Education Track # 1: Policy and Practice Issues for Students in School - A1, B1, and C1
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1 Workshops Below you will find: 1) “Tracks”; 2) A single page workshop schedule; 3) Descriptions of all workshops
Workshop Tracks Some of the Thursday workshops are organized in Tracks - three workshops in a row in the same room that deal with the same general topic. You can go to any or all of them, you don’t have to go to the first in order to go to the second or third.
Education Track # 1: Policy and Practice Issues for Students in School - A1, B1, and C1 in Curlew
Educ Track # 2: School and District-Wide Reform Efforts to Address Equity and Support Success For All Workshops A2, B2, and C2 in Sanderling
Education Track # 3: Effective Practices Schools Can Implement to Support Students, A3, B3, C3 in Dolphin This track focuses on effective practices in schools that make a positive difference for students. We have selected presenters from schools that highlight work being done to provide the necessary supports for students while at school. Education must focus on making a difference for students in academic, behavioral, and socio-emotional growth and wellness. Presenters have been selected to help convey ways that schools can deliver effective programs. Presentations will focus on the various collective perspectives so as to involve school personnel, students/youth, families, collaborative partners, and any who are interested in the “whole child”.
Policy Summit Track - How to Become a Children's Mental Health Advocate - A4, B4, and C4 in Merrill This track introduces us to the political process, with examples from representatives of various stakeholder groups. The Track and the Policy Cafes (see below) expand the power of workshops by producing a Call to Action. You will have the opportunity to give input in a "call for action" that will be finalized at this conference.
Join CMHACY and partners in this unique experience of engaging youth, families, providers, educators, policymakers and more in our first Policy Summit. CMHACY, Youth in Mind and United Advocates for Children and Youth invite you to come to one, two, or all three workshops in Merrill Hall—as each workshop is designed to build on information in the others. This summit will connect our audience of stakeholders in mental health to learn more about policy and our role in it, to hear from key experts from across the state about emerging topics and recommendations, and to have interactive ways for participants to engage in direct feedback. We will use innovative interactive formats to capture your voices, and we will use this information to direct our State Policy Panel on Friday, the last session of the conference. Whether you are new to policy or seasoned, this is for you! We will have an ‘understanding the basics’ policy overview, panels, interactive breakouts and energizers.
The Parents, Caregivers, Family Members and Family Advocates Track - A5, B5, and C5 in Heather
The Trauma-informed Care Track - A6, B6, and C6 in Marlin 2 The Substance Use Disorder Treatment Track - A7, B7, and C7 in Surf & Sand
Policy Cafes – Held in Merrill between workshops Whether or not you are attending the workshops of the policy track, if you would like to talk about policy, connect with others, and interactively share ideas, innovation, and next steps for the State of California, please drop join us at Policy Café’s, explorations co-facilitated by youth and family leaders in Merrill between workshops, from 10:10 to 10:30 am, or from 1:00 to 1:30 pm, or from 3:00 to 3:30. Track Room "A" 10:30 - noon "B" 1:30 - 3:00 pm "C" 3:30 - 5:00 pm Policy, practice A1 Addressing Implicit B1 Foster Youth & Ed C1 Unconditional issues in Curlew Bias Policy: LCFF Education school School & Sande A2 Linking LCAP B2 School-Wide Positive C2 L.A.B. Results are District-wide r-ling Goals, Outcomes Interventions Positive Reform Practices to Dolphi A3 School District B3 Student panel - C3 Tiered Levels support n Trauma Intervention NAMI on campus of Support students
A4 Policy Summit, C4 Shaping policy, Policy Summit Merrill B4 Advocacy Leadership Policy 101 Call to Action
Heathe A5 Tools, Strategies B5 Tools, Strategies C5 Value of Family r for Parents Pt 1 for Parents Pt 2 Peer Support
Trauma- A6 Neurosequential B6 Trauma-Informed C6 Trauma-Informed Marlin informed Therapeutics Systems: Leadership Systems: Connecting
Substance Use Surf & A7 Expanding SUD B7 Trauma, Substance C7 Building an SUD Treatment Sand Treatment Use Recovery Continuum of Care
A8 Support Youth with B8 Making Communities C8 Children’s Mobile Triton 40 Developmental Strong - MDFT Crisis Teams Assets A9 Parenting Skills, Ever- B9 Stages of Change C9 Parents of Children Culturally Distinct green Model - CSEC & TAY with Dual Dx Children
A 10 Katie A. in B 10 MH Bill of Rights C 10 Fostering Hope - Toyon Statewide Practice for Foster Youth Using Science
Fred A 11 Notes From A B 11 San Bernardino C 11 Whatever it Takes
Farr Recovering Expert In Crisis - Housing for TAY 3
A 12 Break Barriers / B 12 Self-Harming vs. C 12 Child & Family Scripps Alignment USA Suicide Team Facilitation
A 13 Agency Acaci Implements Common B 13 Creative Disruption C 13 CANS in CSOC a Assessments Thursday Workshop Descriptions
Workshop Session A 10:30 - Noon
A1 Addressing Implicit Bias to Improve Children’s Outcomes in School & Beyond Curlew
10:30 - noon Hannah Benton Eidsath, Staff Attorney, National Center for Youth law Jason Okonofua, Post Doctoral Research and Teaching Consultant, Stanford University, Psychology Department Michael Harris, Senior Attorney, National Center for Youth Law
Increasingly, scientific research shows that even people consciously committed to equality may still hold hidden, unconscious prejudices or stereotypes that influence their actions. The pervasive nature of these implicit biases has important implications for fairness in the education system as well as the child welfare and juvenile justice systems. Implicit biases are more likely to result in discriminatory outcomes when an individual needs to make quick decisions and has broad discretion, conditions often present in schools and classrooms. However, new research suggests that reframing adults’ mindsets towards children may reduce disparities related to implicit bias in these systems. ______
A2 Linking Local Control Accountability Plan (LCAP) goals to positive Sanderling outcomes for high-priority populations: Strengthening student and 10:30 - noon family systems through comprehensive school-community partnerships
Michelle McLean, Superintendent, Arvin Union School District Karen Davis, Supervisor, Arvin Union School District Family Resource Center Daryl Thiesen, Prevention Programs Coordinator II - Kern County Superintendent of Schools Office Sal Arias, Prevention Specialist, Kern County Superintendent of Schools Office
A successful and replicable student and family support model using evidence-based programs and successful school−community partnerships. Presenters from a County Office of Education and a rural, high-poverty, high ethnic minority school district will provide a roadmap for utilizing a multi-tiered system of support (PBIS) to assess, case-manage and provide interagency services that address the behavioral and mental health needs of children and families. Program elements to be highlighted include: 1) The linkage of student support services to the LCAP process and positive outcomes for children, parents and the community, 2) A federal Project AWARE (Advancing Wellness and Resilience in Education) grant-funded initiative to support Youth Mental Health First Aid training, and 3) California Endowment Building Healthy Communities-funded focus on 4 improving family and child well-being and student outcomes by building and sustaining programs and practices that address the family as a system, and improve school climate, and enhance Parent Engagement (LCAP Goal area). ______
A3 School District Mental Health Services: Trauma Dolphin Intervention and Suicide Prevention 10:30 - noon
Richard Kleindienst, Coordinator, Behavioral and Mental Health, Hemet Unified School District
Every year students in the Hemet community experience trauma, including sudden student and staff deaths due to suicides, traffic accidents, domestic disputes, drug overdose, peer/gang conflicts, and criminal assaults. The impact of these trauma events often result in both short and long term mental health issues if not addressed in a therapeutic manner. Three years ago the school district’s mental health team initiated a Crisis Response Team based on the NASP PREPaRE model, which can be rapidly deployed to a school site, and systematic suicide prevention services. This workshop will outline program services and provide participants with techniques and tools that can be implemented in their school district. A4 Opening Session of the Policy Summit: Introduction to Policy and Advocacy Merrill 10:30 - noon
We will open with community builders, a policy 101 refresher. Youth and family leaders will co-facilitate this interactive session. Participants will learn how to advocate at local and state level; however, information gained can be applied to all levels of government. This workshop will be appropriate for those who are new to policy and advocacy, as well as those in need of a refresher.
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A5 Tools and Strategies for Parents, Caregivers and Family Members Heather Who are Raising Children with Mental Health Challenges - Part 1 10:30 - noon
Cindy Claflin, Chief of Staff/Director of the Parent Leadership Institute, United Advocates for Children and Families Michaele Beebe, Director of Public Policy & Research, United Advocates for Children and Families (UACF)
Participants will leave this workshop with a tool kit (binder) that will help support them through the different paths that they may go down with their child(ren), who have a mental health diagnosis. That includes fact sheets, forms, flow charts, sample IEP forms and letters, Sample policy letter, daily life tracking forms, mental health glossary, websites, book list and information on stress relief for caregivers. It is a tool kit for parents going through the mental health systems, school systems, Juvenile Justice System and Child Protective Services that will empower in policy issues, connect them to available resources, empower them to be advocates for their children and families in the mental health system in effecting change, and encourage them to engage in meaningful conversations in their communities to support the family’s needs. 5
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A6 Introduction of Neurosequential Model of Marlin Therapeutics (NMT) into a Public Behavioral Health System 10:30 - noon
Toni Demarco, Clinical Services Manager - Youth Division, San Mateo County Behavioral Health & Recovery Services
Four years ago, San Mateo County Behavioral Health & Recovery Services (BHRS)pioneered an innovative clinical project to improve treatment applications and outcomes for traumatized youth and families. The Neurosequential Model of Therapeutics (NMT) is a developmentally-informed, biologically-respectful approach to working with at risk children. San Mateo County BHRS designed a training program for our county and community providers’ clinical staff. Our goal was to translate the latest neuroscience into relevant and impactful clinical care. The clinicians would learn how to identify needed interventions, provide an array of somatosensory services, and utilize the developmentally-informed framework to enhance the child’s environment to support better outcomes.
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A7 Expanding Substance Use Disorder Treatment Opportunities in California Surf and Sand
10:30 - noon
Karen Baylor, Deputy Director, Mental Health & Substance Use Disorder Division, Department of Health Care Services Marlies Perez, Mental Health and Substance Use Disorder Division, Department of Health Care Services
The Department of Health Care Services is the single state agency responsible for the Drug Medi-Cal Program, which has recently been expanded through the approval of a federal waiver. This waiver allows counties to opt- in to the program expansions referred to as the Organized Delivery System and will dramatically increase access to needed substance use disorder treatments and supports. DHCS also administers the Substance Abuse Prevention and Treatment block grant funds, and will provide a brief overview of these funds and their uses within the community. A8 Supporting and Empowering Youth Triton with the 40 Developmental Assets 10:30 - noon
Jessica Van Tuinen, Clinical Services Technician and Peer employee, Stanislaus County Behavioral Health and Recovery Services at Juvenile Justice. Jorge Contreras, Clinical Services Technician and Peer Employee, Stanislaus County Behavioral Health and Recovery Services in the Juvenile Justice
This workshop, driven by the curriculum “Raising Thriving Kids”, will describe how to work with youth to not only survive but to survive and thrive in life, and the way adults can support youth in achieving their goals. We will examine the importance of positive relationships, how to help young people develop confidence and have strong and healthy values, and what youth need to rise above adversity and thrive. Participants will become 6 familiar with the 40 developmental assets, understand how increasing a youth’s number of assets will act as a protective factor against high risk behaviors, and will learn engagement ideas for youth participating in a peer mentoring program, and practical ways to assist youth in building assets with practical tools to support parents/caregivers in asset development.
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A9 What’s Up with Training Parenting Skills with Evergreen Culturally Distinct Children and Families? 10:30 - noon
Karyn Dresser, Star Behavioral Health Group Director of Research and Program Practices Wandalyn Lane, Valley Star Behavioral Health Care’s Program Manager for Promoting Resilience in African American Children (PRAAC) Olga Moreno, Parent-Child Interaction Therapy Supervisor, Star View Community Services Taji Huang, Star View Community Services’ Assistant Administrator, presenting on Incredible Years County Partner, from Los Angeles County Department of Mental Health
This workshop will present the rationale for offering parenting skills training based on proven curriculum and the challenges of implementing and sustaining such programming as a culturally attuned group or individual service. Each presenter will address similar prompts about their curriculum and process for attunement. Taken together, information about three distinct parenting skills practices will be covered, with a focus on the creative ways the respective program teams adapt these to meet the needs of a particular cultural group, while retaining practice fidelity. Common or convergent themes across practices and populations will be summarized.
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A 10 Katie A. in Statewide Practice: Toward Implementation of Shared Governance Toyon and Integrated Care for California’s Foster Children and Youth 10:30 - noon
Rochelle Trochtenberg, Lead Youth Organizer, Humboldt County Transition Age Youth Collaboration Julie DeFranco, Social Service Supervisor II, Staff Development San Luis Obispo County Department of Social Services Richard S. Knecht, Transformation Manager, California Departments of Social and Health Care Services
In recent years, county Child Welfare and Mental Health partners have expanded their capacity to screen, assess and deliver intensive and timely mental health services. The state divisions responsible for supporting counties have been focused on parallel development of shared processes. Central to the Katie A. settlement agreement, the state has formed a Shared Management Structure and model of collaborative governance, and begun to establish processes and function which will allow it to better listen to and respond to youth, parents and resource families. The emerging public-private structure and process will result in enhanced capacity to deliver shared Training and Technical Assistance, shared Oversight and Accountability, shared Information and Data, and most critically, support a shared Core Practice Model for counties, and the youth and families served thereby. A 11 Notes from a Recovering Expert: The Bumpy Road Fred Farr 7 on the Way to Delivering Family-Centered Care 10:30 - noon
Kappy Madenwald
Across medical specialties, children and their families must navigate health care systems in search of treatment providers whose services and approaches best fit their family. This can be particularly challenging in the behavioral health field where specific providers are not always chosen by families, but rather assigned; where admission is sometimes to the only available bed rather than the best bed for a child’s unique needs; and where care is, in some programs, done to a child and his/her family rather than done with. Offering an insider view into the mind of a provider, Kappy will describe her personal professional journey and her work with agencies and providers across the country as they consider how their own beliefs and the stories they tell about the families they work with influences the provider/family relationship and ultimately aids (or hinders) recovery. ______
A 12 Breaking Barriers and Alignment USA: Collective Impact Scripps 10:30 - noon Elizabeth Estes, Founder, Breaking Barriers Sydney Rogers, CEO, Alignment USA
Is it possible to re-engineer how our educational, health and social services work together to support improved outcomes for children, strong communities and healthy families? Can models of integration be built and sustained, given the many political and funding pressures upon local child and family advocates and providers. This workshop suggests the answer is YES.
Breaking Barriers is a California initiative that began in the Bay Area, and Alignment USA is a growing number of child/family serving sites across America dedicated to building and implementing with purpose aligned programs that create stronger and healthier children, families and communities.
Breaking Barriers is focused upon “educational-social-emotional-behavioral” development of California's children, while Alignment USA takes on a broader agenda. Both are dependent upon outcomes derived from the implementation of logic model that uses the components of ‘collective impact’. Learn how this can be done and why it is necessary. ______
A 13 Agency Implementation of Common Assessments Acacia 10:30 - noon Leticia Galyean, Exec Dir of Development, Evaluation & Strategic Initiatives, Seneca Family of Agencies Jennifer Cárdenas, Executive Director of Quality Improvement, Seneca Family of Agencies
Utilization of a core assessment model is essential to an organization’s effective and sustainable service provision. While agency-wide implementation of an assessment tool is a complex process – necessitating a high degree of buy-in from both agency leaders and staff – once initiated, it can have a transformational effect on the quality of services provided to clients and the outcomes they experience. This workshop will present (1) the processes utilized by Seneca Family of Agencies to implement the CANS as its overarching tool for assessment and evaluation of treatment efficacy, and (2) Seneca’s outcomes data stratified by agency, service type, program, and caseload following this agency-wide implementation. Using Seneca’s experience as a model, presenters will engage workshop participants in a series of exercises and discussions to facilitate 8 implementation in participants’ agencies, giving particular attention to problem solving common barriers to implementation. Discussion will also focus on the way in which outcomes data can help build buy-in, shape and inform client services, and contribute to an agency-wide performance improvement strategy. Additionally, providers will be coached to consider and conceptualize how they can leverage this data as a predictive tool in treatment, identifying those services most effective for clients with varying characteristics and needs
Workshop Session B 1:30 – 3:00 pm
B1 Foster Youth and Education Policy: Local Control Funding Curlew Formula, AB 854, and Every Student Succeeds Act 1:30 - 3:00
Danielle Mole, Policy Advocate and Grassroots Advocacy Coordinator California Alliance of Child and Family Services
In an effort to improve foster youth educational outcomes, California passed Local Control Funding Formula (LCFF), which holds school districts accountable for the educational outcomes of foster youth. In 2015, AB 854 became law, expanding the definition of foster youth, making thousands of additional children eligible for the program. Foster Youth Services (FYS) is uniquely situated to support interagency collaboration and capacity building, both at the system and individual student level, and AB 854 enables FYS Coordinators to improve coordination among the various state agencies supporting foster children. This workshop will begin with an overview of the challenges facing foster youth students followed by an in-depth conversation about the foster youth provisions in LCFF, including participant examples of LCFF implementation in years 1 and 2. We will explain AB 854 and the foster youth provisions of the Every Student Succeeds Act (ESSA), including how these more recent laws interact with LCFF. Participants will engage in a discussion of how to use LCFF, AB 854, and ESSA in their workplace and community to improve educational outcomes for children in care. Participants will receive written summaries and analysis of LCFF, AB 854, and ESSA. ______
B2 Utilizing School-Wide Positive Behavioral Interventions Sanderling and Supports to Scale up Mental Health Services 1:30 - 3:00
Michael Lombardo, Director of Interagency Facilitation, Placer County Office of Education Luke Anderson, Co-Coordinator of Positive Behavioral Interventions and Supports, Placer County Office of Education. Craig Gibbs, Placer County Office of Education, providing training around California to raise awareness of student mental health while reducing stigma and teaching behavioral strategies through the Eliminating Barriers to Learning curriculum
Since students are far more likely to access mental health services provided within school settings, schools must identify effective programs for treating mental health concerns, must provide school environments that are positive and conducive to mental wellness, and must ultimately ensure that systems are in place to prevent and respond to suicidal behavior. School utilizing the Positive Behavioral Interventions and Supports (PBIS) framework have fewer behavioral problems, more positive school climates, and are experienced in implementing a multi-tiered framework. Placer County Office of Education has worked with schools throughout California in developing a mental health framework that provides tools and structures to include mental wellness and suicide prevention as part of a Multi-tiered System of Support (MTSS). 9 ______
B3 NAMI On Campus High School Student Panel Dolphin 1:30 - 3:00
NAMI On Campus High School (NCHS) Clubs are student-led clubs that raise mental health awareness and reduce stigma on campus through peer led activities and education. Student leaders attend a 6-hour training, with their advisors and other student groups, to learn about mental health and wellness, reducing stigma related to mental illness, creating a nurturing and safe school climate, and advocating. Student leaders are empowered with toolkits, materials, templates, and resources to make running the club a fun and educational process. The Club is open to all students-those with diagnosed mental health conditions, those with family members with a condition, or students who are interested in the field and advocacy. NCHS has been awarded CMHACY 2016 Promising Practice Program.
Join us as students from Folsom High and Vista Del Lago share their experiences in creating and running a NCHS Club on their campus. ______
B4 Second Session of the Policy Summit: Advocacy Leader Panel – Lessons Learned Merrill 1:30 - 3:00
A panel of children’s mental health advocacy experts from across the state will speak about their experiences with advocating for children’s mental health policy in California. Youth, family members, provider representatives, and legal advocates will be present on our panel. The panelists will engage in an interactive discussion with attendees and respond to the questions, “How did you get involved in children’s mental health policy issues?” and “What advice do you have for others interested in advocating for children and families related to mental health?” If time allows, the panelists will discuss current trends and initiatives, and recommendations of where to go from here. Panelists will include: Rochelle Trochtenberg – California's Foster Care Ombudsperson, Department of Social Services Michaele Beebe – Director of Research and Public Policy, United Advocates for Children and Youth Susan Manzi – Executive Director, Youth in Mind Patrick Gardner – President, Youth Minds Advocacy Lynn Thull – Policy Consultant for California Alliance of Child and Family Services and CMHACY
B5 Tools and Strategies for Parents, Caregivers and Family Members Who are Heather Raising Children with Mental Health Challenges - Part 2: Prepare Yourself 1:30 - 3:00 for Action With the Tools You Already Have
Donna Ewing-Marto, CEO, Family Youth Roundtable, Sarah Pauter, Executive Youth Partner, Family & Youth Roundtable
Participants will leave the workshop with tools that put their desire outcomes into action. Our tools are: ATTITUDE - How you can form the right attitude about yourself, your work and communication; GOALS - Goal setting and how you can set your goals ; ACTIONS - How you can form an execution process in order to 10 get things done, clearly define your goals and desired outcomes, establish ownership of your goals based on your values, and plan to achieve your goals/outcomes ______
B6 Trauma Informed Systems Core Principle: Collaboration Marlin & Empowerment in Action: The Role of Leadership 1:30 - 3:00
Jen Leland, Trauma Transformed Paul Sorbo, San Mateo County, Ken Epstein, San Francisco County, Jeff Rackmil, Alameda County, Sherri Terao, Santa Clara County
T2 , Trauma Transformed, was born as a result of leadership coming together for common solutions to common challenges and putting the principle of collaboration and empowerment into action. This growing movement toward trauma-informed systems of care holds much promise and opportunity. It is inspiring CSOC leaders to begin embedding the core principles of trauma-informed care into leadership practices. The children, youth, and family systems of care leaders across multiple counties will present as a panel and conclude with a fishbowl discussion of what it means to be a Trauma-Informed System of Care and Leadership under the Lens - Directors will present their own experiences of implementing trauma-informed practices into county systems of care and speak collectively about the challenges and opportunities of this unique regional approach toward aligning county-level practices into a regional model ______
B7 Understanding Trauma, Substance Use & Recovery for Young Women Surf and Sand 1:30 - 3:00 Melissa Santos, Training Division Director, Community Solutions Pat Mears, Adult Behavioral Health Services, Community Solutions
We will explore the lifelong impact of early childhood trauma, the impact of trauma on the brain and its response system, substance use in women who have experienced trauma, gender-specific treatment needs for women, and how to apply the key principles of Trauma-Informed Stages of Recovery. B8 Making our Communities Strong: MDFT in Three California Counties Triton
1:30 - 3:00 Cindy L. Rowe, Associate Director, MDFT International, Inc. Kelly Collyer, Director of Family Therapy and MDFT Trainer, Lincoln, Contra Costa County Adriana Bugarin, Associate Clinical Director, D’Veal Family and Youth Services, Pasadena; MDFT Supervisor, Trainer Alisa Huntington, MDFT Supervisor, Riverside University Health Systems-Behavioral Health, Desert Region Since 1985, research has validated a comprehensive, multiple-systems family-based treatment for adolescents with substance abuse and related problem behaviors called Multidimensional Family Therapy (MDFT). Adolescent conduct disorder, drug abuse, school problems, family dysfunction and emotional disturbance, are linked to risk factors in different domains of the child’s and family’s life, thus effective treatment requires a multidimensional, community-based intervention. MDFT has effectively reduced drug abuse and related problem behaviors and is recognized as among the most effective treatment approaches for this population. This presentation summarizes how MDFT works and describes its successful implementation Riverside, LA , and Contra Costa Counties. ______11
B9 The Application of the Stages of Change Model for Evergreen Commercially Sexually Exploited Children & TAY Youth 1:30 - 3:00
Nicole Klasey, Independent Consultant, Maryvale Gina Peck-Sobolewski, Senior Director of Residential Treatment, Maryvale,
The commercial sexual exploitation (CSE) of children and Transitional Age Youth is a fast growing epidemic, particularly in the foster care and juvenile justice system. Providers play a vital role in CSE prevention and intervention but there is little research on CSE-informed treatment and no evidenced based practices for working with this population. The Stages of Change model has been identified as a best practice for working with CSE youth and adults; however, many providers have struggled to understand the model and apply it. Therefore, the presenters will provide an overview of the model as it applies to working with CSE youth, specifically looking at it organizationally and individually with youth. It is important to note that this workshop is designed for participants who already have a basic knowledge of CSE.
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B 10 The Mental Health Bill of Rights for Foster Youth: A Case Study in Toyon Effective Collaboration Between Administrators, Youth, & Advocates 1:30 - 3:00
Anna Johnson, Policy Advocate, National Center for Youth Law Wesley Sheffield, Associate Attorney, Young Minds Advocacy Annabelle Gardner, Director of Communications, Young Minds Advocacy Tisha Ortiz, Youth Advocate
Effective partnerships between administrators and community stakeholders are integral to building a mental health system that meets the needs of youth and families. Over the last year the California Department of Social Services, California Youth Connection, the National Center for Youth Law, Young Minds Advocacy, and other stakeholders have collaborated to develop the Mental Health Bill of Rights for Foster Youth in order to 1) create an educational tool for foster youth and their allies around the issue of mental health, 2) empower youth to be active participants in their own mental health treatment, and 3) develop relationships between state administrators, youth, advocacy organizations, clinicians, and other stakeholders. The Bill of Rights could provide a useful case study of the benefits and challenges of collaborative projects. Attendees will receive a copy of the Foster Youth Mental Health Bill of Rights brochure and learn strategies for building effective collaborations and developing youth-friendly deliverables.
B 11 San Bernardino, A Community In Crisis: Fred Farr A Behavioral Health Response to Terrorism 1:30 - 3:00
Andrew Gruchy, Deputy Director Regional Programs, County of San Bernardino Department of Behavioral Health Michael Schertell, Deputy Director Children’s and Program Support Services, County of San Bernardino Department of Behavioral Health
12 The tragic events of December 2nd in the city of San Bernardino required an extensive response from the local County Behavioral Health Department. This presentation will explore that response, what was effective and what was informative, while working in the midst of our own community’s struggle with the chaos and confusion caused by the actions of two terrorists. The intent of this presentation will be to assist others in considering their approach in any future chaos that may occur in their communities. Both presenters played pivotal roles in the development and implementation of their Department’s response and will be able to provide a comprehensive overview of the behavioral health related actions taken countywide.
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B 12 Self-Harming versus Suicide: Understanding the Differences Scripps 1:30 - 3:00 Jenae Holtz, CEO, California Health and Education Linked Professions (CAHELP) Linda Llamas, Director, Desert/Mountain Children’s Center
This workshop will outline the major differences between self-harming behaviors and suicide. Participants will learn how to identify warning signs of both and how to respond effectively. Discussion regarding how both are portrayed in the media will be covered. Specific interventions will be taught to use for children and adolescents who are in different degrees of self-harm and/or suicidal ideation. Participants will also learn what questions to ask someone who is self-harming and/or showing signs of suicidal behavior. Participants will learn how to identify warning signs of self-harming behaviors and suicide and how to respond effectively as well as what questions to ask someone who is self-harming and/or showing signs of suicidal behavior.
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B 13 Creative Disruption in Children's & Youth Mental Acacia Health: the MHSA Innovations Funding Stream 1:30 - 3:00
Brian Sala, Mental Health Services Oversight & Accountability Commission (MHSOAC) Ashley Mills, Mental Health Services Oversight & Accountability Commission Sheridan Merritt, Mental Health Services Oversight & Accountability Commission Karyn Dresser, Star Behavioral Health Group Director of Research and Program Practices
Our workshop will kick-off with an overview from MHSOAC staff on the background and goals of the MHSA Innovation (INN) funding stream and the role of community stakeholders in shaping, implementing and evaluating INN projects. We will then give a concrete description of two exemplary innovative youth mental health projects that staff from the Stars Behavioral Health Group were able to develop, pilot and disseminate using INN funds. The presenters will then break the audience out into small (multi-stakeholder) workgroups, each tasked with generating creative ideas for innovative solutions to specific challenges in children's mental health. The session will conclude with a group discussion and 'bigger picture' perspective on how to advance the 'creative disruption' of children's and youth mental health across the state.
Workshop Session C 3:30 – 5:00 pm 13
C1 Unconditional Education: Enhancing the Coordination and Impact of Student Curlew Services by Considering Social Emotional Screening and Progress Monitoring Data 3:30 - 5:00
Jenny Ventura, Director of Model Implementation and Assessment Director of Model Implementation and Assessment Robyn Ganeles, Assistant Director of Clinical Intervention Services, and Sonya Benavides, Unconditional Education Coach, all from Seneca Family of Agencies
Seneca’s Investing in Innovations (i3) funded grant is evaluating the impact of its Unconditional Education (UE) school partnership model that leverages both special education and mental health funding to create a data- informed, multi-tiered system of academic, behavioral, and social emotional supports. We will describe the process of developing a comprehensive evaluation design that meets the needs of multiple stakeholders including government, districts, principals, teachers, and parents. Evidence standards for i3 require a quasi- experimental study and commonly available outcome data (standardized assessment scores, suspension rates and attendance rates). However, to create a comprehensive evaluation design that truly reflects the impact of this model, additional exploratory questions were needed to capture the nuance of the UE model such as school climate and family engagement. In order to reach these evaluation goals UE uses data for program planning, service provision, and progress monitoring on a day-to-day basis. We will share lessons learned and innovative practice around infusing the mental health perspective into the student referral process, including how school- wide social emotional screening data is used to proactively identify and plan around student need, and how goals and progress for social-emotional interventions are monitored and used to drive service provision and measure success. ______
C2 L.A.B. Results are Positive; Sharing the Success and Strategies of a Collaborative Special Sanderling Day Class program for Students with Significant Behavioral and Mental Health Needs 3:30 - 5:00 Otto Lengel and Lisa Kistler, Administrators, Riverside County Office of Education Cindy Barris, Program Coordinator, Beaumont USD With a large residential facility located within school boundaries and an increase of group homes, Beaumont USD found their district in need of increasing program options for the ever growing student population with significant behavioral and mental health needs. Through a collaborative partnership with Riverside County Office of Education, Beaumont USD has been able to decrease the number of students in nonpublic school settings and successfully educate students with significant behavioral, mental health, and educational needs on comprehensive school sites. ______
C3 How Tiered Levels of Support Improve School Attendance Dolphin 3:30 - 5:00 Amy L. Gallardo, Lincoln Child Center Lincoln Child Center has three programs that address chronic truancy and absenteeism (1) School Engagement Program; (2) West Oakland Initiative; and (3) Oakland Freedom Schools. Established in partnership with Alameda County’s District Attorney’s Office, Behavioral Health Care Services, and Parent Truancy Court, Lincoln’s School Engagement Program works with families whose children struggle with truancy/absenteeism 14 and have been referred to the court system. Lincoln’s Oakland Freedom Schools program builds strong, literate, and empowered youth prepared to make a difference in themselves, their families and communities. OFS is a 6-week summer literacy and cultural enrichment program serving 120 scholars each summer. Lincoln’s West Oakland Initiative (WOI), supports improved attendance and engagement through collaborative efforts and action with school sites, parents and community partners. WOI families and youth receive attendance, reading, and behavioral support to close the achievement gap for West Oakland students. ______
C4 Closing Session of the Policy Summit: Policy Cafes and Developing a Call to Action Merrill 3:30 - 5:00
Continuing our Policy Café’s, you will have a chance to network, connect with other key leaders across the state, and share your ideas for policy change. We will close the Policy Summit with each group sharing their key ideas and next steps. Our team will work to highlight the Summit’s results and direct the conversation for Friday’s State Policy Panel. Join us for fun, policy updates, and a chance to work with others for statewide alignment of mental health advocacy. C5 The Value of Peer Support: Why it Works & How It Transforms Service Delivery & Systems of Care Heather 3:30 - 5:00 Hathaway Sycamores Child and Family Services: Gayle Wiler, Assistant Vice President Peer Support and Family Search and Engagement Department Cynthia Garcia and Sandra Tudor, Lead Parent Partners, Peer to Peer Support YES!, Whole Person Learning, Placer County Children's System Of Care: Tammy M. Cherry, Program Manager of Youth Empowerment Support Program, Lindsay Porta and Ambrosia Cramer, Youth Support Supervisors of Youth Empowerment Support Program Placer County Children's System Of Care: Robert Evans, Program Manager
Placer County Children's System of Care, the Youth Empowerment Support Program (YES!) and Hathaway Sycamores Child and Family Services, Peer Parent Support Specialists will engage participants in a 90 minute presentation that will showcase two distinct peer designed practice models. These models provide support services to youth, young adults and parents who receive services from multiple systems. This workshop will engage participants in a dynamic presentation focusing on hiring, training, integrating, and sustaining individuals with lived experience into the expanding statewide peer support workforce. Participants will learn effective strategies derived from developing and implementing peer support based program models within unique rural and urban communities. The audience will gain insights on how to operationalize peer support principles and practices embedded in systems of care as well as larger provider agencies. Presenters will provide an overview of lessons learned from collaborating, designing, implementing, and improving the peer support workforce capacity in order to sustain system of care transformation and positive service delivery outcomes for youth and their families.
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C6 Trauma Informed Systems Core Principle: Collaboration in Action ~ Marlin 15 Connecting Across Counties and Across the Youth and Family Movements 3:30 - 5:00
Anh Ta, Trauma Transformed Susan Manzi, Youth in Mind
Join us for an interactive workshop to learn more about a unique approach to developing a regional trauma- informed system of care in the Bay Area. Seven counties, working together to address trauma as a public health crisis, ignited an organization, Trauma Transformed, to support systems-transformation—with the heart of the work holding youth and families with lived-systems-experience to be part of every aspect, start to finish. Come listen to key youth and family leaders that sit on critical teams to hear about the innovative work and how a regional approach can be done across child welfare, behavioral health, juvenile justice, education, and more. This workshop is open for everyone interested in building networks across regions and systems to address trauma from the perspectives of those most impacted.
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C7 Building a California Substance Use Disorder Continuum Surf and Sand of Care: What's Available and What's Needed 3:30 - 5:00
Steve Hornberger, Director, SDSU School of Social Work Social Policy Institute dave neilsen, Senior Policy Advocate, California Alliance Child and Family Services
A facilitated conversation about the aspects of a comprehensive substance use disorder treatment and recovery system that is constructed to meet the needs of our youth and their families. There will be an overview of the SUD system strengths and areas of needed improvement. The session will review how county behavioral health and community treatment providers can move forward under the opportunities created by the Affordable Care Act and the Drug Medi-Cal Organized Delivery System waivered program.
C8 Children’s Mobile Crisis Teams: A closer look at community-based Triton services for children and adolescents in crisis and their families 3:30 - 5:00
Sarah Adams, Program Manager, Children’s Mobile Crisis Team, Casa Pacifica Centers for Children and Families Norine Vander Hooven, Clinical Supervisor, Children’s Mobile Crisis Team, Casa Pacifica Centers
Appropriate psychiatric services for children in crisis are woefully inadequate. The number of children with mental health problems in crises has increased but the capacity of inpatient and outpatient community-based 16 services has declined. Children are being seen in the Emergency Rooms for a behavioral health crisis, a situation that can increase fear and stress of both the child and their caregivers. This need for increased crisis services for children has led several community-based agencies and partners to work closely to meet the needs of children while maintaining placement in the community. Highlighting crisis services in two California counties where mobile crisis teams devoted exclusively to children/youth work closely with community providers, schools, law enforcement and Emergency Rooms, this session will present an effective service delivery model and provide practical collaborative strategies for assessing risk and implementing interventions that stabilize and reduce further risk of crises such as suicidal behaviors, aggression and/or psychotic symptoms. This session will identify and discuss the ongoing needs and recent developments in California to address unmet needs of children in the continuum of crisis care.
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C9 Raising Awareness & Empowering Parents of Children Evergreen with Developmental Delays & Mental Health Concerns 3:30 - 5:00
Carmen Baldizon, Parent Advocate, Los Angeles County Department of Mental Health Lisa Schoyer, Countywide Regional Center Liaison for children ages 0 through school-age, Los Angeles County Department of Mental Health
A parent’s perspective on meeting the needs of children with both mental health concerns and developmental disabilities. We will look at a child’s functioning in domains such as the family, educational, developmental, and social, and provide information to help parents differentiate between behaviors that come from mental health issues and those that come from developmental delays. Current service systems are specialized to address specific areas of concern. Parents seek help for their child without enough information on which service system would best provide the help their child needs. We will help parents understand the various service systems and how to navigate them and access the services that would best suit the needs of their child.
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C 10 Fostering Hope: Using Science to Increase Toyon Positive Outcomes for Foster Youth 3:30 - 5:00
Beau Godtel, TBS/IHBS Assistant Program Manager, Casa Pacifica Centers for Children and Families Theresa Plante, TBS/IHBS Assistant Program Manager, Casa Pacifica Centers for Children and Families
Utilizing current data, learn about the challenges and service model gaps facing our California foster youth on a daily basis. With techniques gleaned from the science of Applied Behavior Analysis, along with the research and reimbursement model, gain a practical, hands-on approach to positively supporting the development of foster youth in the community. Learn about basic factors that drive negative behavior patterns, three basic categorizations of behavioral function, as well as effective interventions to promote positive behavior change for youth, professionals, and caregivers. 17
C 11 “Whatever It Takes” to Securing Permanent Housing for Transitional Age Youth (TAY) Fred Farr 3:30
Mary Bianchi, Supervisor of Non-Minor Dependent Unit, Dept of Family & Children’s Services, County of Santa Clara Soo Jung, Permanent Supportive Housing Program Manager, Office of Supportive Housing, County of Santa Clara “Meg” Mary Goetting, Full Service Partnership (FSP) TAY Peer Partner, Housing Specialist, Community Solutions Carmen Lindsay, FSP TAY Case Manager, Community Solutions Kendra McKibbin, Children and Youth Behavior Health Director, Community Solutions Jill Panattoni, FSP TAY Clinical Program Manager, Community Solutions
Utilizing the “Whatever It Takes” approach of a client-centered Full Service Partnership (FSP) Program, the FSP TAY Housing Pilot Program is focused on permanent supportive housing options for Transitional Age Youth (TAY) faced with behavioral health challenges and who are identified as being at risk for homelessness or meet criteria for chronic homelessness defined by the Department of Housing and Urban Development (HUD). The purpose of the program is to support homeless TAY clients who desire to live independently to secure permanent housing through the Care Coordination Project in Santa Clara County. The FSP TAY Housing Pilot Program is a collaborative effort between the Santa Clara County Department of Family and Children Services, Santa Clara County Office of Supportive Housing, Santa Clara County Behavioral Health Department, and Community Solutions FSP TAY program. ______
C 12 The Child and Family Team Facilitation Scripps Process: The Good, The Bad, and the Ugly 3:30 - 5:00
Ontson Placide, Administrator/Trainer, Stars Behavioral Health Group Tina Binda, Assistant Administrator/Trainer, Stars Behavioral Health Group Denise Cooney, Director/Trainer, Stars Behavioral Health Group Carlos Cos, Facilitator, Stars Behavioral Health Group Latonya Bridgette, Child and Family Specialist (previous client) , Stars Behavioral Health Group Paulette Edwards, Therapist, Stars Behavioral Health Group Ramona Drake, Parent Partner Manager, Stars Behavioral Health Group
Running an effective Child and Family Team (CFT) Meeting requires a precarious mix of counseling, group dynamics, and negotiation/facilitation skills. Many states and counties across the nation have moved successfully toward a client/family centered approach to planning needs and delivery of services through CFTs. Many best practice principles have been identified and are being utilized in working with families, eg family voice and choice, addressing unmet needs, etc. This training was created as many staff ask “how to” rather than “what to” facilitate. This presentation will illustrate the facilitation skills needed for CFT Meetings. Three phases of participatory decision making and facilitation will be introduced and defined. Then the team will engage in live facilitation of a mock CFT meeting with stop action demonstration of effective skills, techniques, and guidance. ______18 C 13 Incorporation of CANS within large scale program monitoring and Acacia evaluations across a Children’s System of Care; Trying to balance 3:30 - 5:00 the importance of one child with the demand for aggregate information.
Timothy E. Hougen, Children’s Program Manager, County of San Bernardino Dept of Behavioral Health Mindy Lanum, Dir of Prog Eval & Outcomes, Victor Community Support Services, Inc and Victor Treatment Centers, Inc
This session will provide an annual program review structure utilized for Children’s System of Care programs that incorporates the CANS to aide in program evaluation. The structure allows for the consolidation of programs, a more focused review of a particular program, and a way to emphasize individual children’s needs while providing aggregate information. The presentation will include information on the creation of feedback loops regarding CANS data to aid in both the clinical processes and program management, including the integration of individual CANS within supervision and aggregate CANS data within program meetings. Additionally, ways to identify inaccurate scorings of TCOM tools will be reviewed and examples of how these were addressed will be provided. Each element will include an exploration from the County Mental Health perspective and from the perspective of a Community Based Organization.