in self-reflection and professional discussion.

Breakout 4B

106-107 (capacity 110-theater)

Livestreamed Presentation Room

Advancing School Behavioral Health through Family and Community Partnerships

Andy Garbacz (University of Wisconsin-Madison)

In this session, participants will learn about strategies to align and integrate partnership practices with families and communities in a school-based multi-tiered system to promote positive student social, emotional, and behavioral outcomes.

Breakout 4C

104-105 (capacity 45 – theater)

Livestreamed Presentation Room

MusicsEnergy: A Culturally-Relevant, Responsive, Evidence-Based Approach to Engaging Youth and Building Competencies for the IGeneration

Julian Owens (LIFE 20/20)

Using the appeal of popular music this model (MusicsEnergy) leverages the media used by youth aged 14-25, to facilitate friendly dialogue, instruction, and therapeutic interactions. This evidence-based approach to health education and media literacy provides the foundation for improved competencies in five key areas of human development. These areas are: cognitive, behavioral, emotional, moral, and social competencies. Self-expression and self-reflection is encouraged and rewarded.

Breakout 4D

203 (capacity 40- theater)

Supporting the Needs of Military-Connected Students through MTSS: Suggestions and Implications for School-Based Behavioral Health Providers

Georgia McKown (Military Child Education Coalition (MCEC)

Pamela Fenning (Loyola University Chicago)

This session will include a review of military-related lifestyle demands and how they have been found to impact learning and development for students. The presenters will introduce examples of how schools can identify and support military-connected students within their MTSS frameworks. Participants will discuss how additional programs could be embedded into MTSS to better serve students in their own school or district through dialogue with presenters and peers.

Breakout 4E

206-208 (capacity 135 Theater)

 Schoolwide Positive Behavior Interventions and Supports Works!: A Review of the Evidence

Nicholas Gage (U of Fla)

SWPBIS has been successfully implemented in schools for over 20-years. In that time, research has found positive and statistically significant effects of SWPBIS on several outcomes, including discipline, academic achievement, and school climate. This session will describe the state of SWPBIS research with a focus on a series of state-level quasi-experimental studies conducted over the past five years.

Breakout 4F

102-103 (capacity 45 – Theater)

The Puzzle of Adolescence; Integrating Social Emotional Learning in the Teen Years

Christa Pruss (CONFIDENCE COACHES 4 KIDS)

Kasia Gutierrez (Confidence Coaches 4 Kids)

Students don’t benefit from a one size fits all approach to education. We need people not programs to support our students’ social emotional health by building trust, relationships and safety within our schools. Every student has a story; as educators it is time to shift our instruction and practices. Integration of CASEL’s competencies must be integrated throughout all academic content to allow students access to instruction.

Breakout 4G

108 (cap 50 – theater)

Developing and Leading Effective School Mental Health Programs

Chris Haines (South Carolina Department of Mental Health/Greater Greenville Mental Health Center, South Carolina)

Comprehensive School Mental Health Programs integrate therapists into schools and provide Tier 3 mental health services for children on-site. In this presentation, fundamentals of beginning and improving school mental health programs will be discussed. Participants will learn how therapists and schools can partner to implement effective mental health supports, and they will learn how Tier 3 mental health services are implemented in Greenville, South Carolina’s strong SMH program.

Breakout 4H

205 (cap. 40 theater)

The COVID-19 Pandemic: Risks And Mitigating Factors In Childhood Mental Health

Larry Hilbert (VSU)

Barzanna White (LSU)

The COVID-19 pandemic has engendered mixed viewpoints, explanations, and indicators regarding mental health projections in children. Prominent among such viewpoints are those emphasizing increases in anxiety and depression in 4 major domains of functioning: economic well-being, education, health, and family/community. Major mitigating factors include such models as the Multi-Tiered System of Support (MTSS), prevention-oriented software systems, and counseling and anxiety reduction strategies.

Breakout 4I

207

(cap. 18 theater)

The Importance of Strategic Collaboration and Planning: at the State, County & Local Levels

Layla Fitzgerald (GA

Department of Behavioral Health & Developmental Disabilities)

In this presentation participants will learn the necessary partners it takes to build and implement a successful school based mental health program through strategic collaborations and planning with state, county, and local community input that shape strategies for alignment.

11:45pm-12:45pm

Breakout 5A

202 (capacity 50 theater)

School Behavioral Health and the Opioid Crisis: Charting New Directions

Sayward E Harrison (University of South Carolina)*; Steven Harrod (University of South Carolina); Samuel McQuillin (University of South Carolina);

Mark Weist (University of South Carolina)

The opioid epidemic is creating unprecedented challenges for communities across the US and has serious implications for children and families. School behavioral health professionals are well-positioned to engage in prevention and treatment for affected families, yet often feel unprepared for this role. This session will review the opioid epidemic, discuss prevention and treatment, and examine the role school behavioral health professionals can play in responding to the opioid crisis.

Breakout 5J

204 (capacity 50 theater)

Understanding Medicaid Opportunities and Rehabilitative Behavioral Health Services (RBHS) in the Schools

Shelley McGeorge (The Child Health Readiness Group)

Valeria Williams (The Child Health Readiness Group)

Paul Gunther (Berkeley County School District)

Participants will learn about Medicaid funding (federal and state) to support the development of behavioral health services offered in schools and recent federal grant funding which is available. Information will be provided regarding the requirements to operate a Medicaid Rehabilitative Behavioral Health Services (RBHS) Program in SC. A representative from the Berkeley County School District will speak about the RBHS program in his school district.

Breakout 5B

106-107 (capacity 120-theater)

Livestreamed Presentation Room

Cultural Responsiveness Training with School Mental Health Clinicians

Britt Patterson (National Center for School Mental Health )

Samantha Reaves ( National Center for School Mental Health )

 Eleven (11) school-based clinicians participated in a year-long training program dedicated to improving their cultural awareness, knowledge, and skills. Clinicians reported positive changes based on this training.  Specific examples for how school-based clinicians can improve will be shared. 

Breakout 5C

104-105 (capacity 45 – theater)

Livestreamed Presentation Room

Unboxing Self-Care

John Richardson-Lauve (ChildSavers)

We’ve all been to plenty of self-care workshops. This workshop will get to the fundamental tools of self-care and help participants create and operationalize a self-care plan that is effective and tailored for them. We will focus on self-assessment and self-awareness, creation of an individualized self-care plan, and then sustainability of that plan. These tools can be used both personally and with those you supervise and serve.

Breakout 5D

203 (capacity 40 theater)

Teacher Wellbeing: The Impact of Resilience in School Environments (RISE)

Karah Palmer (NCSMH)

Resilience in School Environments (RISE) Initiative is a collaboration between Alliance for Healthier Generation and Kaiser Permanente that empowers schools to create safe and supportive learning environments through developing system-level policies and practices that improve the social-emotional health of students and staff. RISE focuses on four key impact areas, including job satisfaction, school climate, social emotional learning, and mental health systems and support.

Breakout 5E

206-208 (capacity 135 Theater)

Setting a Strong Foundation: Tools and Techniques for Coaching Educators to Support Effective Classroom Management

Ashley MacSuga-Gage (Univ of Florida)

Effective classroom management is the foundation that supports students’ behavioral and academic success. During this presentation, I will focus on identifying critical components for successful classroom management and offer options, tools, and resources to support individuals working directly with classroom educators.

Breakout 5F

102-103 (capacity 45 – Theater)

Culturally-Informed Collaborations: Leveraging Local Partnerships to Serve Military Kids

Ryan Landoll (Uniformed Services University of the Health Sciences)

Military children are a unique population that requires a culturally-informed approach to understand the intersectionality of their needs with other social identities. In order to effectively meet the needs of military connected youth, it is essential to leverage local military-civilian partnerships. Examples across research and clinical practice will be presented with a call to action to address the needs of military families.

Breakout 5G

108 (cap 50 – theater)

Building the Belief of Systems Change Through MTSS

Shawn Hagerty (Crosswell Drive Elementary)

The implementation of Multi-Tiered System of Supports (MTSS) has informed us that school personnel often view MTSS in a limited way. To often MTSS is seen as an approach to address “interventions and evaluations” for an individual or a handful of students. This presentation will discuss the “tunnel-vision” which keeps schools from understanding that MTSS as a system of school-wide learning supports which promote macro systems growth, not just individual student outcomes.

Breakout 5H

205 (cap. 40 – theater)

A Scoping Review of Empirical Research on School Counselors Working with At-Potential Youth in Nontraditional Educational Settings

Rachael Gilreath (USC)

Research that explores interventions to measure student outcomes in nontraditional educational settings (NES) is scant despite half a million at-potential youth attending NES annually. This scoping review was conducted to examine and synthesize empirical research on the functions of helping professionals working with at-potential youth in NES. School-based professionals may glean details regarding opportunities for interdisciplinary collaboration and approaches to working with this population.

Breakout 5I

207(cap. 18- theater)

15 strategies for deploying 5 minute mindfulness in the classroom or school setting

Robyn Hussa Farrell (SharpenMinds)

This popular workshop is requested at dozens of conferences and is fun and engaging for all. Mindfulness Based Stress Reduction (MBSR) improves student outcomes that range from academic to emotional wellbeing. After 30 years deploying the 5 Minute Mindfulness (5MM) program in school, community and healthcare settings, author, Robyn Hussa Farrell shares implementation strategies and over 15 techniques that draw from scientific research combined with professional Broadway performing techniques.

12:50pm-2:05pm

·       1:00 DHHS

Lunch, Networking and Door Prizes

Laurie Hammond- DHHS Update

2:20pm-3:20pm

Breakout 6A

202 (capacity 50  classroom)

School-Based Universal De-Escalation

Melissa Royalty (Stepping Stones Group) Carly Swisher (The Stepping Stones Group, LLC)

Knowing how to de-escalate a crisis situation is critical in today’s climate. The goal of de-escalation is to reduce the likelihood of physical or emotional trauma. In this session you will learn what causes frustration, stress, and anxiety, and how to recognize when someone is becoming escalated. You will learn how to build connectedness with a person in crisis, and then how to use de-escalation strategies to bring peace to whatever situation arises.

Breakout 6J

204 (capacity 50 theater)

Tier 1.5: Blending MTSS Tier 1 and Tier 2 Activities to Support School Mental Health

Christine DiStefano (USC)  Fred Greer (USC)   Katelyn Singleton (Sandhills Primary)

Tier 2 interventions are typically implemented in small group settings, based on a

similar need identified through assessment and systematic efficiency. However, running small

groups which focus on social-emotional behavior may not be feasible due to many reasons. A

solution may be to blend elements of Tiers 1 and 2 by providing universal application of targeted

intervention treatment to all classroom students where classroom focused interventions are

based upon data and needs of at-risk students.

Breakout 6B

106-107 (capacity 110-theater)

Livestreamed Presentation Room

Improving Mental Health Outcomes – Interconnected Systems Framework – Aligning SEL/Mental Health with MTSS

Robert Putnam (May Institute)

Amber Casavant (Gardner Public Schools)

Mental health wellness is critical to a student’s success in school and life. This presentation will explore one district’s journey to create effective ISF systems to improve their students’ social/emotional/behaviors.

Breakout 6C

104-105 (capacity 45 – theater)

Livestreamed Presentation Room

Universal Screening in The Schools: Myths, Realities, and Lessons Learned

James McDougal (SUNY Oswego)

Karrie LaMacchia (SUNY Oswego)

This presentation will summarize “lessons learned” with respect to universal student screening This summary will include a brief review of common myths related to universal screening and clear guidelines for evaluating and selecting universal screening measures We will also review recent “lessons learned” including the use of data, selecting and evaluating program components, effective intervention including suicide prevention, and useful resources for educators.

Breakout 6D

203 (capacity 40 theater)

Holistic Functioning From A Developmental Perspective: Advancing The MTSS Approach

David Stodden (USC)

Mark Weist (USC)

This presentation advances participants comprehensive understanding of holistic development across childhood and adolescence by demonstrating the synergistic linkages between cognitive, social, emotional, psychological, and motor development. We also will provide a pragmatic approach to advancing the implementation of MTSS, via the integration of established school structures, that will support positive health and wellness trajectories for all individuals.

Breakout 6E

206-208 (capacity 135 Theater)

Adapting a Social-Emotional Learning Curriculum in an Urban Underserved Elementary School in Response to Increased Child Anxiety and Approaches to Identify Internalizing Symptoms

Annie Resnikoff (Drexel University)

Brian Daly (Drexel University)

The purpose of this presentation is to discuss limitations of the traditional focuses and adaptation strategies of The Incredible Years, an empirically validated, universal social-emotional learning (SEL) curriculum. An example of modular adaptation to reflect increased concern for student internalizing symptoms will be discussed.

Breakout 6F

102-103 (capacity 45 – theater)

Linking Behavioral Health Services Across Schools and Sport: A Pilot Training for Youth Sport Coaches

Samantha Bates (The Ohio State University)

Dawn Anderson-Butcher (The Ohio State University)

Olivia Rozsitz (The Ohio State University)

The purpose of this presentation is to describe a community-based participatory research (CBPR) approach that guided the development and implementation of a behavioral health training for high school sport coaches and ADs. We will share our approach to training development, sport-specific training components, and preliminary evaluation data that speaks to the opportunities to connect and link behavioral health services and supports across schools and sport.

Breakout 6G

108 (cap 50 – theater)

Enhancing Capacity in School Mental Health

Courtnie Collins (USC)

This presentation will focus on current efforts within the state of South Carolina to expand a well-qualified workforce of school mental health (SMH) professionals. The Enhancing Capacity in School Mental Health (ECSMH) program, funded by BlueCross® BlueShield® of South Carolina Foundation, focuses on the recruitment and upskilling of undergraduate and graduate students interested in pursuing careers in SMH.

Breakout 6H

205 (cap. 40- theater)

Empowering Students to Lead a Mental Health Week

Anna Gorittii and Students from Stratfor HS (Berkeley County School District)

Students will present on how they assessed the need for mental health discussions in their school and then created curriculum and student led activities to change the school climate in their school. In this session, you will learn the tools and resources they used and how you can empower student leaders to hold their own mental wellness campaign.

Breakout 6I

209(cap. 18- theater)

)3:35pm-5:00pm

Small groups and Interactive Sessions