Mental Health in Schools Institute

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1 Mental Health in Schools Institute Waukesha ~ October 6, 2014 for School Social Workers, School Nurses, School Counselors, School Psychologists, School Administrators & Community Mental Health Providers Richard T. Anderson Education Center Waukesha County Technical College Pewaukee Campus 800 Main Street Pewaukee, WI Registration Online Only - Sessions Presenters Continuing Ed Info Driving Directions Registration Info Sponsors

2 Mental Health in Schools Institute Schedule Monday, October 6, 2014 Waukesha County Technical College - Richard T. Anderson Center 8-8:45 AM REGISTRATION 8:30-8:45 AM WELCOME 8:45-10:15 AM WORKSHOPS 3 HOURS (TWO SESSIONS: a AND b) 1a- Intervention Strategies to Engage Students & Parents Struggling with School Anxiety 2a- Motivational Interviewing: An Effective Brief Intervention for Behavior Change 1.5 HOURS 3 - Identification, Services, and General Supports for Students with Autism: What School Teams Need to Know 4 - Child & Adolescent Eating Disorders: Current Triggers & Early Intervention Strategies 5 - Swimming With Sharks: Innovative Conflict Resolution With Tough Adversaries 10:15-10:30 AM BREAK 10:30-12 PM WORKSHOPS 3 HOURS CONTINUED 1b- Intervention Strategies to Engage Students & Parents Struggling with School Anxiety 2b- Motivational Interviewing: An Effective Brief Intervention for Behavior Change 1.5 HOURS 6 - Calm Classroom: A Research-Based, Social Emotional Learning Curriculum 7 - The Impact of Deployment--and Returning Home--on Students in Military Families 8- It Takes a Village: Involving School Staff & Parents in Suicide Prevention 12-1 PM LUNCH (PROVIDED) 1-2:30 PM WORKSHOPS 3 HOURS (TWO SESSIONS: a AND b) 9a- Violence Threat Assessment 10a- Working with 21 st Century Students: Understanding Boundaries & Ethical Dilemmas with Digital Natives -- runs 'til 5 p.m. for CEUs 1.5 HOURS 11 - Act Now! Bullying Prevention - from Classroom to Community 12 - School Community Partnership for Mental Health: An MPS School- based Mental Fitness Program 13 - Best Practices in Reducing the Stigma of Mental Health Challenges & Help Seeking 2:30-2:45 PM BREAK 2:45-4:15 PM WORKSHOPS 3 HOURS CONTINUED 9b- Violence Threat Assessment 10b- Working with 21 st Century Students: Understanding Boundaries & Ethical Dilemmas with Digital Natives -- runs 'til 5 p.m. for CEUs 1.5 HOURS 14 - Cultural Sensitivity When Working with Latino Families 15 - Long-term Effects of Child Maltreatment & Effective Intervention for Treatment 16 - Compassionate and Evidence Based Understanding of Adolescent Self-Injury

3 Institute Sessions 9 AM - 12:15 PM - 3 CEUs/CEHs/Contact Hours (double sessions) 1. Intervention Strategies to Engage Students & Parents Struggling with School Anxiety & School Refusal Jackie Rhew, MA, CADC, LPC, Clinical Coordinator of The School Anxiety School Refusal Partial Hospitalization Program, Alexian Brothers Behavioral Health, and Cecelia Horan, PhD, Clinical Director of Child Adolescent Services, Alexian Brothers Behavioral Health Hospital, Hoffman Estates, IL This presentation reviews the criteria for school avoidance and school anxiety (SASR) and identifies strategies to assist students and families to re-engage in school. SASR is defined as inconsistent or failure to attend school for emotional and/or behavioral reasons. SASR also includes students who attend school but refuse to engage in school requirements. Many also struggle with social interactions that take place in school settings and have associated mental and emotional disorders. Understanding their cognitive and emotional development and customizing therapy to address the SASR child s unique needs is vital to successful treatment. 2. Motivational Interviewing: An Effective Brief Intervention for Behavior Change Susan Kaye, MSSW, School Social Worker, Madison Metropolitan School District, Madison, WI; Trainer, MI Network of Trainers This presentation will be an introduction into Motivational Interviewing (MI) and its application in helping students make positive behavior change. The workshop will use a variety of experiential exercises to enable participants to get clearer understanding of what MI is and with whom and when to use it. MI is an evidence-based practice which consists of collaborative conversations to strengthen a person s own motivation for and commitment to change. It focuses on evoking clients' own arguments for behavior change. Use of MI is most applicable with people 12 and older. 9-10:30 AM CEUs/CEHs/ Contact Hours 3. Identification, Services, and General Supports for Students with Autism: What School Teams Need to Know Daniel Parker, MS, MEd,, Administrative Consultant, Autism and Family Engagement, Special Education, Division for Learning Support, Wisconsin Department of Public Instruction Currently, the CDC reports 1 in 68 students have some form of autism. This is 1 student for every 2 or 3 classrooms! Now more than ever, families, educators, and professionals need to understand how to identify the core needs of students with autism and address them so students are able to become more skillful and independent. This presentation will provide an overview of the differences between medical and educational eligibility as well as provide several examples of general supports which can be implemented in the home, school, and community to address social communication and self regulation needs of students with autism. 2

4 4. Child & Adolescent Eating Disorders: Current Triggers & Early Intervention Strategies Jody Langford, MD, Child & Adolescent Psychiatrist, Rogers Memorial Hospital, and Jessica Hoberg, MSN, RN, CPNP, Clinical Eating Disorders Specialist, Rogers Memorial Hospital, Oconomowoc, WI Presenters will share their clinical experience managing Rogers Memorial Hospital's Child & Adolescent Inpatient Eating Disorder unit which opened in Signs, symptoms and diagnoses for children and adolescents with eating disorders will be reviewed. In addition, participants will gain insight into triggers for the development of eating disorders as well as identification of prevention and early intervention strategies. If you talked to your friends the way you talk to your body, you'd have no friends left at all. --Marcia Hutchinson 5. Swimming With Sharks: Innovative Conflict Resolution With Tough Adversaries Philip Sutton Chard, MS, LCSW, Psychotherapist, Out of My Mind, LLC, Pewaukee, WI What can you do when mediation, crucial conversations and other Let s be reasonable approaches fail to resolve workplace conflict? How can you manage intimidating, manipulative and mean-spirited people? Dealing with these tough adversaries requires innovative, high-impact tactics that bypass resistance, deflect verbal attacks and unbalance interpersonal aggressors. Using video vignettes and concrete examples, this presentation illustrates highly effective, non-traditional methods for managing conflict with the most obstreperous people in your workplace. 10:45 AM - 12:15 PM 1.5 CEUs/CEHs/ Contact Hours 6. Calm Classroom: A Research-Based, Social Emotional Learning Curriculum that Develops Self-Awareness and Emotional Control within Preschool-12 th Grade Students and School Staff Chiralaine Natschke, MA, LPC, Program Coordinator, Luster Learning Institute NFP Calm Classroom, Highland Park, IL Calm Classroom techniques are used in classrooms, one-on-one, and in small group settings with general and special education students. Participants will learn to facilitate techniques that have produced a 50-60% decline in student misconduct. The Calm Classroom curriculum and school wide program was originally developed based on two Harvard Medical School studies conducted by Dr. Herbert Benson. Participants will experience the benefits of practicing and facilitating the techniques and understand the research on which the program was based. 3

5 7. The Impact of Deployment--and Returning Home--on Students in Military Families William "BJ" Ganem, BS, USMC Semper Fi Fund, and Graduate Intern, American Council for School Social Work, Milwaukee, WI Schools are not always aware of those students who are children in military families nor of the unique needs and challenges that these students often face. Deployment of parents, siblings and loved ones and frequent moves can affect the social/emotional status of these students. Military personnel returning home bring new challenges to the family. This workshop will address some of those issues and will suggest strategies to assist these students. 8. It Takes a Village: Involving School Staff and Parents in Suicide Prevention Rebecca R. Davis, MSSW, LICSW, Youth Programs Manager, Screening for Mental Health, Wellesley Hills, MA Sometimes the biggest barrier to addressing youth mental health in a school community isn t the adolescents it s the adults. This workshop will review gatekeeper training tools in the evidence-based SOS Signs of Suicide Prevention Program as a model for garnering support and mobilizing adults in youth suicide prevention. Participants will understand research on safety, efficacy, and feasibility of program implementation and be prepared to engage youth and adults in speaking openly about depression and suicide. Note: This workshop will be presented live via the internet with onsite support from a conference workshop assistant. Be kind, for everyone you meet is fighting a hard battle. --Plato 1-4:15 / 5 PM - 3 / 4 CEUs/CEHs/ Contact Hours (double session) 9. Violence Threat Assessment (3 CEUs/CEHs) Suzanne Sibole, MS, Consultant/Trainer, Youth Risk Prevention Specialists, Marshall, WI This training is designed primarily for school staff and will cover the concepts of violence in schools, violence risk factors & warning signs, pre-incident indicators, the escalation process, threat assessment process and guidelines, setting up threat assessment teams, a review of assessment tools, interactive assessment exercises and prevention strategies shown to reduce the risk of school violence. 10. Working with 21 st Century Students: Understanding Boundaries and Ethical Dilemmas with Digital Natives (4 CEUs/CEHs; runs 'til 5 PM) Ellen Belluomini, PhD, MSW, Adjunct Professor at National Louis University, Chicago, IL, and Harper College, Palatine, IL A girl is bullied on Tumblr, a student sleeps in class because of video gaming through the night, or an Instagram of a student s private parts goes viral through the middle school after he breaks up with his girlfriend, or a teacher posts about a student fail on Facebook only to be seen by the students mother due to poor privacy settings. Each of these is common example of how technology is impacting 4

6 students and schools. The National Association of Social Workers and the Association of Social Work Boards created technology standards for practice in The advance in technology has significantly changed since these standards were created. The American Psychological Association and the American Nurses Association code of ethics for nurses do not include technology language or specifically address the changes in societal practices. Wisconsin MPSW statutes will be discussed. The research for all of these fields is starting to address boundaries and technological ethical dilemmas. This presentation addresses ethical issues and solutions for school professionals and supporting personnel. 1-2:30 PM 1.5 CEUs/CEHs/ Contact Hours 11. Act Now! Bullying Prevention - from Classroom to Community Bridget Clementi, MBA, Director of Community Health, Children's Hospital of WI, and Clay Anton, E-Learning Account Representative, Children's Hospital of WI, Wauwatosa, WI Children s Hospital of Wisconsin (Milwaukee, WI) is excited to present the latest additions to the Act Now! bullying prevention program. In addition to the e-learning curriculum for students in grades K- 8 and staff training, ActNow! will include bullying prevention resources and education for parents, camps, clubs and CLCs and a PBIS tier two online intervention. This session will introduce the new programs as well as highlight the student and staff training components. 12. School Community Partnership for Mental Health: An MPS School-based Mental Fitness Program Charles Bauernfeind, MSW, School Coordinator/SCPMH, Milwaukee Public Schools, Milwaukee, WI; Sheri Johnson, PhD, Assistant Professor, Department of Pediatrics, Medical College of Wisconsin, Milwaukee, WI; and Carrie Koss Vallejo, BA, Assistant Planner, IMPACT Planning Council, Milwaukee, WI The School Community Partnership for Mental Health (SCPMH) is a collaboration that grew from concerns regarding limited access to mental health services for youth in Milwaukee; stakeholders included: youth serving organizations, mental health providers, Milwaukee Public Schools, and government agencies. The partners eventually initiated a pilot project focused on increasing access to mental health care for students by providing school based services to students/families. MPS first allowed mental health services in four designated schools, the county expanded reimbursement to include schools and consultations with teachers as allowable services, and three community mental health provider agencies agreed to see all referred students. When "I" is replaced by "We", even illness becomes wellness. --Unknown 13. Best Practices in Reducing the Stigma of Mental Health Challenges and Help Seeking Sue McKenzie, MA, BS, Director, InHealth/WISE, Rogers Memorial Hospital, Oconomowoc, WI Forty-seven per cent of the population will experience a diagnosable mental illness or addiction in their lifetime with half of these cases beginning by age 14. When left untreated, mental disorders are 5

7 likely to persist and become more severe. Stigmas associated with mental health increase the likelihood that a person will choose secrecy and isolation over recovery. The Wisconsin Initiative for Stigma Elimination (WISE) is a statewide collaboration of organizations and individuals seeking to achieve dignity and support for all affected by mental illness. Schools offer opportunities for powerful stigma reduction including special circumstances that warrant caution. Initial findings of state youth, parent and educator focus groups will be shared. Participants will gain insight into evidence-based practices for stigma reduction and how to apply the WISE model in various settings with youth and families. Mental illness is nothing to be ashamed of, but stigma and bias shame us all. --Bill Clinton 2:45-4:15 PM 1.5 CEUs/CEHs/ Contact Hours 14. Cultural Sensitivity When Working with Latino Families Shelly Dohlby, MA, School Social Worker, School District of Waukesha, and Carrie Gott, MSW, School Social Worker, School District of Waukesha, Waukesha, WI Working with diverse cultures presents differences that must be understood. This workshop will offer the perspectives of Latino students and their parents, school staff, and the community at large. Suggestions on how to overcome barriers to learning and to access resources for this population will be offered. Broader cultural issues that impact the local community will be reviewed. Participants will be invited to engage in an activity that will increase their level of awareness about Latino families. 15. Long-term Effects of Child Maltreatment & Effective Interventions to Treat Maltreatment Trauma James Dimitri Topitzes, PhD, Assistant Professor, Helen Bader School of Social Welfare, University of Wisconsin-Milwaukee, Milwaukee, WI In this training, the presenter will define psychological trauma and discuss the primary and secondary symptoms of maltreatment trauma. The presenter will also review principles of traumarelated social or mental health services, highlighting distinctions between trauma-sensitive approaches, trauma-informed care, and trauma-focused interventions. Additionally, the presenter will discuss a general trauma-focused intervention model that reflects current best practice, and finally, attendees will be exposed to a number of established or promising trauma-focused intervention protocols. 16. Compassionate and Evidence Based Understanding of Adolescent Self-Injury Jennifer Muehlenkamp, PhD, Associate Professor of Psychology, University of Wisconsin-Eau Claire, Eau Claire, WI This interactive presentation will review current knowledge about adolescent self-injury, provide a model for conceptualizing the behavior in a way that can promote compassionate assessment strategies, and offer evidence based interventions appropriate for the school-setting and external referrals. Ideas for engaging youth and managing potential social contagion of NSSI will also be reviewed briefly. 6

8 SESSION PRESENTERS Jacqueline A. Rhew, MA, LPC, CADC, is the Clinical Coordinator of The School Anxiety School Refusal Partial Hospitalization Program at Alexian Brothers Behavioral Health Hospital, Hoffmann Estates, IL. She has been instrumental in the development of the School Anxiety School Refusal Program since its inception in Working closely with educational supports and schools, she brings a unique and special service to the clients and their families. Ms. Rhew has worked in hospital, educational and private practice settings, both in the Chicagoland area and overseas, including South America and the Middle East. She has co-authored several publications, including School Refusal in Children and Adolescents. Ms. Rhew has been featured on both ABC Channel 7 (Chicago) and CBS Channel 2 (Chicago) news highlighting her work with adolescents struggling with avoidant school behaviors as well as bullying in the schools. Cecelia Horan, PsyD, is the Clinical Director of Child and Adolescent Services and the Co-Director of the School Refusal Program, both at the Alexian Brothers Behavioral Health Hospital, Hoffmann Estates, IL. Dr. Horan brings her extensive family therapy knowledge to assist families in developing healthier family systems. Her experience working with conduct disorder and oppositional patients makes her a vital resource to the multi-disciplinary team. Dr. Horan has created programming and directed units in various residential hospital programs, as well as worked in behavioral health hospital settings and private practice. Dr. Horan has spent a large portion of her career training doctoral interns of clinical psychology and clinicians creating effective therapeutic interventions to be utilized with difficult patients and families. Susan Kaye, MSSW, has been a School Social Worker in the Madison Metropolitan School District, Madison, WI, since She has taught Motivational Interviewing (MI) to pupil services professionals, teachers and graduate students. Ms. Kaye is a member of the Motivational Interviewing Network of Trainers, an international organization dedicated to high quality MI training and the advancement of the approach. Past participants in her trainings rave about her engaging, effective style and deep understanding of this complex approach. Daniel Parker received a Masters Degree in Human Development and Family Life and a Masters Degree in Special Education, both from the University of Kansas. As Autism and Family Engagement Consultant for the WI Department of Public Instruction, Mr. Parker provides autism related professional development across the state of Wisconsin. He has a unique blend of home based, general and special education teaching, and administrative background at the school, district, and statewide levels with a focus on data, applied behavior analysis, social peer mediated interventions, and the use of technology in teaching. He works closely with WSPEI and other statewide parent organizations to supports families and educators with efforts to improve family engagement activities and outcomes for students with disabilities. Mr. Parker has a wife, Sarah, a cat, Lily, and the cutest dog in the world, ZuZu. Jody A. Langford, MD, is currently serving as a child and adolescent psychiatrist at Rogers Memorial Hospital, working primarily with children and adolescents in the eating disorders program in Oconomowoc. Dr. Langford is board certified in general psychiatry and was awarded chief fellow in child and adolescent psychiatry during her postgraduate training. Her residency program in psychiatry and behavioral medicine, as well as her fellowship in child and adolescent psychiatry, was completed at 7

9 the Medical College of Wisconsin (MCW) Affiliated Hospitals in Milwaukee. A member of the Medical Student Education Committee at MCW, Dr. Langford has been actively teaching residents, fellows, medical students and other health professionals on the subject of eating disorders for the past few years, receiving the resident/fellow teaching award at her graduation. In addition to eating disorders, Dr. Langford s clinical interests include anxiety and mood disorders. She is a member of the Academy of Eating Disorders, American Psychiatric Association, American Academy of Child and Adolescent Psychiatry and Physicians for Social Responsibility. Jessica Hoberg, MSN, RN, CPNP, is the Clinical Eating Disorder Specialist of the Child and Adolescent Inpatient Eating Disorder Programs at Rogers Memorial Hospital. Since joining Rogers in 2003, she has held a number of nursing positions, including at the residential Eating Disorder Center, the Child and Adolescent Day Treatment Program and the Child and Adolescent Eating Disorders Partial Hospitalization Program. Additionally, Jessica has served as a clinical faculty instructor for Marquette University s mental health nursing and community nursing courses, as a school nurse/nurse practitioner for Madison Metropolitan School District and as a nurse practitioner with the Child and Adolescent Behavioral Health Clinic at Children s Hospital of Wisconsin. Jessica received her master s degree in nursing from Marquette University in 2004, with a specialization in pediatric psychiatric disorders. Philip Sutton Chard, MS, LCSW, is a psychotherapist whose private practice, Out of My Mind, LLC, Pewaukee, WI, includes nature therapy, coaching, and organizational consultation. As he says, his "bona fides" include: 30+ years professional experience, an MS in Counseling Psychology, LCSW licensure in Wisconsin, 5 years post-master's training in health psychology, certification as a hypnotherapist, master practitioner in neurolinguistic programming, and leadership in the field of applied eco-psychology. He is also a book author, columnist, and speaker trainer. Chiralaine Natschke, MA, LPC, is the Calm Classroom Program Coordinator. Ms. Natschke is a Licensed Professional Counselor and a Certified School Counselor. She was introduced to Calm Classroom during the school year, while she worked as a Guidance Counselor/Calm Classroom Coordinator for Carter G. Woodson Elementary School. She also works part time as a Mental Health Therapist with adults and teaches them coping skills and stress management techniques. In 2003, Ms. Natschke graduated from Governor s State University in University Park, IL, with a Master of Arts degree in Clinical Psychology, and again in 2011, with Master of Arts degree in School Counseling. She is grateful for being part of such a wonderful program and being able to continue to educate and help people. William "BJ" Ganem, BS, is a USMC veteran who was injured in Iraq on Thanksgiving night 2004, losing his left leg below the knee to a roadside bomb and suffering a traumatic brain injury. Since then he has worked in various roles with private and governmental agencies to help other people who have served our country transition to civilian life and to gain access to the benefits they have earned through their selfless service to our country. He and his family have, themselves, experienced the challenges and transitions of military personnel who return home after serving our country. Mr. Ganem currently works for the USMC Semper Fi Fund, a non-profit organization serving veterans, and expects to earn his MSW at the University of Southern California in He also presently serves as a graduate intern with the American Council for School Social Work. 8

10 Rebecca Davis, MSW, LICSW, is Youth Programs Manager at Screening for Mental Health, Inc., Wellesley Hills, MA, overseeing the SOS Signs of Suicide and Signs of Self-Injury Prevention Programs. Ms. Davis is a Licensed Independent Clinical Social Worker (LICSW) with a master s degree in clinical social work from Boston University. Her clinical background includes work with adolescents and families in school, hospital, and home-based settings. She has worked in suicide prevention/postvention and community trauma response across the Commonwealth of Massachusetts and has presented at national conferences. Suzanne Sibole, MS, has spent over 25 years as a school pupil services professional. She led a district team to develop an award-winning crisis and safety plan, receiving the Lighthouse Award from Wisconsin School Public Relations Association (WSPRA) in Ms. Sibole has received training in school safety, violence warning signs and threat assessment from national experts Michael Dorn, Dr. Randy Borum, Dr. Reid Meloy and Dr. James McGee. Most notably, she trained at Gavin de Becker & Associates Advanced Threat Assessment & Management Academy. She holds a B.A. in Psychology, M.S. in Counseling Psychology, a Substance Abuse Certificate and is currently enrolled in a Forensic Criminology program. Ellen M. Belluomini, MSW, LCSW, received her MSW from University of Illinois, Jane Addams School of Social Work and is currently a doctoral student at Walden University. She is a faculty member in the Graduate School of Social Work at Dominican University. She has developed online and blended curriculum with an emphasis on integrating technology into human services practice. Ms. Belluomini writes a blog Bridging the Digital Divide in Social Work Practice to increase awareness about technology s uses. She presents and consults on various issues related to social services. Her clinical work has been with private practice, management of nonprofit agencies, and programming for vulnerable populations. Bridget Clementi, MBA, is passionate about the community and dedicates her professional and personal time and efforts to ensure children throughout Wisconsin are healthy and safe. As director of Community Health for Children s Hospital of Wisconsin, Ms. Clementi is motivated by the organization s vision of Wisconsin having the healthiest kids in the country. She is very well connected in the greater Milwaukee community as well as statewide. She has served on many community boards including Wisconsin Public Health Council Advisory, Prevention and Protection of Abused Children, and the American School Health Association. Clay Anton, MEd, is a tireless advocate for the integration of technology in 21 st century health education. He began his career at Children's Hospital as an outreach educator and youth development coordinator for the Teen Health Crew. Over the last 4 years, he has helped the Children's Hospital E- Learning team reach over 80,000 students annually with online health education programs that promote health and safety. Charles Bauernfeind, MSW, is a School Social Worker for Milwaukee Public Schools. His current assignment is as the School Coordinator for the School Community Partnership for Mental Health (SCPMH). The program is now in its fourth year. Sheri Johnson, PhD, is Assistant Professor of Pediatrics in the Center for Advancement of Underserved Children at the Medical College of Wisconsin. She was the Principal Investigator for the Healthier 9

11 Wisconsin Partnership Program grant that funded the evaluation of School Community Partnership for Mental Health from Carrie Koss Vallejo, BA, works for IMPACT in research, planning and evaluation. Her role on the School Community Partnership for Mental Health was as a bilingual Community Health Worker and research assistant. She collected data from families while helping the therapists to strengthen relationships and would communicate questions between family and therapist. Sue McKenzie, MA, BS, applies her years of experience in the school setting and mental health field to design, implement and train trainers on stigma reducing programs and most recently has focused on statewide work to encourage and support use of evidence based approaches, in all settings, to avoid the unintended negative outcomes of well intended actions. She has worked and with international stigma researcher, Patrick Corrigan, and state/national partners such as MHA, NAMI, WI Family Ties, CDC, Emory University, and the National Middle School Association. Shelly Dohlby, MS, began her social work internship Oak Park, IL, where she was privileged to learn and explore how creative community partnerships with schools met needs of diverse populations. Ms. Dohlby had several experiences for the next seven years in various neighborhoods and cities surrounding Chicago, including one elementary school where forty-five languages were spoken. After taking seven years off when her son was born, she has enjoyed three years working in three elementary schools in Waukesha. Carrie Gott, MSW, began her career working for nonprofit agencies serving children, youth, families and elderly primarily in Milwaukee. A large part of this experience included working in resident camps and developing programs for children, families and teen parents. She calls herself fortunate to work as a school social in the School District of Waukesha, WI, for 23 years. Ms. Gott has typically had an assignment combination of elementary school(s) and a high school. (James) Dimitri Topitzes, PhD, LCSW, earned his PhD in Social Welfare from the University of Wisconsin- Madison in Prior and subsequent to earning his doctorate, Dr. Topitzes worked in a clinical social work capacity, serving adolescents at-risk for out-of-home placement. In 2008, he accepted a full-time social work faculty appointment with the Helen Bader School of Social Welfare at the University of Wisconsin-Milwaukee (UWM). While continuing a limited clinical practice, he has also published research in the area of maltreatment trauma, including consequences and treatments. He also teaches trauma counseling, advanced practice social work, and the philosophy of science. Jennifer Muehlenkamp, PhD, MA, is a licensed clinical psychologist, an associate professor of psychology at UW-Eau Claire, and expert in the field of adolescent self-injury and suicide. Dr. Muehlenkamp has published over 70 research papers on these topics, co-authored two books related to treating self-injury, and consulted with the DSM-5 workgroup on the Non-Suicidal Self-Injury (NSSI) disorder criteria. Her work has been recognized by awards from the American Association of Suicidology. She is an engaging, energetic speaker who has provided numerous workshops on the topics of suicide and self-injury. 10

12 REGISTRATION INFORMATION Online registration is required. Initiate your registration today at to reserve your opportunity to attend this event. Seating is limited simply go online and reserve today! Registration Fees - Fees include lunch buffet and conference materials. Individual Team (3 or more from same district / agency) Early Bird Registration Thru June 15th $120 $110 Regular Registration June 16th-Sept. 23rd $130 $120 Late Registration* After September 23rd $150 $140 Online registration required. *Applies to registrations that are late, unpaid, or unconfirmed via PO by September 23rd How to Register Online registration at is required. Please go to to initiate and/or complete your registration. Enter ALL requested information. Click the "Confirm and proceed with payment button. If you do not, registration will not be received. You will not need to make payment immediately or provide a purchase order number. You will be able to pay by check, credit card or purchase order at a later date. Immediate confirmation from ACSSW is sent. NOTE: If you do not receive immediate confirmation, your registration has not been received. Contact or for assistance. You will also receive an invoice via that may be submitted to your employer if you plan to pay by purchase order or employer check. ACSSW accepts online credit card payments. Once payment has been received, you will receive an indicating that you are fully registered and a copy of your paid invoice. Payment by credit card or check and/or by Purchase Orders must be received by July 15th for those who plan to take advantage of Early Registration fees. For those registering after June 15 th (when Regular Registration fees begin), payment or a purchase order must be received by Sept. 23 rd in order to avoid a $20 late registration fee. Make checks and purchase orders out to: ACSSW or American Council for School Social Work purchase orders to: or mail (POs or checks) to: ACSSW c/o Sally Carlson 5011 W. Fairy Chasm Crt. Milwaukee, WI Purchase orders may also be faxed to: Employers: W-9 from ACSSW available upon request submit request to QUESTIONS or CONCERNS? Contact Sally or if you need assistance or have questions about your registration. 11

13 PARKING & DRIVING DIRECTIONS Parking is free. Use the lots near the main doors of the Richard T. Anderson Center. Check the WI Department of Transportation website for construction updates: 12

14 HOTEL INFORMATION If you plan to come in on Sunday or earlier to enjoy the area's sights and activities, below are hotels that are very convenient to the Richard T. Anderson Education Center. Special rates have not been negotiated. Country Springs Hotel website 2810 Golf Road, Pewaukee, WI Tel: or ; toll free: Best Western Waukesha Grand website 2840 North Grandview Boulevard, Pewaukee, WI Tel: ; toll free: for social workers CONTINUING EDUCATION INFORMATION CEHs/CEUs for social workers are provided through the UW-Milwaukee Helen Bader School of Social Welfare, Continuing Education Department, which cannot approve continuing education credit for outof-state participants or professions other than social work. A maximum of 7 CEHs/CEUs may be earned by social workers who attend both sessions of the Ethics workshop, #10a & b). for nurses The 2014 Milwaukee Mental Health in Schools Institute is co-provided by the American Council for School Social Work, Wisconsin Nurses Association, Helen Bader School of Social Work at the University of Wisconsin-Milwaukee, and Rogers Memorial Hospital and has been planned in accordance with the requirements of the American Nurses Credentialing Center (ANCC) for continuing nursing education. Waukesha County Technical College is an approved provider of continuing nursing education by the Wisconsin Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation. The 2014 Mental Health in Schools Institute offers 6.0 Contact Hours (7.0 Contact Hours if participating in both sessions of the Ethics workshop, #10a & b) of Continuing Nursing Education credit. To receive credit, participants must register, attend entire session(s), and complete the program evaluation for the overall conference and each session attended. other professionals It is the responsibility of other participants to ensure that sessions attended and CEHs/CEUs/Contact Hours offered are acceptable to their own professional licensing body, as appropriate. 13

15 SCHOOL MENTAL HEALTH INSTITUTE SPONSORS Endorsed by WI Department of Public Instruction Supporting Innovative Practice, Effective Leadership, & Applied Research PH: FX:

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