Advancing the Profession
ACSSW
Feb 10 - 11, 2014
Tulane University
Lavin Bernick Center New Orleans
Transforming the Practice of
School Social Work Through...
OUR MISSION & VISION
ACSSW advocates for the practice of school social work and supports school social workers
in their service to students, schools and families to overcome social, systemic, economic and
mental health barriers to student learning.
ACSSW seeks to advance the practice of school social work by offering resources that support
innovative practice, effective leadership and applied research.
D
ear Colleagues,
A
CSSW, the American Council for School Social Work, is hosting the 3rd ACSSW
conference on mental health and school social work in New Orleans, Louisiana,
February 10 -11, 2014. This year we are celebrating the powerful impact school social workers
have on students, families, schools and communities as they inspire HOPE and advocate for
SOCIAL JUSTICE.
Often our “clients” are suffering from frustrated efforts to find solutions to their concerns.
School social workers understand the importance of listening closely with empathy and
compassion to these concerns. By valuing self-determination and providing encouragement,
school social workers re-energize others to see their strengths and find new solutions. In
the process of Inspiring HOPE, school social workers are also keen to the effects of social
injustices. As professional change agents, school social workers work to ensure access and
equity as well as implementation of necessary social reforms to enhance the responsiveness
of schools and communities to student and family needs. In doing so we frequently find
ourselves Advocating for JUSTICE on behalf of vulnerable populations. Join us as we
celebrate the many powerful ways School Social Workers are Changing the Future!
C
S
onsider the power of joining your fellow school social workers in numerous extended
and interactive professional workshops! Earn CEUs (12.5 CEUs for entire event) to
maintain your professional license.
ave the dates now - February 10 - 11, 2014. Conference fees: $250.00 for entire
event, $140.00 for one day (includes access to wireless internet, professional resources,
conference materials, refreshment breaks and lunch buffet each day). $15 discount available
per registrant for teams of 3 or more registering from the same district or agency. BSW/
MSW students and retired SSWers: $125.00 for entire event, $70.00 for one day.
S
W
eating is limited! Secure your place for this unique professional development
opportunity! Speed up your Registration...go to ACSSW Online Event Registration
- www.acssw.com
here will we see you? Entire conference proceedings will be held at the Lavin
Bernick Center located on the historic Tulane University Campus. For those
needing hotel accommodations... see last page for special rates at NOLA hotels.
Inspiring HOPE...Advocating for JUSTICE
Conference Overview...
February 10 - Monday
7:30 – 8:30 Registration & Continental Breakfast
8:30 – 8:45
Welcome and Opening Remarks • Judith Kullas Shine, ACSSW President
Kendall Cram Hall, Lavin Bernick Center, Tulane University
8:45 - Noon
Keynote & Plenary Session
Creating Hope and Community:
The Critical Role of the School Social Worker in a Multi-Tiered System of Support
JoAnne M. Malloy, PhD, MSW
Clinical Assistant Professor
Institute on Disability • University of New Hampshire
Panel Response
• Annahita Ball, PhD, MSW, Assistant Professor, Louisiana State University
• Joanne Cashman, EdD, Director of the IDEA Partnership
National Association of State Directors of Special Education
• Carolyn Hill, MSW, Louisiana Board of Elementary and Secondary Education
•Laura Richard, PhD, MSW, Assistant Professor, University of Southern Mississippi
Noon - 1:15
Lunch Buffet
1:15 - 2:45 Interactive Workshops
1 - Tier 2 Behavior Supports for Students Who Struggle - JoAnne Malloy
2 - Smokin’ in the Boys’ Room: Ethical Decision Making for School Social Workers - PART I
3 - Functional Behavioral Assessments: Understanding & Intervening on Maladaptive Behavior – PART I
4 - Cross-Disciplinary Collaboration: How to Make it Work - Canceled as of 1/8/14
5 - Making a Difference in the Lives of English Language Learners
6 - Leading By Convening: A Blueprint for Authentic Engagement
7 - How to Succeed with Oppositional Children and their Families using Solution Focused Parent Training
3:00 - 4:30 Interactive Workshops
8 - RENEW: Building Hope through Person-Centered Planning for the Most At-Risk Youth - JoAnne Malloy
9 - Smokin’ in the Boys’ Room: Ethical Decision Making for School Social Workers - PART II
10 - Functional Behavioral Assessments: Understanding & Intervening on Maladaptive Behavior – Part II
11 - Understanding Psychotropic Medications Used by Children & Adolescents
12 - Cross-Disciplinary Collaboration: How to Make it Work - Canceled as of 1/8/14
13 - The Team Approach to Truancy
14 - Empowering & Building At Risk Students to be Effective Student Leaders
NOTE: Workshops #’s 2/9 & 5 will be repeated on Tuesday.
LSU appoved CEU designation:
Clinical CEUs approved for #’s: Keynote/Plenary, 1, 3/10, 7, 8, 11
General CEUs approved for #’s: 4, 5, 6, 12, 13, 14
Ethics CEUs approved for #’s: 2/9
“Hope is important because it can make the present moment
less difficult to bear. If we believe that tomorrow will be
better, we can bear a hardship today.”
- Thich Nhat Hanh
Inspiring HOPE...Advocating for JUSTICE
Conference Overview...
February 11 - Tuesday
7:30 – 8:30 Registration & Continental Breakfast
8:15 – 8:30
Welcome and Opening Remarks • Judith Kullas Shine, ACSSW President
Kendall Cram Hall, Lavin Bernick Center, Tulane University
8:30 - 4:30 Intensive Training
1 - Psychological First Aid for Schools
NOTE: This all day training session is limited to the first 50 registrants.
8:30 - 10:00
Interactive Workshops
2 - Intervention Strategies to Engage Students & Parents Struggling with School Anxiety & School Refusal - PART I
3 - Implementing Restorative Practices in Schools: PART I
4 - Empowering & Building At Risk Students to be Effective Student Leaders
5 - Positive Behavioral Intervention Support and Social Emotional Response to Intervention
6 - Relational Aggression: Assessment and Intervention Techniques
7 - Making a Difference in the Lives of English Language Learners (REPEAT)
10:15 - 11:45 Interactive Workshops
8 - Intervention Strategies to Engage Students & Parents Struggling with School Anxiety & School Refusal - PART II
9 - Implementing Restorative Practices in Schools: PART II
10 - Investing in Social Capital to Foster Healthy Schools & Communities
11 - Relational Aggression: Assessment and Intervention Techniques (REPEAT)
12 - What’s Love Got to Do with It? Healthy Relationship Education for the Hook-up Generation
13 - RtI, Mental Health & Leadership Best Practices: Case Study of Student with High Functioning Autism
11:45 – 1:15 Lunch Buffet & Speaker: The Interconnected Systems Framework (ISF)
Joanne Cashman, EdD
Director of the IDEA Partnership
National Association of State Directors of Special Education
1:15 - 2:45
Interactive Workshops
14 - Smokin’ in the Boys’ Room: Ethical Decision Making for School Social Workers - PART I
15 - Grant Writing Skills for Social Workers in Community and School Settings - PART I
16 - It Takes a Village: Involving School Staff & Parents in Suicide Prevention
17 - Integrated Behavioral Health: Connecting Community and School Services
18 - What’s Love Got to Do with It? Healthy Relationship Education for the Hook-up Generation (REPEAT)
19 - Reducing Delinquency through a Childhood Truancy Intervention
Interactive Workshops
3:00 - 4:30
20 - Smokin’ in the Boys’ Room: Ethical Decision Making for School Social Workers - PART II
21 - Grant Writing Skills for Social Workers in Community and School Settings - PART II
22 - Reducing Delinquency through a Childhood Truancy Intervention (REPEAT)
23 - Supporting LGBTQ Youth in Schools
24 - Integrated Behavioral Health: Connecting Community and School Services (REPEAT)
25 - Supporting Military-Connected Children Through Transitions
LSU appoved CEU designation:
Clinical CEUs approved for #’s: 1, 2/8, 5, 6, 11, 12, 13, 16, 18, 23, 25
General CEUs approved for #’s: 3/9, 4, 7, 10, Lunch Speaker, 15/21, 17, 19, 22, 24
Ethics CEUs approved for #’s: 14/20
KEYNOTE / PLENARY
February 10 - Monday
8:45 - Noon • Kendall Cram Lecture Hall
Creating Hope and Community:
The Critical Role of the School Social Worker
in a Multi-Tiered System of Support
S
JoAnne M. Malloy, PhD, MSW
ocial justice demands equitable and effective interventions and services that assist all
Clinical Assistant Professor
students to learn in a welcoming environment. This keynote session will focus on the
multi-tiered Positive Behavioral Interventions and Supports (PBIS) framework as a
Institute on Disability
strategy for improving school culture and climate. PBIS is an evidence-based framework
University of New Hampshire
for the organization and delivery of a continuum of effective interventions designed to
improve students’ social skills and improve school climate and culture. The impact of zero tolerance and exclusionary discipline
practices on youth with disabilities and youth of color has been counter-productive. The logic behind implementation of PBIS to
address youth disengagement and to reduce high school dropout rates will be highlighted. As schools across the nation move towards
implementation of PBIS, the skills and services of the school social worker can provide schools with effective leadership and direct
services within the PBIS framework.
D
r. Malloy will focus on the needs of students at all levels, including linking school organizational and academic features to the
PBIS framework, describing how students with significant behavioral support needs can be assisted by school social workers
within Tier 2 and Tier 3 behavior support, and demonstrating the effectiveness of a Tier 3 intervention, called RENEW
(Rehabilitation for Empowerment, Natural supports, Education and Work) can help keep students engaged and in school. The
presenter will offer short video clips to demonstrate the needs of youth and provide case examples and data from NH schools. This
morning session will conclude with a reaction from a panel of experts on school reform and the critical roles school social workers
provide in supporting the implementation of PBIS in their schools.
Closing Plenary Panel Response
• Annahita Ball, PhD, MSW, Assistant Professor, Louisiana State University
• Joanne Cashman, PhD, Director of the IDEA Partnership, National Association of State Directors of Special Education
• Carolyn Hill, MSW, Louisiana Board of Elementary and Secondary Education
• Laura Richard, PhD, MSW, Assistant Professor, University of Southern Mississippi
I
n the afternoon, Dr. Malloy will present two follow-up workshops. The first will include a description of the features of Tier 2 and
Tier 3 implementation in middle and high schools with a focus on the role of the social worker as a facilitator and team member.
The second will focus on RENEW, an evidence-supported wraparound model for transition-age youth, and include data from a
12 year PBIS/Dropout Prevention project in New Hampshire.
JoAnne M. Malloy is a Clinical Assistant Professor at the Institute on Disability at the University of New Hampshire. Dr. Malloy received
a Master’s Degree in Social Work Administration and Planning from the University of Tennessee in 1981 and a Doctorate of Philosophy
in Education from the University of New Hampshire in April 2011. She joined the staff of the Institute on Disability (NH’s University
Center for Excellence in Disability) in 1991 and has directed several state and federally-funded youth transition, employment and dropout
prevention projects with a focus on youth with emotional and behavioral disorders. In 1996, she worked with colleagues at UNH and Keene
State College to develop a transition planning and support model for youth with emotional and behavioral disorders, known as RENEW
(Rehabilitation, Empowerment, Natural supports, Education, and Work). RENEW has since been replicated in educational, mental health,
school and juvenile detention settings across the United States, producing positive educational, vocational, and behavioral health outcomes.
Dr. Malloy has developed a RENEW training and implementation system, enabling replication of the model in several states and school
districts across the country.
“How wonderful it is that nobody need wait a single
moment before starting to improve the world.”
- Anne Frank
TUESDAY
LUNCH
SPEAKER
February 11 - Tuesday
12:15 - 12:45 • Kendall Cram Lecture Hall
The Interconnected Systems Framework (ISF)
F
Joanne Cashman, EdD
Director of the IDEA Partnership
National Association of State
Directors of Special Education
or over two decades, education and mental health have been cast as potential
partners in addressing improved youth outcomes. Over the last few years,
three federally supported Centers, the PBIS Center, the Center for School
Mental Health, and the IDEA Partnership, have worked together to articulate the technical and the human side of this
potential collaboration through the Interconnected System Framework (ISF).
T
A
he Interconnected Systems Framework (ISF) is a structure and process for blending education and mental health
systems through a multi-tiered structure in schools. By bringing school and community mental health providers into
established school-wide systems of positive behavioral supports, the ISF promotes a prevention-based continuum of
mental health promotion and supports embedded in all 3 tiers of multi-tiered systems of behavioral support in schools.
CSSW has been actively conveying the perspective of school social workers in the development of the ISF
monograph and was a participant in the Stakeholder Advisory to Chapter 8, authored by Dr. Cashman. In this
session, we will describe the Interconnected Systems Framework, the stakeholder role in its development, and the
importance of school social workers being informed on the process and framework.
Joanne Cashman, EdD, is the Director of The IDEA Partnership at the National Association of State Directors of Special
Education (NASDSE). Before joining NASDSE, Dr. Cashman served as the project director of The Interdisciplinary Doctoral
Training Program at George Washington University (GWU). Prior to coming to Washington, Dr. Cashman was concurrently
building principal and supervisor of special education for the Shikellamy School District in Sunbury, Pennsylvania. She worked for
27 years to improve disability education and awareness at the local and state level and continues to work with the Pennsylvania
Bureau of Special Education and the Pennsylvania Interagency Team. Dr. Cashman is a frequent presenter for state and national
audiences and has authored articles, practice manuals and book chapters, including a chapter in the ISF Monograph. Her research
interests include: shared policy agendas and cross-cutting policy strategies; service learning; self-determination and self-advocacy
for individuals with disabilities; organizational learning; knowledge management, and communities of practice. Dr. Cashman
received her doctorate in special education from George Washington University.
“Sustainable change depends on having
people with the problem internalize the
change.”
- Heifetz and Linsky, 2002
February 10 - Monday - Workshops
1:15 - 3:00 PM Interactive Workshops
1 - Tier 2 Behavior Supports for Students Who Struggle
JoAnne M. Malloy, PhD, MSW, Clinical Assistant Professor, Institute on Disability
University of New Hampshire
The development of Tier 2 behavior support has been a critical feature of a dropout prevention
initiative in New Hampshire known as Achievement for Prevention and Excellence (APEX). The
APEX projects (2002 - present) have worked with 15 low-performing high schools to implement
PBIS and an individualized youth-driven transition model at the tertiary level, resulting in an average 60% reduction in dropout
rates and enhanced prevention of problem behaviors in the participating high schools. The work of the Tier 2 Behavior Support
Teams has been a critical and effective component of PBIS implementation, with unique qualities and decisions made by teams
based upon contextual fit. The presentation will include a description of the unique features of Tier 2 implementation in the APEX
high schools, including the development and assessment of existing interventions, as well as the application of Check In/Check
Out and simple Functional Behavioral Assessment. The presentation will include case examples of a Tier 2 team, including the
team’s decision rules, decision flow charts, pyramids of interventions, progress monitoring examples, intervention assessments, and
outcome data. This session will demonstrate how the PBIS framework allows high schools to efficiently design and implement
a continuum of supports, given the complexity and dynamic set of factors that influence high school processes, including high
school dropout rates, graduation requirements, issues of adolescent development, community concerns, structural elements unique
to curriculum, and a focus on academic achievement. The session will conclude with a discussion of lessons learned about effective
PBIS implementation and sustainability in high schools. Recommended tools and additional resources will be provided.
2 - Smokin’ In the Boys’ Room: Ethical Decision Making in School Social Work - PART I
Laura Richard, PhD, LCSW, Assistant Professor, University of Southern Mississippi
Working in a school setting, social workers are faced with many ethical dilemmas. This double session will provide an overview
of professional, legal and ethical standards of practice as they relate to everyday school social work practice and the impact of
technology on ethical practice. Participants will have the opportunity to discuss ethical dilemmas they have faced or are facing and
work through the ethical decision-making model as a group.
3 - Functional Behavioral Assessments: Understanding & Intervening on Maladaptive Behavior –
PART I
Susan Elswick, EdD, MSSW, Clinical Assistant Professor/Director of MSW Field Placement, University of Memphis
The use of FBAs to identify appropriate interventions to curb maladaptive behaviors has been researched for over 30 years. The
field of Applied Behavior Analysis has utilized this assessment process to address behavioral needs of clients of many ages and of
differing diagnoses. With the addition of FBA services to the field of school social work and education, introduced by IDEA, the
practice of FBAs to address student needs has been reviewed and there are evident lags in procedural fidelity and monitoring of
student progress. Participants will learn to identify the four functions of behavior through the Functional Behavior Assessment
(FBA) process. The FBA process will be discussed (indirect assessment, direct assessment, data collection, data monitoring and the
use of graphic displays of data). Applicable evidence-based interventions for Behavior Intervention Plans (BIP) will be identified
and reviewed. The participants will leave this session with a better understanding of the FBA process as well as a list of appropriate
and applicable interventions and resources to address problematic behavior within the classroom.
“ The world changes according to the way people see it, and if you can
alter, even by a millimeter, the way people look at reality, then you
can change the world.”
-James Baldwin
4 - Cross-Disciplinary Collaboration: How to Make it Work Canceled as of 1/8/14
Esther Howe, PhD, DSW, LCSW, Interim Associate Dean, School of Health and Human Services, Southern Connecticut
State University; Susannah Everett, PhD, Research Associate, Center for Behavioral Education and Research, Neag School of
Education, University of Connecticut
This presentation will report on the efforts of a cross-disciplinary work group to create a clear framework for student support
personnel working collaboratively on PBIS interventions including obstacles and advantages. Promising strategies for making
cross-disciplinary professional collaboration mutually satisfying and successful in the best interests of the children will be explored.
Factors that create obstacles to successful collaboration (concerns about job security, expecations of respective professional
associations, lack of understanding of various team member roles) will be discussed, as well as factors necessary to attain effective
collaboration. The intense call for cross-disciplinary efforts within schools in general and within PBIS in particular makes this an
essential avenue for administrators and school based teams to navigate successfully. The presenters will provide an evidence-based
outline for successful cross-disciplinary collaboration within the PBIS framework.
5 - Making a Difference in the Lives of English Language Learners
Kerry Fay Vandergrift, PhD, MSW, Assistant Professor, & Emily Pierce, MSW Student, Radford University Virginia
Whether your school district has one or hundreds of English language learners (ELLs), this session will introduce you to new ideas
about providing services to ELLs and their families. During this session you will hear about the latest research on ELLs, including
preliminary results from a national survey of school social workers. Through small and large group discussion you will return to
your school with new approaches to working with this population.
6 - Leading By Convening: A Blueprint for Authentic Engagement
Joanne Cashman, PhD, Director of the IDEA Partnership, National Association of State Directors of Special Education
Convening has been described as a “new discipline for the 21st century” and as the “leadership skill of the future.” For 15 years the
IDEA Partnership, originally designed as a national effort to improve learning for students with disabilities and now focused on
all students, has been honing the skill of convening. One of the major components of convening is to have all interested parties,
“stakeholders”, at the table to do the necessary work, speaking the same language, and sharing resources. In this Blueprint for
Authentic Engagement, which has been duplicated in over 16 states and smaller local efforts, over 50 national organizations leave
no doubt what authentic collaboration looks like in practice. Join us to explore the Blueprint and design your strategies to use it in
your school and/or community projects to improve learning for children and youth.
7 - How to Succeed with Oppositional Children & their Families using Solution Focused Parent Training
Reevah Simon, MSW, LCSW, Psychiatric Social Worker, Director, Back to Basics Parenting™
Learn how to teach parents to discipline without yelling, arguing or punishing. Specific goal-focused interventions will be taught to
resolve any behavior problems. Step-by-step instructions will be provided for all techniques taught. Back to Basics Parenting™ is a
parenting skills enhancement that has worked with families of youth in the juvenile justice and protective service systems, inpatient
and outpatient psychiatric clinic settings, school settings as well as self-referred private practice settings.
3:00 - 4:30 PM Interactive Workshops
8 - RENEW: Building Hope through Person-Centered Planning for the Most At-Risk Youth
JoAnne M. Malloy, PhD, MSW, Clinical Assistant Professor, Institute on Disability, University of New Hampshire
Adolescents with significant social/emotional support needs pose some of the most difficult challenges for schools. At-risk youth
are often suspended, disrupt class, have frequent absences due to problems outside of school, illness or truancy, fail their classes
and drop out of school. This session will focus on the tertiary level framework developed in New Hampshire high schools within
the PBIS multi-tiered system. The presentation will focus on the practice features of RENEW (Rehabilitation, Empowerment,
Natural supports, Education, and Work), including personal futures planning, team facilitation and linking youth to education and
vocational supports. Data from schools that implemented RENEW will be shared and the role of facilitator will be highlighted.
The presenter will also show a short video of students talking about their experiences.
9 - Smokin’ In the Boys’ Room: Ethical Decision Making in School Social Work - PART II
Laura Richard, PhD, LCSW, Assistant Professor, University of Southern Mississippi
Continuation of PART I - see above description for details.
10 - Functional Behavioral Assessments: Understanding & Intervening on Maladaptive Behavior –
PART II
Susan Elswick, EdD, MSSW, Clinical Assistant Professor/Director of MSW Field Placement, University of Memphis
Continuation of PART I - see above description for details.
11 - Understanding Psychotropic Medications Used by Children & Adolescents
Andrew Williams, MD, Child/Adolescent Psychiatrist, Medical Director, and Theresa Jacobsen, RN, BSN, Clinical Liaison,
Children’s Hospital Behavioral Health New Orleans
Dr. Williams will present an overview of the appropriate medications used in the treatment of children and adolescents with
psychiatric disorders including ADHD, anxiety, depression, bipolar, oppositional defiance, conduct disorder, psychosis, eating
disorders, autism spectrum disorder and substance abuse. Dr. Williams draws from a vast amount of research as well as the
American Academy of Psychiatric Medicine. Each category of psychotropic medication will be discussed. Explanations of what
medication is appropriate for which psychiatric diagnosis and why certain medications overlap different categories will be offered.
Emphasis is on the clinician’s role in assisting with compliance, identifying concerns and collaborating with the prescribing
physician. Dr. Williams will also address recent updates in the DSM-V.
12 - Cross-Disciplinary Collaboration: How to Make it Work (REPEATED Session) Canceled as of 1/8/14
Esther Howe, PhD, DSW, LCSW, Interim Associate Dean, School of Health and Human Services, Southern Connecticut
State University; Susannah Everett, PhD, Research Associate, Center for Behavioral Education and Research, Neag School of
Education, University of Connecticut
Repeated Session - see description above.
13 - The Team Approach to Truancy
Mary Thompson, Communities in Schools Site Coordinator & Ted Price, School Social Worker
Chesterfield County Public Schools
Do you have students who are consistently late to school or miss an abundance of school? Learn how to effectively use data to
guide a school Truancy Prevention Team including working with both school and community partners to combat truancy. The
functioning of a Truancy Prevention Team will be shared as well as the importance of data collection and dissemination by means
of a shared Google Doc. Additional discussion will focus on the formation of student attendance groups and lessons that get
students talking about reasons for absence, issues at school, accountability, personal values and goals for their future. Strategies
such as PBIS, Check In/Check Out, mentors, parent conferences, home visits and school–wide incentives will also be presented as
effective interventions to improve attendance of truant students.
14 - Empowering & Building At-Risk Students to be Effective Student Leaders
Glenda Bailey Hayden, MA, LLP, LMSW, Lead School Social Worker & Anjalon Edwards, LMSW, MSW, School Social
Worker, Grand Rapids Public Schools
This interactive work session is for participants who want to identify and equip student leaders. Research suggests that student
leadership programs positively impact participating students’ academic achievement and conduct (Reed, 2003). Participants will
gain knowledge of evidence-based student leadership programs and the benefit of these programs to the school community.
Additionally, participants will have an opportunity to create a simple proposal for a student leadership program and learn about
potential funding sources to share with administrators.
ACSSW
R
A
egister today!
CSSW Online Event Registration - www.acssw.com
February 11 - Tuesday • All Day Intensive Training
8:30 AM - 4:30 PM (lunch break 11:45 AM - 1:15 PM)
Psychological First Aid For Schools
Douglas W. Walker, PhD, Clinical Director - Mercy Family Center, Project Director/Principal
Investigator - Project Fleur-de-lis™
Melissa J. Brymer, PhD, PsyD, Director, Terrorism & Disaster Programs, National Center for
Child Traumatic Stress, UCLA
N
OTE: This all day training session is limited to the first 50 registrants. When registering,
please also select choices for other workshops in the event you are not in the first 50 registrants
for this training. You will receive email confirmation of your registration for this training with
a special participation pass to allow you into the training. Only those who plan to attend the entire
training should register for this session. Half-day registration is not an option.
P
sychological First Aid for Schools (PFA-S) is an evidence-informed intervention model to
assist students, families, school personnel and school partners in the immediate aftermath of an
emergency. PFA-S is designed to reduce the initial distress caused by emergencies and foster
both short and long-term adaptive functioning and coping. The principles and techniques of PFA-S
meet five basic standards:
•
•
P
•
•
•
Consistent with research evidence on risk and resilience following trauma
Respectful of and consistent with the school administration of the academic setting, school
culture and the behavior (code of conduct) of students
Applicable and practical in field settings
Appropriate for developmental levels across the lifespan
Delivered in a culturally-informed and flexible manner
FA-S assumes that students and staff members may experience a broad range of early reactions (physical, cognitive,
psychological, behavioral and spiritual) following an emergency. Some of these reactions can cause distress that interferes with
adaptive coping. Support from informed, compassionate and caring professionals can help students and staff members recover
from these reactions. PFA-S has the potential to mitigate the development of severe mental health problems or long-term difficulties
in recovery by identifying individuals who may need additional services and linking them to such services as needed.
Dr. Walker is the Clinical Director of Mercy Family Center and the architect and Project Director of Project Fleur-de-lis™. Dr. Walker
received his doctorate from the University of North Texas and has worked the past 14 years as a Clinical Psychologist. Dr. Walker’s interest
and experience in stress and trauma includes a doctoral dissertation in the field of psychoneuroimmunology and post-doctoral fellowships in
Pediatric Psychology and Infant Mental Health. In response to the devastation caused by Hurricane Katrina in August of 2005, Dr. Walker
created Project Fleur-de-lis™, an intermediate and long-term school-based mental health service model which now serves 60 New Orleans
area schools and functions as a Category III service site within the National Child Traumatic Stress Network (NCTSN). This past year he
designed and launched Mercy Community Hope Project, a community resiliency program in Louisiana’s coastal communities recovering from
the impact of last year’s Deepwater Horizon Oil Spill. He has served as technical advisor to the US State Department’s Office of Overseas
Schools and the Republic of Guyana’s Ministry of Health. Dr. Walker has conducted training in evidence-based trauma interventions in
North and South America, Europe and Africa.
Dr. Brymer is the Director of Terrorism and Disaster Programs of the UCLA/Duke University National Center for Child Traumatic Stress
and its National Child Traumatic Stress Network. In this capacity she is involved with the development of acute interventions, assessment,
and educational materials in the area of terrorism, disasters, and school crises. She is one of the primary authors for both the NCTSN/
NCPTSD Psychological First Aid and Skills for Psychological Recovery interventions. She is also the Advisor for the Newtown Recovery
Program with the Newtown Public School District.
“Great hopes
make
great Lives.”
-Dan Zandra
Changing Lives
February 11 - Tuesday - Workshops
8:30 - 10:00 AM Interactive Workshops
2 - Intervention Strategies to Engage Students & Parents Struggling with School Anxiety & School
Refusal - PART I
Jackie Rhew, MA, CADC, LPC, Clinical Coordinator & Cecelia Horan, PsyD, Clinical Director of Child and Adolescent Services
Alexian Brothers Behavioral Health Hospital, Chicago, 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.
3 - Restorative Practices in Schools - PART I
Chauna Perry Finch, MSW, School Social Worker, Restorative Practices, Milwaukee Public Schools Violence Prevention Program
Restorative Practices (RP) focuses on providing high accountability and high support as a recipe for a healthy educational
environment. RP aims to create school communities where all are valued and included. Through a didactic and experiential
format, participants will understand the philosophy of RP and learn how RP is used in some schools including the use of affective
statements, one-on-one restorative conversations, community building circles, and repairing harm circles. Participants will also
receive resources for further study.
4 - Empowering & Building At-Risk Students to be Effective Student Leaders (REPEATED Session)
Glenda Bailey Hayden, MA, LLP, LMSW, Lead School Social Worker & Anjalon Edwards, LMSW, MSW, School Social Worker
Grand Rapids Public Schools
Repeated session - see description above.
5 - Positive Behavioral Intervention Support (PBIS) and Social Emotional Response to Intervention
Erica Carlos, MS, School Psychology, PPS Credential Psychology, Educationally Related Mental Health Therapist
Laurie Wellner, EdD, Organizational Leadership, Assistant Professor, Ashford University
Laurica Educational Consultants, LLC
PBIS can assist in building a unified culture within schools by implementing a universal curriculum to support students’ behaviors
positively and therefore reducing the likelihood of problematic behaviors from occurring. Structuring a PBIS program as a
three-tiered model allows for alignment with a Social Emotional Response to Intervention program. Given subjective factors
in reporting behavior, operationally defined behavioral scales have been developed to maintain fidelity through data collection.
During the 2010-11 and 2011-12 school years, a PBIS program was implemented within an elementary school in southern
California. A Social Emotional Response to Intervention (SERI) program was also implemented to compliment the goals of the
PBIS program. By structuring these two programs simultaneously, it allowed for progress monitoring for both individual student
performance and overall effectiveness of the PBIS program. Processes and approaches necessary in developing an effective PBIS
program with a supportive SERI component will be shared as well as pilot program data to demonstrate collection and analysis.
6 - Relational Aggression: Assessment and Intervention Techniques
Karla B. Horton, PhD, LMSW, Assistant Professor, Southern Illinois University-School of Social Work
Relational aggression (RA), a covert form of bullying, is prominent in schools today. School social workers must be equipped
with evidence practice techniques that address RA. This presentation will provide a brief overview of bullying, RA and possible
influences and correlates of RA. Additionally, data collection methods will be discussed and practical examples will be provided
about the aggression hierarchy and techniques to use in individual and group counseling sessions.
7 - Making a Difference in the Lives of English Language Learners (REPEATED Session)
Kerry Fay Vandergrift, PhD, MSW, Assistant Professor, & Emily Pierce, MSW Student, Radford University Virginia
Repeated session - see description from Monday Workshops.
10:15 - 11:45 AM Interactive Workshops
8 - Intervention Strategies to Engage Students & Parents Struggling with School Anxiety & School
Refusal - PART II
Jackie Rhew, MA, CADC, LPC, Clinical Coordinator & Cecelia Horan, PsyD, Clinical Director of Child and Adolescent
Services
Alexian Brothers Behavioral Health Hospital, Chicago, IL
Continuation of PART I - see description above.
9 - Restorative Practices in Schools - PART II
Chauna Perry Finch, MSW, School Social Worker , Restorative Practices, Milwaukee Public Schools Violence Prevention
Program
Continuation of PART I - see description above.
10 - Investing in Social Capital to Foster Healthy Schools & Communities
Mary Ellen Brown, LCSW, ABD, MSW, MPA, Doctoral Candidate, Louisiana State University
At the core of healthy schools and communities are the people who live, work, learn and play, and the relationships that promote
health, well-being and student success. Social capital is a concept that has been described as a key to healthy communities and
is concerned with reciprocal relationships and trust-based networks. Understanding empowerment, engagement, access to
resources and building systems of trust is an important step to helping all children succeed in a learning environment. Examples
of promising approaches (Choice Neighborboods, Promise Neighborhoods and Bryne Criminal Justice Innovation) to organizing
communities and neighborhoods to develop sustainable strategies for change on a continuum of solutions will be shared.
11 - Relational Aggression: Assessment and Intervention Techniques (REPEATED Session)
Karla B. Horton, PhD, LMSW, Assistant Professor, Southern Illinois University-School of Social Work
Repeated session - see description above.
12 - What’s Love Got to Do with It? Healthy Relationship Education for the Hook-up Generation
Janet Pozmantier, MS, Outreach Educator, The Dibble Institute, Berkeley, CA
Dating violence and untimely parenthood often derail teens from the path to a promising future. The Dibble Institute, a national
non-profit organization, creates and disseminates innovative, evidence-based and culturally competent materials and curricula to
help teens get smart about their love lives. Participants in this highly interactive workshop will learn how to empower youth to
reduce interpersonal conflict, delay sexual activity and create healthy relationships. Participants will leave energized with examples
of activites ready to use.
13 - RtI, Mental Health & Leadership Best Practices: Case Study of a Student with High Functioning
Autism
Laurie Wellner, EdD, Organizational Leadership, Assistant Professor, Ashford University, Laurica Educational Consultants, LLC
Erica Carlos, MS, School Psychology, Educationally Related Mental Health Therapist, Laurica Educational Consultants, LLC
This case study will explore a school-based mental health Response To Intervention approach to a high school student with
significant history of needs paired with characteristics of high functioning autism. Specifically this study will explore the activities
in the school setting that led to the student’s successful progress in: 1) social skills, 2) emotional regulation, 3) behavior and selfmanagement, 4) academics and 5) the successful generalization of these skills between the home and school setting. Strategies for
the successful IEP team process related to planning, organizational change, communication, and collaboration will be presented as
well as specific triangulated data related to individualized interventions.
“Heroes are the people who do what has to be
done when it needs to be done, regardless of the
consequences.”
-Unknown
1:15 - 2:45 PM Interactive Workshops
14 - Smokin’ In the Boys’ Room: Ethical Decision Making in School Social Work - PART I
Laura Richard, PhD, LCSW, Assistant Professor, University of Southern Mississippi
Working in a school setting, social workers are faced with many ethical dilemmas. This double session will provide an overview
of professional, legal and ethical standards of practice as they relate to everyday school social work practice and the impact of
technology on ethical practice. Participants will have the opportunity to discuss ethical dilemmas they have faced or are facing and
work through the ethical decision-making model as a group.
15 - Grant Writing Skills for Social Workers in Community and School Settings - PART I
Mary Ellen Brown, LCSW, ABD, MSW, MPA, Doctoral Candidate, Louisiana State University
In this hands-on workshop participants will learn the fundamentals of researching, writing and submitting grant proposals to
support their work in school and community settings. Basic proposal components will be explained and explored, including the
needs statement, program description, goals and objectives, methods of evaluating impact, budgeting, organizational capacity
and designing for sustainability. Social workers and organizations need funding to provide evidence-based programs and services
to their clients and communities. Understanding how to acquire funding through grant writing is an important set of skills for
social workers at all levels of practice. Grant writing is a formula-based skill set that every school social worker can learn, but it
is necessary to understand the basic elements of grant writing and practice the art of grant writing in order to achieve success in
funding acquisition.
16 - It Takes a Village: Involving School Staff & Parents in Suicide Prevention
Rebecca Davis, MSW, LICSW, Youth Programs Manager, Screening for Mental Health
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.
17 - Integrated Behavioral Health: Connecting Community and School Services
James M. Wagley, LCSW-BACS, MSW, Behavioral Health Consultant/Partner & Lauren Arnold, LCSW, MSW, Behavioral
Health Specialist/Partner, Vanguard Behavioral Health Consultants, LLC
For the past 20 years the healthcare field has moved away from specialized behavioral health care to a more integrated approach.
This integrated approach is spreading into primary care settings such as Federally Qualified Health Centers as supported by the
Affordable Care Act. Initiatives to integrate behavioral health services in school districts began in Louisiana in the early 2000s
and a few school systems implemented this approach. However, many districts have been reluctant to participate due to various
barriers. A bright spot in delivering school-based health services has come from the efforts of Federally Qualified Health Centers
to connect community and school services. The Louisiana Primary CARE Association is currently initiating Integrated Behavioral
Health programs in three rural FQHCs through funding from the Rapides Foundation. This presentation reports on integrated
behavioral health efforts in Regions VI and VII, and the role of social workers in facilitating these programs.
18 - What’s Love Got to Do with It? Healthy Relationship Education for the Hook-up Generation
(REPEATED Session)
Janet Pozmantier, MS, Outreach Educator, The Dibble Institute, Berkeley, CA
Repeated session - see description above.
“Hope unbelieved is always considered
nonsense. But hope believed is history
in the making.”
-Jim Wallis
19 - Reducing Delinquency Through a Childhood Truancy Intervention
Judith Rhodes, PhD, Social Work, Assistant Professor of Research & Bret Blackmon, MA, Community Counseling, Doctoral
Student, School of Social Work - Louisiana State University
The TASC program is a statewide elementary school truancy intervention that was established to address Louisiana’s high rates of
juvenile crime during the 1990’s. This presentation will provide an overview of the TASC intervention and discuss a research study
that evaluated TASC in terms of reducing juvenile delinquency at six years post intervention. Furthermore, the presenters will
discuss implications for social work policy and practice.
3:00 - 4:30 PM Interactive Workshops
20 - Smokin’ In the Boys’ Room: Ethical Decision Making in School Social Work - PART II
Laura Richard, PhD, LCSW, Assistant Professor, University of Southern Mississippi
Continuation of PART I - see description above.
21 - Grant Writing Skills for Social Workers in Community and School Settings - PART II
Mary Ellen Brown, LCSW, ABD, MSW, MPA, Doctoral Candidate, Louisiana State University
Continuation of PART I - see description above.
22 - Reducing Delinquency through a Childhood Truancy Intervention (REPEATED Session)
Judith Rhodes, PhD, Social Work, Assistant Professor of Research & Bret Blackmon, MA, Community Counseling, Doctoral
Student, School of Social Work - Louisiana State University
Repeated session - see description above.
23 - Supporting LGBTQ Youth in Schools
Elaine M. Maccio, PhD, LCSW, Associate Professor, School of Social Work, Louisiana State University
Lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth are receiving increased attention given the recent rash of highly
publicized suicides resulting from anti-LGBTQ bullying. This presentation will review the experiences of LGBTQ youth in
schools and the risk factors associated with identifying or even being perceived as LGBTQ. Prevention and intervention practices
appropriate for school social workers will be discussed. There will be ample opportunity for discussion between the presenter and
participants.
24 - Integrated Behavioral Health: Connecting Community and School Services (REPEATED Session)
James M. Wagley, LCSW-BACS, MSW, Behavioral Health Consultant/Partner & Lauren Arnold, LCSW, MSW, Behavioral
Health Specialist/Partner, Vanguard Behavioral Health Consultants, LLC
Repeated session - see description above.
25 - Supporting Military-Connected Children Through Transitions
Karol Carlisle, MEd, Curriculum Development Assistant, Military Child Education Coalition®
Today’s military-connected child, with a family member serving in the Active Duty Forces or a Veteran, lives with persistent
challenges presented by frequent moves, parental and other close family member deployments, and a host of other life transitions
– including reintegration and coping with profoundly changed parents. This workshop prepares education and community
professionals to recognize and address the unique and sometimes challenging social, emotional and academic issues associated with
transitions of the military-connected child.
Connecting
Practice,
Leadership
& Research
CEU’s
- 12.5 total for full event approved by LSU School of Social Work
Clinical CEUs
Interactive Workshops - 1.5 CEUs each
•• Positive Behavioral Intervention Support and Social Emotional Response to Intervention
•• Relational Aggression: Assessment and Intervention Techniques
•• It Takes a Village: Involving School Staff & Parents in Suicide Prevention
• Supporting LGBTQ Youth in Schools
•• RENEW: Building Hope through Person-Centered Planning for the Most At-Risk Youth
•• What’s Love Got to Do with It? Healthy Relationship Education for the Hook-up Generation
•• How to Succeed with Oppositional Children and Their Families Using Solution Focused Parenting
•• RtI, Mental Health & Leadership Best Practices: Case Study of a Student with High Functioning Autism
•• Understanding Psychotropic Medications Used by Children & Adolescents
•• Functional Behavioral Assessments: Understanding & Intervening on Maladaptive Behavior
•• Tier 2 Behavior Supports for Students Who Struggle - JoAnne Malloy
••
Supporting Military-Connected Children Through Transitions
Interactive Workshops - 3.0 CEUs each
•• Functional Behavioral Assessments: Understanding & Intervening on Maladaptive Behavior
•• Intervention Strategies to Engage Students and Parents Struggling with School Anxiety and School Refusal
(SASR): Tools to Use in School & Home
Keynote/Plenary - Monday - 3.0 CEUs
• Creating Hope and Community:
The Critical Role of the School Social Worker in a Multi-Tiered System of Support
JoAnne M. Malloy, PhD, MSW
Intensive Training - Tuesday - 6.0 CEUs
• Psychological First Aid For Schools
General CEUs
R
O
egister today!!!
nline Event Registration - www.acssw.com
Lunch Buffet & Speaker - Tuesday - .5 CEUs
•• The Interconnected Systems Framework (ISF) , Joanne Cashman, EdD
Interactive Workshops - 1.5 CEUs each
•• Empowering & Building At Risk Students to be Effective Student Leaders
•• Making a Difference in the Lives of English Language Learners
•• Investing in Social Capital to Foster Healthy Schools & Communities
•• Integrated Behavioral Health: Connecting Community and School Services
•• Reducing Delinquency Through a Childhood Truancy Intervention
•• Cross-Disciplinary Collaboration: How to Make it Work
•• The Team Approach to Truancy
•• Empowering & Building At Risk Students to be Effective Student Leaders
•• Leading By Convening: A Blueprint for Authentic Engagement
Interactive Workshops - 3.0 CEUs each
•• Implementing Restorative Practices in Schools
•• Grant Writing Skills for Social Workers in Community and School Settings
Ethics CEUs
•
Smokin’ in the Boys Room: Ethical Decision Making for School Social Workers - 3.0 CEU
PLEASE
PRINT
CLEARLY
New Orleans ACSSW Conference Registration Form
Speed up your Registration! - Online Event Registration @ www.acssw.com
Type of Registration: _____ Individual Employed
_____ Team Registration
_____ Retired
____ Student - BSW or MSW
Name _____________________________________________ Title ______________________________________________________
Employer _____________________________________________________________________________________________________
Address ______________________________________________________________________________________________________
City ______________________________________________________________________ State ___________ Zip _______________
Phone __(________)_____________________ Email _________________________________________________________________
NOTE:
Select Workshops you plan to attend - Circle one choice per time slot below.
All registrations will receive email
confirmation.
February 10 - Monday - See Page 3 of brochure for workshops
1:15 - 2:45 Interactive Workshops
1234567
8 9 1011121314
3:00 - 4:30 Interactive Workshops
February 11 - Tuesday - See Page 4 of brochure for workshops
8:30 - 4:30 Intensive Training in Psychological First Aid for Schools (limited to 1st 50 registrations)
1
NOTE: Please add second choices below in case training for #1 is filled.
8:30 - 10:00 Interactive Workshops
234567
10:15 - 11:45 Interactive Workshops
8 9 10111213
141516171819
202122232425
If you do not receive immediate
email confirmation after
registering online or within
48 hours of faxed or mailed
registrations, then your
registration may not have been
received.
Please contact sally.carlson@
acssw.org or 414-659-5853 if you
have any concerns regarding your
registration.
CANCELLATION POLICY:
Conference registration may be
fully refunded up until 2/3/14.
Refunds may be subject to a 50%
penalty for cancellations received
after February 3rd. Requests for
refunds must be sent by email to
Sally.carlson@acssw.org.
1:15 - 2:45 Interactive Workshops
3:00 - 4:30 Interactive Workshops
Registration Fee - (includes materials, continental breakfast and buffet lunch each day)
Employed Social Workers & PhD Students:
Entire Event: $250.00_______________
One Day: $140.00
_______________
BSW/MSW Students or Retired Social Workers
Entire Event: $125.00 _______________
One Day: $70.00
_______________
ACSSW Membership - Join NOW at Discounted Conference Rate: $95.00
_______________
Late Registration Fee: Add $25 if submitted on or after February 1st
+______________
Team Discount: Deduct $15 per person for groups of 3 or more from same school district or agency for Entire Event Reg’s only.
Does not apply to One Day Reg’s, BSW/MSW Students or Retired.
TOTAL DUE:
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-Subtract
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Submit Payment to: ACSSW or American Council for School Social Work
c/o of Sally Carlson • 5011 W. Fairy Chasm Crt. • Milwaukee, WI 53223
FAX to: 262-404-1064
Questions??? call 414-659-5853 or email Sally.Carlson@acssw.org
Conference Sponsors...
Tulane University School of Social Work
University of Southern California School of Social Work
Louisiana State University School of Social Work
IDEA Partnership
“I looked around and wondered why
somebody didn’t do something. Then
I realized, I am somebody.”
-Unknown
Conference Location...
Due to the generous support and sponsorship of the Tulane University
School of Social Work, all conference proceedings will be held at the Lavin Bernick
Center located on the historic Tulane University Campus.
Special parking information & directions can be downloaded at www.acssw.com
Please take time to read over directions prior to your departure. Like many university
campuses, it may take extra time to find parking and building locations even if you think you
are familiar with the campus. Make sure you print out directions and understand these before
leaving. Please do not hesitate to call us at 414-659-5853 if you have any questions.
Participants staying at the Drury Inn & Suites and Holiday Inn Superdome may also access
transportation to the Tulane campus via the New Orlean’ s Street Car system (St. Charles
Streetcar line); however, please plan at least 45 minutes travel time to arrive at the Lavin
Bernick Center on time.
Lavin Bernick Center
TULANE UNIVERSITY
R
A
egister today!!!
CSSW Online Event Registration - www.acssw.com
Conference Hotels...
Drury Inn & Suites New Orleans,
820 Poydras Street - New Orleans, 504-529-7800,
www.druryhotels.com Located one block from the famous St. Charles trolley, you have easy access to the regal beauty of
the Garden District and the vibrant nightlife of the French Quarter. In a location so close to the action, our free extras
and rooftop pool have some tough competition. Complimentary hotel amenities also include: Hot QUIKSTART®
Breakfast, 5:30 Kickback® with hot food & cold beverages, wireless internet, 60 minutes of long distance. and soda/
popcorn in lobby (daily 3-10 pm). Reserve before January 18th to ensure getting the low conference rate of $109
per night plus taxes for single/double/triple/quad. Call Drury Inn & Suites New Orleans: 1-800-325-0720. Refer
to group #21484722. Parking is $25 per night plus taxes. This great rate is available 3 days pre- and post- 2/7/14
until 2/11/14.
Drury Inn & Suites New Orleans
CONFERENCE ROOM RATE
$109/ Night - Reserve Now!
Holiday Inn Downtown Superdome,
330 Loyola Avenue, New Orleans, (504) 581-1600,
www.hi-neworleans.com. Recently renovated with a contemporary flare, located 3 blocks from the French Quarter,
heated rooftop pool and sun deck, on-site business and fitness center, indoor parking ($24 per day plus taxes). Rooms
feature complimentary Wi-Fi internet, balconies, 32” flat screen TVs, microwave ovens and coffee makers. Dine inhouse breakfast, lunch or dinner at the Holiday Streetcar Restaurant. Relax with friends and colleagues as you enjoy
tasty appetizers and nightly drink specials from 5 to 7 PM at the hotel’s Mardi Gras Lounge. When making reservations
under the ACSSW room block call 1-800-535-7830 and refer to ACS or American Council for School Social Work
to obtain the conference rate of $139.00 plus tax per night for single through quad reservations. Low rate available until
January 20th. Reserve early. Hotel requires 72 hour cancellation prior to arrival to avoid penalty.
Holiday Inn Superdome New Orleans
CONFERENCE ROOM RATE
$139/ Night - Reserve Now!