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Youth Mental Health: A Whole-School Approach

Thank you to EVERYONE who attended, planned, spoke at, or sponsored our 2019 fall conference, "Youth Mental Health: A Whole-School Approach." It was a fantastic day, made perfect by the energy and the participation of everyone in the room. We couldn't be prouder of the communities we work in.

Breakouts

CE Credits

Up to 6.25 CE credits may be awarded for the conference.

Advocacy Panel Learning Objectives (1 CE Credit)

  • Demonstrate how to take action on advocacy issues
  • Describe how policy change can make a difference with those living with mental health conditions
  • Explain how being an advocate for mental health awareness can make a change in schools and communities
  • Recognize how to address cultural barriers

Understanding Dyslexia for Educational Environments Learning Objectives (1 CE Credit)

  • Participants will be able to list and identify the characteristics of dyslexia.
  • Participants will recognize the social and emotional problems related to dyslexia
  • Participants will be able to describe some of the strategies, approaches and support techniques to assist dyslexic students and their families.

School Climate: Why it Matters and What you Can Do About it Learning Objectives (1 CE Credit)

  • Participants will be able to define school climate
  • Participates will be able to identify assessment tools for measuring school climate
  • Participates will learn 5 strategies to improving school climate

Cultivating Inclusion: Serving LGBTQIA+ Youth Learning Objectives (1 CE Credit)

  • Participants will be able to explain the difference between sexual orientation and gender identity.
  • Participants will be able to describe what has been proven effective in reducing suicide rates of LGBTQ youth.
  • Participants will be able to identify ways in which their spaces can transform into welcoming spaces for LGBTQ youth.

Trauma-Informed Discipline: Strategies that Work Learning Objectives (1 CE Credit)

  • Identify what is meant by trauma-informed and discuss implications for how this changes approaches to discipline.
  • Review the school-to-prison pipeline and what the research suggests.
  • Identify the importance of moving toward more positive and proactive approaches.
  • List at least 3 strategies for classroom management.

Help! This Classroom is in Chaos! Potential Diagnoses Brewing Under the Surface Learning Objectives (1 CE Credit)

  • Summarize the most common diagnoses underlying disruptive classroom behaviors.
  • Identify the obvious and subtle differences in these diagnoses including ADHD, PTSD, and Disruptive Mood Dysregulation Disorder
  • Describe contributors and conceptual frameworks for understanding why these behaviors occur.
  • Apply this information to broad strategies for preventing and managing disruptive classroom behaviors.

School Violence: Prevention and Response Learning Objectives (1 CE Credit)

  • Participants will leave with at least three preventative strategies to encourage trauma-informed school safety
  • Participants will hear successful crisis response approaches based on lived experience of presenters.
  • Participants will demonstrate an understanding of the necessity of community collaboration in creating and maintaining safe schools and will leave with practical strategies.
  • Participants will be able to explain the need for and purpose of school based teams involvement in school safety and crisis preparedness.

Get your School Mental Health System into Shape Learning Objectives (1 CE Credit)

  • Creating the Conditions for Learning and the Role of the School Social Worker
  • Be able to articulate why addressing mental health in schools is a critical component of creating the conditions for learning and the development of the whole child.
  • Explain the role and skill set of the school social worker as a critical component to a mental health team
  • Leave empowered to advocate for changes at the policy level that effect practices and collaborative efforts
  • Operationalize the roles of an SISP team through an MTSS framework

Make Me! Applying Brain Science to Challenging Behaviors Learning Objectives (1 CE Credit)

  • Describe why a dysregulated student’s brain cannot process language adequately in times of high stress.
  • Value “silence” as an effective strategy when working with a dysregulated student to help calm down a hyperaroused brain.
  • Demonstrate how an emotionally regulated adult can regulate a student’s brain.
  • Have a stronger sense of confidence of what to do in challenging moments with children who were impacted by trauma.

This is Your Brain on Trauma: Understanding Challenging and Difficult Behaviors in the Classroom (1.25 CE Credits)

  • Explain the impact trauma has on the developing brain.
  • Learn how to interpret behavior and understand a child’s stress state behind defiance.
  • Explain the concept of “window of stress tolerance” and describe how to help children expand these windows to improve their behaviors.
  • Learn to identify the language students use when coming from a place of fear, insecurity, and helplessness.

National Initiatives and Trends to Advance Comprehensive School Mental Health Quality (1 CE Credit)

  • Participants will be able to describe the components of high quality, comprehensive school mental health systems.
  • Participants will be able to list at least three ways that school mental health services and supports positively impact student success and well-being.
  • Participants will be able to access at least three federally-funded resources or networks to participate in advancing local school mental health systems in Missouri.

National Psychology Training Consortium (NPTC) is approved by the American Psychological Association to sponsor continuing education for psychologists. NPTC maintains responsibility for this program and its content.

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