APRIL 2016 TEACHER EXCELLENCE IN POSITIVE BEHAVIOR SUPPORT n QUARTERLY NEWS n MCDOWELL@BLOOMU.EDU
STUDENTS ENROLLED in professional educator preparatory programs offered in the College of Education, as well as BU faculty, have benefited from the wide array of value-added learning experiences provided through the McDowell Institute during the 2015-16 academic year. More than 800 students and faculty have participated in eight distinct professional development events on campus associated with addressing non-academic barriers to learning during the current academic year.
In addition to training events on campus, this year nine McDowell Institute Student
Fellowships were awarded. Each of the
Student Fellows have gained access to additional training, field experiences, resources and mentorship in Positive
Behavior Support and associated evidencebased practices to address non-academic barriers to learning. Also during 2016 the inaugural McDowell Institute Faculty
Fellowship was awarded to Dr. Daniel
Roesch in the Department of Teaching and Learning. Through this award Dr.
Roesch has been provided with additional resources to support scholarly endeavors in leadership skills associated with successful implementation of Positive Behavior
Intervention and Support in schools.
Further endeavors on campus during
2015-16 have included a series of mental health awareness events Oct. 8 and 9, 2015, and March 30, 2016. Informational packets to on anxiety, depression and mental health resources were distributed to approximately
350 BU students through these events.
Each of these awareness events were the outgrowth of collaboration among various programs across colleges on campus and student organizations.
The McDowell Institute has, as well, been highly visible in a leadership role this past year at the state level through collaboration with various state-wide partners. One
Topic
On-campus Trainings 2015-16
Number of Events
Preventive Classroom
Management
Disparity in School
Discipline
YMHFA
MH Awareness
3
2
3
2
Numbers of Student/Faculty
450
88
78
190 example of this leadership has been the role the McDowell Institute has played in supporting training in Youth Mental Health
First Aid (YMHFA). Beyond providing training, the McDowell Institute has played a prominent role in supporting schools to organize training for their respective staffs.
In a parallel manner, the McDowell Institute has served as a major catalyst in Pennsylvania to situate YMHFA training within preservice teacher training across institutions of higher education. An additional example of leadership beyond the boundaries of the BU campus is the prominent role that the McDowell Institute has played with implementation of the project known as
Safe Schools / Healthy Students (federally funded through the Substance Abuse Mental
Health Services Administration – SAMHSA).
Scholarly endeavors associated with each of the previously noted examples have spawned numerous presentations at both the state and national levels and has resulted in production and dissemination of materials useful to educators in the field.

M c
D owell
I nstItute
: t eacher
e xcellence In
P osItIve
B ehavIor
s uPPort n
Q uarterly
n ews
APRIL 2016
THE MCDOWELL INSTITUTE conducted the first segment of a multi-year speaker series on February 9, 2016. The training events in this inaugural year emphasized both the importance of, and strategies to reduce, disproportionally in school discipline. Dr.
Kent McIntosh (University of Oregon) was the lead presenter throughout all activities associated with the speaker series on this date. Dr. McIntosh conducted a full day training for seven school-based teams that were awarded special education performance grants from the Pennsylvania Department of
Education entitled “School-based Behavioral
Health: Culturally Responsive Approaches to
Managing Behavior Intervention and Supports
(PBIS)”. Classroom teachers, administrators, guidance and support staffs comprised these building-based teams. BU students awarded
McDowell Institute Student Fellowships were situated on these seven school-based teams to engage in this professional development event. During the evening Dr. McIntosh also presented an open session for members of the
BU community and local school systems.
ADDING FURTHER VALUE TO TEACHER PREPARATION, the
McDowell Institute for Teacher Excellence in Positive Behavior Support has provided support to student teachers as they enter their respective capstone experience field placements. This spring 2016 approximately
148 BU student teachers benefited from a refresher session on preventive classroom management January 19th. This session reviewed the core evidence-based practices of building rapport, establishing clear expectations and providing high rates of positive reinforcement to students.
Additionally, student teachers received useful information to inform their practice in the classroom.

M c
D owell
I nstItute
: t eacher
e xcellence In
P osItIve
B ehavIor
s uPPort n
Q uarterly
n ews
APRIL 2016
AS A FUTURE TEACHER there is so much knowledge to acquire, skills to learn and ethical professional behaviors to put in to practice in order to become a teacher. The good news is that coursework provided through the College of Education at Bloomsburg University strategically aligns with required competencies to become a teacher as articulated by the
Pennsylvania Department of Education.
However, regardless of how aligned required coursework is with these competencies, there are important value-added aspects of learning that can benefit aspiring teachers.
Learning about trauma, and strategies to support students impacted by trauma, is a prime example of important value-added learning.
Let’s start with understanding the basics of trauma. Many students in their lives have likely experienced some kind of traumatic experience when a set of circumstances became overwhelming to the point that they had great difficulty in coping with the situation. In many instances, the depth and breadth of resources available (both internal coping skills or resiliency as well as external supports such a friends and/or professional counselors) prove to be sufficient to work through the stress associated with those traumatic experiences. However, students whose life experiences include repeated exposure to traumatic experiences (whether they be acute or chronic in nature) tend to be at greater risk for adverse effects on learning. This was highlighted through the
Adverse Childhood Experiences (ACE) Study, which is one of the largest investigations ever conducted to assess associations between childhood maltreatment and later-in-life health and well-being. One of the more seminal findings from this study was that some of the nation’s most challenging health and social problems arise as a consequence of adverse childhood experiences. The impact of adverse childhood experiences that were investigated through the ACE Study included abuse (emotional, physical and sexual), neglect (emotional and physical), and household dysfunction (mother treated violently, household substance abuse, household mental illness, parental separation and divorce, and incarcerated household member). Simply stated, the greater the degree of exposure to adverse childhood experiences the greater the risk for adverse impact on quality of life.
According to the National Child Traumatic
Stress Network (2015), one out of every four children attending school has been exposed to a traumatic event that can affect learning and behavior. Further, one in five
Americans is estimated to have a diagnosable mental disorder, such as depression, anxiety, or substance abuse, including 13.7 million children (U.S. Public Health Service, 2000).
Trauma can impact school performance and result in lower grade point averages, higher rates of absenteeism, increased dropout, more suspensions and expulsions as well as less than desired academic outcomes including a decreased ability to read. More specifically, exposure to a given traumatic event may cause fidgety behavior, intrusive thoughts, interrupted sleep and nightmares, anger and moodiness, social and emotional withdrawal, and have an adverse impact on concentration and memory. Repeated exposure to traumatic events, especially during early developmental years, can dramatically impact attention, memory and cognition; reduce a student’s ability to focus, organize and process information; interfere with effective problem-solving and planning; and result in overwhelming feelings of frustration and anxiety.
Students who have been traumatized often experience both physical and emotional distress. Observant classroom teachers may pick up on indicators (or signs) typically associated with the adverse impact that trauma can have on their students. Examples of indicators can include
CONTINUES ON NEXT PAGE

M c
D owell
I nstItute
: t eacher
e xcellence In
P osItIve
B ehavIor
s uPPort n
Q uarterly
n ews
APRIL 2016 physical symptoms, such as increased or reoccurring headaches and stomachaches; poor control of emotions; inconsistent academic performance; impulsive behavior; and over or under-reaction to bells, physical contact, doors slamming, sirens, lighting, and sudden movements. Sometimes intense reactions to reminders of their traumatic event (commonly referred to as “triggers”)
Principle can be noticed by teachers in the form of the student thinking others are violating their personal space (e.g., statements like “What are you looking at?”), losing control when being corrected by an adult or authority figure, fighting when criticized or teased by others, or appearing resistant to transitions or changes throughout the school day.
Core Principles of Trauma Informed Care in the Classroom
How this principle plays out in the classroom
While none of us has the power to undo past traumatic experiences of our students, there are a number of things that teachers can do to address the learning needs of students who have experienced trauma. The core principles associated with operating a trauma-informed classroom are provided here for consideration.
Safety
Trustworthiness
Collaboration
Choice
Strengths-based
Cultural, Historical and Gender
Responsive
Empowerment
Special Note: Benefits of a Trauma
Informed Approach to Instruction
Teacher and peer actions within the classroom that promote healthy and constructive interactions. These actions include proper usage of learning materials in tandem with physical items within the classroom/school (e.g. furniture, windows, and doors). Clear, positively stated behavioral expectations should be present in the classroom. The desired result is that each person in the classroom (students, teachers, visitors) feel safe to take reasonable risks in the learning process free from the fear of possible physical, social or psychological harm.
Teacher and peer actions that enable each individual student in the classroom to acquire a sense of confidence and reliance in the integrity and ability of others with whom the student interacts. Honest and clear communication is essential to establishing trust. Trust is essential to build rapport.
Teacher and peer actions that demonstrates respect for the contribution of each individual in the classroom in a cooperative learning environment…staff and students. Each, and every student should feel valued.
Teacher and peer actions that provides opportunities for each student to experience a variety of options for expression of skills within learning activities in the classroom and school in a manner that is sensitive to issues of locus of control. A diverse and broad array of opportunities to respond should be provided on a regular basis.
Teacher and peer actions that provide opportunities for each person (students and staff) in the classroom to build upon skills, which they possess, to further extend personal learning. Positive reinforcement should be provided for effort and performance on a regular basis.
Teacher and peer actions in tandem with physical attributes of the classroom (and ideally school) that embrace diversity in its many varying forms and is sensitive to the influence that bias can have on enhance the learning environment. In particular, teachers are aware of implicit bias and interact with students in a culturally responsive manner.
Teacher and peers actions that respects the importance for each individual student and staff member to exercise personal power in decision-making to facilitate growth and learning. Teachers should engage students in decision making in the classroom.
Increases in student motivation, engagement and participation thus having a constructive impact on classroom and school climate. Use of trauma informed approaches can help to reverse the demoralizing impact of any past trauma and can help to prevent further traumatization, which in turn can positively alter the individual student’s self-perception, world-view, residual symptoms and even brain functioning to support learning.
The above referenced core principles provide a broad, conceptual approach to apply in the classroom. At an operational level, here is a brief listing of things that teachers can specifically do in their classrooms to help students cope, learn and heal from the adverse effects of traumatic experiences. First, prioritize relationships.
In other words, further expand your use of rapport-building strategies that you employ with your students and teach the students in your classroom how to build healthy relationships with others. Second, establish, clear predictable routines throughout the day. Be clear, and precise in your expectations with your students and help your students to express clear expectations with one another. To the greatest extent possible, have a predictable cadence to learning activities in your classroom. Third, create opportunities for your students to be successful and acknowledge student success on regular basis. Positive experiences beget future positive experiences and acknowledging success helps kids to feel valued and valuable. Fourth, listen to your students. As a teacher, you may be inclined to try to solve problems with your students.
However, sometimes solving the problem(s) at hand may be outside of your immediate sphere of influence. Listening to students when they want or need to talk can make all the difference. Listening and reflecting back what you heard the student say can validate the child’s feelings without fear of judgment.
Finally, and perhaps most challenging, is to accept that all of your students and you, as a teacher, require periodic downtime.
Everyone can benefit from structured, brief mental stretch breaks. Children who have been traumatized need downtime in order to regroup, refocus and reenergize. Try to thoughtfully build in brief, downtimes within the ebb and flow of classroom events throughout the school day.

M c
D owell
I nstItute
: t eacher
e xcellence In
P osItIve
B ehavIor
s uPPort n
Q uarterly
n ews
APRIL 2016
THE CRISIS TEXT LINE was founded in
2013 by Nancy Lublin, the former Chief
Executive Officer of DoSomething.org.
The Crisis Text Line is the first and only nationwide free text service for people in crisis. The Crisis Text Line serves anyone, in any type of crisis, providing access to free, 24/7 support and information via the medium many people already use and trust: text messaging. The Crisis Text Line is operated by a team of 1,600 volunteers from all over the United States. There is a rigorous application process for volunteer crisis counselors who, after screening, complete a 34-hour training course over six weeks. This training includes ongoing simulated conversations and personalized feedback from experienced trainers as well as eight hours of on-platform observation.
Training content is based on best practices in crisis counseling and Crisis Text Line data. Crisis counselors use active listening techniques to bring texters from a “hot” moment to a “cool” moment. Active listening is an empathetic, understanding, and a respectful method of communication that keeps the focus on the feelings and needs of the texter. Crisis counselors are supervised by professionals with experience in the mental health field and/or crisis intervention. Over 12 million message have been processed since launching the Crisis
Text Line with approximately 21, 000 people texting each month.
Beyond addressing the immediate needs of the texter in crisis, the Crisis Text
Line manages a vast anonymous database that captures the nature and essence of text messages received. Crisis Trends
(crisistrends.org) utilizes these data to provide information on crises by state,
time of the day, day of the week and mostfrequent words used. Crisis Trends’ goal is to empower researchers, the media and citizens to understand crises in America in order to build preventive approaches to minimize future crises.
How does the Crisis Text Line work?
• Text 741-741, from anywhere in the U.S., about any type of crisis that you might be experiencing.
• Live (real time) trained crisis counselors receive the text and respond quickly to you.
• The volunteer crisis counselor will help you move from a hot moment to a cool moment.
Who should text in?
Anyone in crisis at any time is encouraged to text 741-741
What can you expect when you text in?
You’ll receive an automated text asking you what your crisis is. Within minutes, a live trained crisis counselor will answer your text. He or she will help you out of your moment of crisis and work with you to create a plan to continue to feel better.
Is Crisis Text Line actually anonymous?
Yes. Crisis counselors only know what texters share with them, and that information stays confidential.
How much does Crisis Text Line cost?
There is no charge to texters if your cell phone plan is with AT&T, T-Mobile, Sprint, or Verizon, texts to the short code, 741-741, are free of charge. If you have a plan with a different carrier, standard text message rates apply.
Will Crisis Text Line show up on your cell phone bill?
Nothing will appear on your bill if your cell phone plan is with AT&T, T-Mobile,
Sprint, or Verizon. If your plan is with another carrier our short code, 741-741, will appear on your billing statement.
Will Crisis Text Line work on your phone?
Crisis Text Line works on all major US carriers, as well as, most minor regional carriers. However, short codes (like 741-741) are not allowed on many prepaid plans like
T-Mobile’s.
How often can you text for help?
You can text in whenever needed, if you are experiencing a crisis. However, Crisis
Text Line is not a replacement for long-term counseling, in-person therapy, or a personal support network of friends.
How long do you have to wait to text with a crisis counselor?
The goal of Crisis Text Line is to respond to every texter in less than 5 minutes.
During high volume times, such as at night or when people are talking about Crisis Text
Line on social media, wait times may be longer.
Is there a character limit when texting
Crisis Text Line?
Yes, the system is only able to process 140 characters in one message.
Can I become a volunteer counselor if I am interested?
Yes, Crisis Text Line accepts applications on an on-going basis.
Is Crisis Text Line counseling?
No, Crisis Text Line specialists do not counsel, but rather practice active listening to help texters move from a hot moment to a cool calm.
What’s the difference between Crisis
Text Line and therapy?
Crisis Text Line is not a replacement for therapy. Therapy includes a diagnosis made by a qualified professional, a treatment plan of action, and a patient/ therapist relationship. Crisis Text Line helps people in moments of crisis. Crisis counselors practice active listening to help texters find calm and create an action plan for themselves to continue to feel better.
Crisis Text Line’s Crisis Counselors are not therapists.
Where can I learn more about Crisis Text
Line?
Either web-search Crisis Text Line or email info@crisistextline.org

M c
D owell
I nstItute
: t eacher
e xcellence In
P osItIve
B ehavIor
s uPPort n
Q uarterly
n ews
APRIL 2016
THE LEGISLATION KNOWN as the
Every Student Succeeds Act (ESSA) recently became federal law and replaces No Child Left Behind (NCLB) and the Elementary and Secondary
Education Act (ESEA). In many ways, the ESSA builds upon the emphasis in prior federal laws on using “evidencebased” approaches in schools in a manner that provides greater degrees of flexibility to each state and local school district. The ESSA endeavors to create a healthy balance between state/local control in decision-making while maintaining an emphasis on evidence-based approaches. To this end, the ESSA, unlike preceding federal law, establishes criteria for defining evidence-based approaches across a relatively distinct level system. These criteria, or levels, occur across a continuum from most to least robust forms of empirical evidence.
Evidence-based Levels
Strong Evidence
Moderate Evidence
Promising Evidence
Programs with Rationale based on
High Quality Research or a Positive
Evaluation
ESSA Evidence-based Criteria (Levels)
General Descriptions
Strong evidence means the approach/practice/program is supported by at least one randomized control study and is considered the highest level of evidence-based approach (what some refer to as the “Gold Standard” in research in the social sciences).
Moderate Evidence means the approach/practice/program is supported by at least one quasi-experimental study (albeit not meeting the gold standard of being a randomized control investigation).
Promising Evidence means the approach/practice/program is supported by at least one correlational study with pretests as covariates. While not as robust as Strong or Moderate Evidence levels, there is sufficient evidence to support an approach/ practice/program that is viewed as falling into this category as promising in terms of consideration for use in schools.
This level is reserved for approaches/practices/programs that appear likely to improve student or other relevant schoolrelated outcomes and are undergoing evaluation with research being conducted. This is also often referred to as “Strong
Theory” (although the ESSA does not specifically use this term).
School systems and teachers are strongly encouraged to ensure that practices currently being employed reflect alignment with the above noted criteria and that new approaches being considered reflect a sufficient level of empirical support. One highlight of the ESSA criteria is that it unequivocally recognizes that not all forms of evaluation or research are equal. Further, the ESSA firmly instills the notion that students and communities are best served when educators use proven approaches and, ideally approaches that reflect either Strong Evidence or Moderate Evidence.
Noteworthy websites that are considered as reliable resources when exploring evidencebased approaches include the Institute of
Education Sciences What Works Clearing
House, National Registry of Evidence-based
Programs and Practices and the American
Psychological Association. To support schools specifically in the Commonwealth, the Pennsylvania Training and Technical
Assistance Network (PaTTAN) website tends to reflect practices that align with the criteria set forth through the ESSA.
The ESSA emphasis on practices that reflect either strong or moderate levels of evidence is not intended to suggest that educators should never employ approaches that align with the two lower levels of evidence as depicted in the table above. Such approaches may well serve students in schools; however, the ideal is that a majority of educational practices employed in schools would have either strong or moderate levels of evidence.
For aspiring teachers here at BU, a logical question is: “How do the instructional approaches and strategies that I am learning in my coursework and being exposed through my field experiences reflect evidence-based approaches?” To illustrate through just one example, the approaches to proactive/ preventive classroom management reflected in Unit III of SPECED 358/558 (Methods of
Instructions for Student with Disabilities) that is a required a required course for all teacher education majors, meets the gold standard in terms of evidence-base (Strong
Evidence). Specifically, establishing rapport
(relationship building) in concert with clarity of expectations and providing a high density of behavior specific reinforcement for meeting established expectations has an extensive literature base, including randomized control studies. This is why these practices are emphasized within this course, as are additional empirically supported practices within teacher education programs at BU.
It is important for all aspiring professional educators to have a solid understanding of what indeed it means to be evidence-based. In particular, aspiring educators are encouraged to discuss evidence-based approaches as described in the ESSA with their professors in their respective coursework as they complete their programs of study.

M c
D owell
I nstItute
: t eacher
e xcellence In
P osItIve
B ehavIor
s uPPort n
Q uarterly
n ews
APRIL 2016
Note: Ryan Stillwell recently graduated from the Special Education (PK-8)/
Early Childhood Education (PK-4) Dual
Certification Program. During his senior year, Ryan provided his perspective on his approach to classroom management during his student teaching experience.
We decided to follow up with Ryan on his classroom management experiences now as a professional educator. The following are excerpts from this most recent interview conducted by Ryan Novak.
Tell us a little bit about your classroom?
My classroom is a Life Skills classroom containing grades 3-7. My class consists of six students with Individualized
Educational Programs and four adult staff, including me. Our typical day consists of academics in math, reading, spelling, phonics, and handwriting. We also take community-based Instruction trips every month so that the students learn how to interact with people and the world around them outside of the classroom in their local community.
Were there any big surprises for you in terms of classroom management as you started teaching in your classroom?
My transition into the classroom was a bit crazy at first. I entered the class about a month into the school year. The students went from having an everyday teacher to a number of different substitutes and then eventually to me taking over on a permanent basis. Due to these staff transitions, some of the students were really struggling at first. We had a lot of behavior issues and emotional outbursts for a while before the students began to fully understand the classroom routine and expectations. Over time, of course, things increasingly ran more smoothly as we got in to a rhythm.
When you were interviewed during student teaching you really emphasized a number of proactive approaches to classroom management. How have you approached implementing those same proactive approaches in your classroom? It would be really helpful to future teachers …as you once were not so long ago…if you could talk a little bit about how you went about implementing evidence-based practices in your classroom?
I started off slow and gradual in order to build rapport with each of my students.
I made the time to talk with each of the students individually during down time on a daily basis. Whether it was first thing in the morning, or in the afternoon before going home, I would ask them what they liked to do for fun and what things they did at home…just really trying to get to know them and to help them realize that I was interested in them and they could trust me.
When it came to establishing expectations,
I had to be clear and explicit right from the beginning in letting the students know that they needed to work and cooperate in order to succeed and to earn fun breaks, special field trips and the additional benefits of participating in our Fun Friday activities at school. I implemented a form of a token economy in my classroom using
“puff balls”. Students could earn a puff ball contingent on appropriate behavior. Beyond acknowledging appropriate behavior on an on-going basis, each student needed to earn
10 puff balls in order to earn a prize. I also added a group contingency approach using a visible glass container in the classroom so that the students could actually see how they were performing as a group to earn a whole class reward. Given the nature of the Life Skills class, many of my students had a history of getting frustrated and easily overwhelmed at school. One thing
I learned to do rather quickly was that when I noticed that a student was starting to get frustrated while completing work,
I would preventively intervene by having them go for a quick walk or to go and get a drink. This allowed the student to regroup before coming back to work with a fresh start. On a final note, I am constantly trying to provide positive reinforcement through a lot of verbal praise with each of my students. If I see a student working hard,
I’ll say something simple like “You are really working hard today, I love it.” Or something as simple and precise as “Very nice use of manners.” I try to do this on a regular basis.
I would imagine that you have a few particular students in your classroom for which there are what could be described as “non-academic barriers” to learning
…things that you as a teacher have to find creative ways to address in order for learning to occur. Could you describe, in general, some of those challenges that you have had to address with some of your students?
There definitely have been some nonacademic barriers to overcome in order for learning to occur. For example, one of my students had a lot of physical outbursts and other forms of problem behavior based (to a great degree) on experiences outside of the school. She would act aggressively and tip desks over, slam different items, and throw herself on the ground. Another one of my students had a serious medical condition in which seizure activity frequently occurred and could dramatically increase silly/ inappropriate behaviors following a seizure.
These are a couple of examples that come immediately to mind.
CONTINUES ON NEXT PAGE

M c
D owell
I nstItute
: t eacher
e xcellence In
P osItIve
B ehavIor
s uPPort n
Q uarterly
n ews
APRIL 2016
Can you share a little bit about how you approached addressing these situations that you shared?
In overcoming physical aggression and outbursts, beyond trying to proactively prevent problems from occurring in the first place of course, when they did occur I tried to reduce the audience around the student.
When she would begin to have an outburst, I would have one of the aides in the classroom take the rest of the students across the hall to another classroom until I was able to support this student to calm down. I also tried to proactively embed frequent break periods throughout her typical school day.
This allowed her to have greater success and positioned me to provide increasing levels of reinforcement (helping her to actually to see that she could succeed). We have significantly reduced the physical aggression from the time I entered the classroom. In terms of the other student, we learned with the seizure activity that the seizures are a form of “blank stare seizure” and not the typical seizure most people are familiar with in schools. We have gotten better at picking up on when seizure activity may be occurring and working on giving the student a rest period after one has occurred.
We are also trying to identify what triggers the seizures for obvious reasons.
Thanks for sharing these examples and for taking the time to share your experiences.
Are there any additional thoughts or information that you would like to share with our current BU teacher education majors
I would definitely like to reiterate a piece of advice that I gave to student teachers during my first interview with you last year, and that is to enjoy walking into the classroom each and every morning! Establish those clear expectations, but don’t be afraid to get silly and show the students your fun side.
Your students will be able to pick up on whether or not you truly want to be there with them or not as their classroom teacher.
If they sense that you truly enjoy working with them and being in their presence, then they are going to work hard for you and enjoy coming to school every day to learn.
THE INCREASING EMPHASIS on Youth
Mental Health First Aid (YMHFA) in
Pennsylvania schools was highlighted in the previous newsletter (February,
2016). YMHFA is NOT a substitute for counseling, medical care, peer support or treatment. Rather, is a kindred process to First Aid associated with physical health conditions…that being to stabilize and help the youth of concern to access needed mental health services and/ or supports. Beyond the youth suicide prevention requirements of the recently enacted Act 71 for Pennsylvania schools, teachers need to know about YMHFA to meet the needs of their students.
To address this growing need, The
McDowell Institute has played an instrumental role in situating YMHFA training opportunities both on campus
(e.g., providing YMHFA classes for
College of Education majors) and statewide through the Community of
Practice on School-based Behavioral
Health (CoP SBBH). This spring 2016 the
McDowell Institute has provided a few initial opportunities for BU students and faculty to become certified in YMHFA.
The first of these training opportunities occurred on January 30, 2016 resulting in more than twenty students and faculty earning YMHFA certification. Beyond such training opportunities readily available on campus, training has also been provided this spring 2016 semester in partnership with the Pennsylvania
Training and Technical Assistance
Network (PaTTAN) for schools around the Commonwealth of Pennsylvania. All of these YMHFA training endeavors, collectively, have served as a pilot for planned expansion of YMHFA training in the upcoming 2016-17 academic year.
You are encouraged to keep your eyes and ears open for further announcements for YMHFA training opportunities here on campus in the upcoming fall 2016 semester.
To learn more about YMHFA, along with other kindred evidence-based approaches to address non-academic barriers to learning, contact Charlotte
Kemper at the McDowell Institute at ckemper@bloomu.edu
.
Bloomsburg University of Pennsylvania is committed to affirmative action by way of providing equal educational and employment opportunities for all persons without regard to race, religion, gender, age, national origin, sexual orientation, disability or veteran status.