diverse promising practices for engaging youth before and during times of emotional distress: youth,...

Diverse Promising Practices for Engaging Youth Before and During Times of

Emotional Distress: Youth, Family, and School Perspectives

August 6, 2014

http://www.promoteacceptance.samhsa.gov1

Archive

This training teleconference will be recorded. The PowerPoint presentation, PDF version, video archive including closed-captioning, and written transcript will be posted to the Substance Abuse and Mental Health Services Administration (SAMHSA) ADS Center Web site at http://www.promoteacceptance.samhsa.gov/teleconferences/archive/default.aspx

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http://www.promoteacceptance.samhsa.gov/2

Disclaimer

The views expressed in this training event do not necessarily represent the views, policies, and positions of the Center for Mental Health Services, SAMHSA, or the U.S. Department of Health and Human Services.


Questions

At the end of the speaker presentations, you will be able to ask questions. You may submit your question by pressing “*1” on your telephone keypad. You will enter a queue and be allowed to ask your question in the order in which it is received. On hearing the conference operator announce your first name, you may proceed with your question.


PEERS’ Transition Age Youth Initiative: Giving a Voice to Youth

Letty Elenes

Community Trainings & Groups Manager Peers Envisioning and Engaging in Recovery Services (PEERS)


Transition Age Youth Initiative in Alameda County (CA)—How It Began

• In 2007, Alameda County Behavioral Health Care Services came up with the idea for a youth advisory board.

• In 2008, implementation began:

– Youth in the foster care, juvenile justice, and/or mental health systems were recruited to provide feedback to the Alameda County Transition Age Youth System of Care regarding services.

– Youth leadership grew, and youth support groups were formed.

– The Wellness Recovery Action Plan® (WRAP®) for youth emerged, where youth learned through mutual support how to take care of themselves and started to self-advocate after being empowered to speak up, because their voice matters.


Transition Age Youth Initiative in Alameda County (CA)—How It Began (cont.)

• The Transition Age Youth (TAY) Advisory Board got the attention of county officials and national youth groups, which led to increased awareness, visibility, and engagement of youth.

• The TAY Advisory Board and PEERS became one in 2010 and became the leaders in the TAY movement in Alameda County.


Three Key PEERS’ Transition Age Youth Initiative (TAYi) Activities

• PEERS’ TAYi programs and partnerships are important strategies for enhancing wellness and community integration, and increasing youth’s sense of purpose and meaningful engagement.

• Three key activities and partnerships:– Youth WRAP

– Youth leadership program

– Pool of Consumer Champions–Transition Age Youth Committee (partnership)


WRAP for TAY Wellness• Youth often face barriers to wellness due to their unique position in life and lack of

adequate supports.• We have found the WRAP model to be a great tool for wellness needs.

– We worked with WRAP founder Mary Ellen Copeland, Ph.D. to create Youth WRAP.

• What is WRAP?– WRAP is a training that helps youth develop their own plan for staying well and helps them

identify what helps them feel better when they are not feeling well.– WRAP’s key concepts are hope, personal responsibility, education, self-advocacy, and

support.– It is offered as an 8-week ongoing group or 3-day WRAP group.

• WRAP helps youth take charge and be in control of their own wellness, often for the first time.


TAYi Accomplishments with WRAP• We established the first youth-to-youth WRAP

groups in the Nation. • From December 2011 to present, PEERS has

certified 15 TAY WRAP facilitators in Alameda County.

• In 2012, Mary Ellen Copeland and a group of TAYi members coauthored Youth WRAP.

• In 2013, PEERS expanded the TAY WRAP program into all Peralta Colleges and California State University, East Bay.

• PEERS was the first Center of Excellence for WRAP in the United States and is also the first International WRAP Center of Excellence.


Youth WRAP Beyond Alameda County

• Trained Youth WRAP facilitators have helped other organizations develop WRAP programs by offering the following:– Strategies for engaging youth for WRAP facilitator training and recruiting

youth participants for WRAP groups– Facilitator training, mentoring support, and ongoing technical assistance

to establish WRAP groups that will be run by youth in the community– Updated information and resources from the Copeland Center to build

and strengthen organizations’ WRAP programs

• Since 2011, we have worked with Mary Ellen Copeland to help with expanding WRAP to youth in Canada.


Pool of Consumer Champions (POCC)–Transition Age Youth Committee—The Importance of Youth Voice

• This group grew out of the TAY Advisory Board started in 2008.

• It’s essential to involve youth at all times; youth voice is key (Nothing About Us Without Us).– Advise local leaders on issues of concern to transition age youth

including housing, jobs, education, crime rates, healthcare services– Share youth perspective and help put a face on these issues


Building a Youth Leadership Program

• Currently PEERS’ TAYi activities and groups are all led by the youth who have participated in the program and been trained.

• PEERS received funding this year to develop a youth leadership program.


Building a Youth Leadership Program (cont.)

• The program will provide training in leadership, advocacy, and outreach skills.

• Primary avenues for recruiting participants are through partners including system of care, juvenile justice, and foster care system organizations.

• A TAY conference and a leadership day camp program are planned.


Other PEERS’ TAYi Programs

• Youth monthly leadership meetings

• Peer support groups • Art of View• Educational trainings• Workshops

– Shine


Resources• Copeland Center, http://www.copelandcenter.com• Dicharry, G. (Producer), Transition Age Youth Initiative, Youth Power, Youth M.O.V.E.,

My Life. (2011). Youth leaders unite [Video]. Available from http://youtu.be/MM4jQbAi4VA?list=UUmyvuRsmDzmyjBHIN80HDoQ

• Videos produced by PEERS:– Shine. (2012). Available from http://youtu.be/f2jLzMiv9T4– Stories of recovery: Jessica Hendricks. (2014). Available from

http://youtu.be/Olihdn4lh6w?list=PLYxlDq2t3yD6kbRsXocWrThWKYFHdOsde– TAY digital story—Erica Miller. (2014). Available from http://youtu.be/qjTJ_a4eZDc– TAY digital story—Jazzel Woods. (2014). Available from http://youtu.be/KnnFYq5EaKI – Wellness Recovery Action Planning (WRAP). (2012). Mental Health Matters. Available from

http://youtu.be/LdZ4bmwY9G4?list=UU-2pfrKn78hTxKNNn81aaqAThis episode of Mental Health Matters features an interview with Mary Ellen Copeland.

• PEERS, http://www.peersnet.org


Parent and Family Engagement: Experiencing Hope, Personal Responsibility, Education, Self-Advocacy, and Support Stephany Bryan

Program Officer/Consumer & Family Liaison Hogg Foundation for Mental Health


Once Upon a Time in a Land Far, Far Away . . .

WHO I AM & WHY I’M HERE


What Parent/Family Engagement Looks Like . . . with Our Children

• Compassionate listening– The development of heart-based skills such as kindness, empathy,

and no judgment of others

• Motivational readiness – The practice of developing the feelings of competence, self-

determination, and the ability to relate to others

– Active involvement of our children at levels where they feel they can have an impact (“Nothin’ About Us Without Us”)


Engagement Looks Like . . . Hope

• Merriam-Webster Online’s definition of hope– “To cherish a desire with anticipation”

(http://www.merriam-webster.com/dictionary/hope)

• Quotes – Hope is the thing with feathers

That perches in the soul,And sings the tune without the words,And never stops at all,

—Emily Dickinson– “Never deprive anyone of hope; it may be all they have.”—Irvin Darge

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Engagement Looks Like . . . Personal Responsibility

• Dictionary.com’s definition of personal responsibility– “The state or fact of being responsible, answerable, or accountable for something

within one's power, control, or management”(http://dictionary.reference.com/browse/responsibility?s=t)

• Self-care– Taking excellent care of ourselves and putting the oxygen mask on yourself first– Appreciating oneself, accepting oneself– Letting go and giving up blaming others – Turning our focus to the present and the future

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Engagement Looks Like . . . Education

• Learning all you can about . . .

– Your child's behavior

– Available options

– Self-advocacy

– Rights and responsibilities

– Trauma-informed care

• Parent follow-through on child referrals for counseling is estimated at less than 50 percent, and premature termination occurs in 40 to 60 percent of child cases (Kazdin,1997). Parents must feel a sense of commitment or they will not facilitate their child’s enrollment and ongoing participation in treatment (Taylor & Adelman, 2001).

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Engagement Looks Like . . . Self-Advocacy and Advocacy for our Children

• Self-advocacy refers to an individual’s ability to effectively communicate, convey, negotiate, or assert his or her own interests, desires, needs, and rights (Van Reusen et al., 1994).

• We become effective self-advocates and advocates for our children by . . .

– Believing in ourselves and our children

– Knowing our rights and insisting they are respected and protected

– Identifying goals and working toward them

– Never giving up

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Engagement Looks Like . . . Support

• Identify needs and strengths. – What kind of support does my child need and want? What about me?

– Who in our lives can provide support when we need it?

– Do my child and I have support to give back?

• The most valuable thing a supporter can do for us (or we can do for him or her) is to LISTEN!

• Reflection of our own truth is important.

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Different Types of Support • Parent Liaison/Parent Partner/Family Support Partner

– A parent who has been involved with child welfare, juvenile courts, education, mental health, and/or any other child-serving agency

– Examples: Admission, Review, and Dismissal (ARD) meetings at school; court appearances in juvenile justice; advocate in the child welfare system; support in the mental health system; transition age youth and their families

• Certified Peer Specialist (CPS)– An individual in recovery from a mental illness who uses his or her lived

experience to assist others in their own recovery – Examples: CPSs work in a variety of settings, including community mental

health centers, psychiatric hospitals, and consumer-run organizations

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Different Types of Support (cont.)• Youth Support Specialist (YSS)

– A young adult who helps youth to think through and practice what they want to say, and who helps them find their voices so that they can share them in a meaningful way

– Examples: YSSs also work in a variety of settings that are community and inpatient based

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• Copeland Center for Wellness and Recovery, https://copelandcenter.com

• Emerging Adults Initiative, Substance Abuse and Mental Health Services Administration, http://gucchdtacenter.georgetown.edu/transitions.html

• National Federation of Families for Children’s Mental Health, http://www.ffcmh.org

• National Wraparound Initiative, http://www.nwi.pdx.edu

• Via Hope, http://www.viahope.org

• Youth Motivating Others through Voices of Experience (M.O.V.E.) National, http://www.youthmovenational.org

Resources for Parents, Family Members, and Youth:

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References• Taylor, L., & Adelman, H. S. (2001). Enlisting appropriate parental

cooperation and involvement in children’s mental health treatment. In E. R. Welfel & R. E. Ingersoll (Eds.), The Mental Health Desk Reference. New York, NY: Wiley.

• Van Reusen, A. K., Bos, C. S., Schumaker, J. B., & Deshler, D. D. (1994). The self-advocacy strategy for education and transition planning. Lawrence, KS: Edge Enterprises.

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From “Dropout Factory” to a “Journey of Continuous Improvement”—a Paradigm Shift for Schools and Communities

Wendell Waukau, M.A., Ed.S. Superintendent of Schools

Menominee Indian School District (MISD)


A Native Indigenous Community with Many Challenges/Threats

• Community located on Menominee Indian Reservation in Wisconsin• Oldest continuous residents in Wisconsin; once occupied ¾ of our State• High poverty: poorest county in State, 12th in Nation• Child poverty rate of 47 percent compared to 18 percent for State• Other health/socioeconomic challenges:

– Adult obesity rate of 40 percent vs. 29 percent for State– Single parent household rate of 55 percent vs. rate of 30 percent for State– Teen birthrate 114/1,000 vs. State 29/1,000

(University of Wisconsin Population Health Institute, 2014)


School Challenges and Threats in 2006–2007

• A punitive dysfunctional school = disengaged students and families

• Statistics show challenges and threats related to school attendance.– Truancy rate of 74.3 percent vs. 9.7 percent State

– Attendance rate of 79.4 percent vs. 94.6 percent State

– Suspension rate of 29.85 percent vs. 5.2 percent State

• Eighty-five percent qualified for free and reduced-price meals, and 30 percent had Individualized Education Programs.

(Wisconsin Department of Public Instruction, http://winss.dpi.wi.gov)


School Challenges and Threats in 2006–2007 (cont.)

• The middle school and high school were designated by the State as schools in need of improvement.

• The high school was labeled a “dropout factory” by John Hopkins University, as one of the 12 to 15 percent of U.S. high schools where fewer than 60 percent of freshman graduate on time (Zuckerbrod, 2007).

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Paradigm Shift Forming: Graduation or Public Health Crisis?

• Leaders needed to challenge long-held assumptions on school reform.– Punitive reforms based on “we’re the educators and we know best” were

creating a trust issue among our students and families.• “Schools are reflections of communities.” You need to know your dropout

problem in your community (Balfanz, 2008). – MISD Dropout factors

• Individual/family: low socioeconomic status, truancy/poor academic achievement, substance use, pregnancy

• Community: living in poverty, low educational expectations, friends and family “dropout pipeline”

• School: high proportion of ethnic minorities, school safety and discipline issues, lack of interventions and supports


Paradigm Shift Forming: Graduation or Public Health Crisis? (cont.)

• We realized that this was a public health crisis, not a graduation crisis.– “Good education predicts good health, and disparities in health

and in educational achievement are closely linked” (Freudenberg & Ruglis, 2007).

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Old to New Paradigms

• We moved from zero-tolerance policies to Positive Behavioral Intervention and Supports (PBIS).

• We started to change the behavior of adults to address school discipline problems.

• We created alternatives to expulsion. – “Perhaps more important, recent research indicates a negative relationship

between the use of school suspension and expulsion and school-wide academic achievement, even when controlling for demographics such as socioeconomic status (J. E. Davis & Jordan, 1994; Raffaele-Mendez, 2003; Skiba & Rausch, 2006)” (American Psychological Association Zero Tolerance Task Force, 2008).


Old to New Paradigms (cont.)

• Chronic absenteeism (CA) is a predictor of school disengagement and dropping out. CA is defined as missing 10 percent of school for any reason, i.e., 18 days a year or 2 days a month.– Research indicates CA affects academic achievement as early

as fifth grade and middle school and puts students at risk of dropping out of school (The Indiana Partnerships Center, 2011).

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New Interventions and Supports

• We developed a Freshman Academy. – Own school within a school– Common planning time for staff– Double-dosed students in English and math who needed it– Graduation coaches for all students in grades 9–12 – Added a class where students create personal portfolios to give

them a future story– Incorporated our native language and culture (taught our language

and history and infused our culture across the school)


New Interventions and Supports (cont.)

• Health-related efforts (nutrition and exercise)– Developed a district nutrition

and wellness policy– Got rid of soda and candy – Changed our health classes to

reflect health issues most prevalent among Native Americans (e.g., diabetes)


New Interventions and Supports (cont.)

• Home visits (started knocking on doors and asking “What can we do?”)– The purpose is to learn more about student and family needs, interests, and

concerns.

– We worked to establish a communication system to lead to a positive, trusting relationship.

– Home visits are conducted in grades 6 and 9 before the school year and in all grades K–12 for ABCs—Attendance-Behavior-Course Completion (Balfanz, 2008).


New Interventions and Supports (cont.)• Trauma-informed care

– Fostering Futures Initiative, a public/private partnership led by Wisconsin’s First Lady Tonette Walker, which is working toward integrating trauma-informed care (based on Adverse Childhood Experiences and resilience research) into communities across Wisconsin

– SAMHSA Safe Schools/Healthy Students grant to address challenges/opportunities in early childhood; mental, emotional, and behavioral health; connecting families, schools, and communities; preventing behavioral health problems; and creating safe and violence-free schools


Results/Accomplishments/Recognitions (2009–2014)

• We significantly decreased the dropout rate. – In 2007–2008 MISD had a dropout rate of 7.10 percent

compared to the State average of 1.6 percent.– In 2012–2013 MISD had a dropout rate of 0.85 percent

compared to the State average of 1.62 percent.

• We significantly increased the graduation rate. – In 2009–2010 MISD had a graduation rate of 79.8

percent compared to the State average of 85.7 percent. – In 2012–2013 MISD had a graduation rate of 94.2

percent compared to the State average of 88.0 percent.


Results/Accomplishments/Recognitions (2009–2014) (cont.)

• Menominee Indian Middle School received the 2010 Breakthrough School Award from Met Life Foundation-National Association of Secondary School Principals

– This award showcases schools that serve large numbers of students living in poverty and are dramatically improving student achievement.

• In 2013–2014 Keshena Primary was recognized as a PBIS School of Merit for implementing Wisconsin Response to Intervention frameworks with integrity.

• In 2012–2013 and 2013–2014 Menominee Indian High School earned this same recognition.

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Results/Accomplishments/Recognitions (2009–2014) (cont.)• Recognition was also received for health

promotion practices. – In 2011 Keshena Primary School earned the Wisconsin

School Health Award for efforts in developing programs, policies, and resources that support students’ academic and long-term physical health.

– In 2012 Keshena Primary School won the HealthierUS School Challenge, a U.S. Department of Agriculture honor that recognizes excellence in nutrition and physical activity.

– In 2013–2014 MISD along with our Menominee Indian Tribe received the University of Wisconsin–Madison Community Partnership Award for its work in childhood obesity and community change.


Results/Accomplishments/Recognitions (2009–2014) (cont.)

• In 2012, the White House recognized Menominee Indian School Superintendent Wendell Waukau as a “Champion of Change,” one of 12 “school turnaround leaders” across the Nation, for his work in “building a culture of high expectations, improving instruction, creating safe environments for learning, and fostering professional collaboration” (The White House Office of Communications, 2012).


Lessons Learned• Schools are for kids.

– The superintendent, principal, and all staff must differentiate and adapt teaching and learning in all areas to meet the needs of students.

• No kid walks. – “We don’t give up on kids.” All students have the right to learn and grow from their

mistakes.

• The dropout problem isn’t just a school problem. – Schools must collaborate and engage families, agencies, and the community to

provide effective education and supports for all students. This is called community engagement. A respected native elder defined this as “connecting the dots.”

• In order to create environments where students can succeed, you need to change the behavior of adults first.


Lessons Learned (cont.)

• Positive relationships come first. When students trust us, learning becomes relational.

• Adverse Childhood Experiences (ACES) are a major public health issue. It’s not just a psychologist’s problem or pediatrician’s problem or judge’s problem—it’s everyone’s problem—creating yet another paradigm shift for schools and communities across the Nation.


Resources• ACES Too High News, http://acestoohigh.com

• Attendance Works, http://www.Attendanceworks.org

• GradNation, http://gradnation.org

• Wisconsin Department of Public Instruction, http://winss.dpi.wi.gov

• Wisconsin Information System for Education Data Dashboard (WISEdash), http://wisedash.dpi.wi.gov/Dashboard/portalHome.jsp


References• American Psychological Association Zero Tolerance Task Force. (2008, December).

Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63(9), 852–862. doi: 10.1037/0003-066X.63.9.852 Available at http://www.apa.org/pubs/info/reports/zero-tolerance.pdf [PDF 96 Kb]

• Balfanz, R. (2008). Three steps to building an early warning and intervention system for potential dropouts. Baltimore, MD: John Hopkins University.

• Freudenberg, N., & Ruglis, J. (2007). Reframing school dropout as a public health issue. Preventing Chronic Disease: Public Health Research, Practice, and Policy, 4(4). Available from http://www.cdc.gov/pcd/issues/2007/oct/07_0063.htm

• The Indiana Partnerships Center. (2011). Chronic absenteeism: The issue [Web page]. Available at http://fscp.org/information-for-parents/chronic-absenteeism/chronic-absenteeism


References (cont.)• University of Wisconsin Population Health Institute. (2014). Menominee (MN)

[Web page]. County Health Rankings & Roadmaps. Available at http://www.countyhealthrankings.org/app/wisconsin/2014/rankings/menominee/county/outcomes/overall/snapshot

• The White House Office of Communications. (2012, August 20). White House to honor school turnaround leaders as “Champions of Change.” Available at http://www.ontario.k12.or.us/fileadmin/osd/8-21-12_SIG_Champs_advisories.pdf [PDF 155 Kb]

• Zuckerbrod, N. (2007, November 9). 1 in 10 schools are ‘dropout factories.’ USA Today. Retrieved from http://usatoday30.usatoday.com/news/education/2007-10-30-dropout-factories_N.htm


What is Your Vision?


Letty’s Vision• I envision a future where no youth will ever feel alone, ashamed to

ask for help, and fall through the cracks of the system. • No vision can become change without action. I have committed

myself to be the change, to ensure that youth get the opportunity to speak out, hold leadership roles, and be involved in decision-making at all levels (e.g., boards, committees, etc.) locally and nationally.

• I envision a day when youth will have access and support to reach their eight dimensional wellness goals.

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Stephany’s Vision• Individuals with mental health concerns have access to

coordinated networks of community-based resources, services, and supports that are person-centered and build on the strengths and resilience of individuals, families, and communities to achieve improved health, wellness, and quality of life.

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Wendell’s Vision• ACES = Adverse Childhood Experiences

A new paradigm shift is starting to occur in our Nation’s schools where the adults are conforming to the needs of the students by listening and understanding the trauma that is affecting their ability to learn. When this happens we are sending a message that “schools are for kids.”

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Additional Resources—Organizations • Active Minds, http://www.activeminds.org

• Aevidum, http://aevidum.com

• Emotional CPR, http://www.emotional-cpr.org

• Families Healing Together, http://familieshealingtogether.com

• Family Outreach and Response, http://familymentalhealthrecovery.org

• Half of Us, http://www.halfofus.com

• Jed and Clinton Health Matters Campus Program, http://www.myhealthyu.org

• The Jed Foundation, https://www.jedfoundation.org

• Mental Health America, Find Support Groups, http://www.mentalhealthamerica.net/find-support-groups


Additional Resources—Organizations (cont.)

• National Center for Trauma-Informed Care and Alternatives to Seclusion and Restraint (NCTIC), http://www.samhsa.gov/nctic

• The National Child Traumatic Stress Network (NCTSN), http://nctsn.org

• National Federation of Families for Children’s Mental Health, http://www.ffcmh.org

• SAMHSA ADS Center, Campaign for Social Inclusion Award Winners, http://www.promoteacceptance.samhsa.gov/CSI/awards/default.aspx

• SAMHSA Safe Schools/Healthy Students Initiative, http://beta.samhsa.gov/safe-schools-healthy-students

• Sidran Institute, http://www.sidran.org

• Youth M.O.V.E. National, http://www.youthmovenational.org


Additional Resources—Online Materials • Blanch, A., Filson, B., Penney, D., & Cave, C. (2012, April). Engaging women in

trauma-informed peer support: A guidebook. Retrieved from http://www.nasmhpd.org/publications/engagingWomen.aspx

• Center for Parent Information and Resources. (2014, February). Mental health resources [Web page]. Available at http://www.parentcenterhub.org/repository/mentalhealth

• Cohen, L., Chehimi, S., & Chavez, V. (2010, September). Prevention is primary: Strategies for community well-being (2nd edition). Chapter and information available at http://www.preventioninstitute.org/component/jlibrary/article/id-102/127.html

• The National Child Traumatic Stress Network. (2008, October). Child trauma toolkit for educators. Retrieved from http://nctsn.org/sites/default/files/assets/pdfs/Child_Trauma_Toolkit_Final.pdf [PDF 3.5 Mb]


Additional Resources—Online Materials (cont.)• Peers Envisioning and Engaging in Recovery Services (PEERS). (2012). Shine

[Video]. Available at http://www.shinethefilm.com/index.html • Safe Schools/Healthy Students. (2013, May 30.) Youth and school violence prevention

resources [Web page]. Available at http://sshs.samhsa.gov/initiative/resources.aspx

• SAMHSA. (2009). Family psychoeducation: Getting started with evidence-based practices (HHS Pub. No. SMA-09-4423). Available from http://store.samhsa.gov/product/Family-Psychoeducation-Evidence-Based-Practices-EBP-KIT/SMA09-4423

• SAMHSA. (2014). The toolkit for community conversations about mental health. Retrieved from http://www.samhsa.gov/communityconversations


Additional Resources—Online Materials (cont.)

• Stroul, B. A., Pires, S. A., Boyce, S., Krivelyova, A., & Walrath, C. (2014, April). Return on investment in systems of care for children with behavioral health challenges. Washington, DC: Georgetown University Center for Child and Human Development, National Technical Assistance Center for Children's Mental Health. Available at http://gucchdtacenter.georgetown.edu/RISOCs.pdf?utm_source=Campaign+Created+2014%2F06%2F17%2C+12%3A34+PM&utm_campaign=ROI+email+6.17.14&utm_medium=email

• Wahl, O. F., Susin, J., Kaplan, L., Lax, A., & Zatina, D. (2011). Changing knowledge and attitudes with a middle school mental health education curriculum. Stigma Research and Action, 1(1), 44–53. doi: 10.5463/sra.v1i1.17 Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3124704


Additional Resources—ADS Center Archived Teleconferences

• It Takes a Community: Learning Together about Tools and Strategies to Support People through Emotional Distress http://www.promoteacceptance.samhsa.gov/teleconferences/archive/training/teleconference05292014.aspx

– During this webinar, the first of this two-part series focused on mental health promotion and early intervention, you’ll learn about Emotional CPR, a practical approach that teaches people how to support someone through emotional distress or crisis. You’ll hear about recovery education and support for families that is moving families from hopelessness to healing. And you’ll learn about innovative practices on one university campus that are promoting a more supportive campus community. We invite you to learn how all of us can make a difference and be equipped to better the health and wellness of our families, schools, workplaces, congregations, and communities through supportive actions.


Additional Resources—ADS Center Archived Teleconferences (cont.)

• Building Community Resiliency and Healing: Preparing for, Responding to, and Recovering From Community Trauma and Disasters http://www.promoteacceptance.samhsa.gov/teleconferences/archive/training/teleconference07232013.aspx

• Demystifying Trauma: Sharing Pathways to Healing and Wellness http://www.promoteacceptance.samhsa.gov/teleconferences/archive/training/teleconference09262011.aspx

• Ensuring Access and Inclusion in Higher Education: Rights, Rules, and Responsibilities http://www.promoteacceptance.samhsa.gov/teleconferences/archive/training/teleconference06062012.aspx

• Peer Support and Peer Providers: Redefining Mental Health Recovery http://www.promoteacceptance.samhsa.gov/teleconferences/archive/training/teleconference09212010.aspx

• Complete List of Archived Teleconferences http://www.promoteacceptance.samhsa.gov/teleconferences/archive/default.aspx

• SAMHSA Wellness webinar: The Impact of Trauma on Wellness: Implications for Comprehensive Systems Change http://www.promoteacceptance.samhsa.gov/10by10/archives/2011_3_30__archive.aspx


Questions

You may now submit your question by pressing “*1” on your telephone keypad. You will enter a queue and be allowed to ask your question in the order in which it is received. Upon hearing the conference operator announce your first name, you may proceed with your question.


For More Information, Contact

• Letty Elenes, [email protected], 510–384–5080• Stephany Bryan, [email protected] • Wendell Waukau, [email protected]


SpeakersLetty Elenes is a pioneer in the Alameda County consumer movement and received the prestigious 2010 Consumer of the Year Award for her dedication to advancing the voice of youth consumers. In 2012 she received the first Jay Mahler Leadership Award for her devoted passion in the consumer movement and amazing leadership skills. She is a founding member of the Pool of Consumer Champions-Transition Age Youth Committee and the Transition Age Youth Advisory Board. As a result of her innovative teamwork, Alameda County now has a wide-reaching, sustainable transition age youth initiative. Today, Ms. Elenes is the youngest national Advanced Level Facilitator in the Wellness Recovery Action Plan (WRAP) and the first WRAP facilitator to run youth-to-youth groups in the Nation. In 2011, she started working with Mary Ellen Copeland, Ph.D., WRAP Founder, to create a youth edition of the WRAP workbook and help with expanding WRAP to youth in Canada. Ms. Elenes is an inspiring public speaker and has delivered keynote addresses at international conferences. She also facilitates local and international workshops and trainings. Ms. Elenes graduated from California State University, East Bay, earning a degree in psychology, and she is currently an M.S.W. graduate student. She works at Peers Envisioning and Engaging in Recovery Services (PEERS), where she was recently promoted to Community Groups & Trainings Manager. During her 5 years at PEERS, she first served as the Transition Age Youth Coordinator for 3 years and then as the Transition Age Youth Manager for the last 2 years.


SpeakersStephany Bryan serves as Program Officer and Consumer & Family Liaison for the Hogg Foundation for Mental Health. She represents the perspectives of consumers of mental health services and their families in the Hogg Foundation’s strategic planning, grant making, programs, and policy activities. Ms. Bryan has spent 20 years advocating for improvements to Federal, State, and local mental health policies and services. She also has served as a leader, mentor, and adviser to consumers, family members, government agencies, policymakers, and advocacy groups in Texas and nationally. Additionally, she is a gubernatorial appointee to the Texas Integrated Funding Initiative and the Texas Transformation Workgroup, and she previously served as Chair of the Parent Collaboration Group with the Texas Department of Family and Protective Services. Ms. Bryan also previously worked with the National Federation of Families for Children’s Mental Health and the American Institutes for Research to advise communities and States across the country on implementing systems of care for children and youth with mental health needs and their families. She also was the first Parent Coordinator for The Children’s Partnership in Travis County, the first federally funded local program in Texas to implement systems of care. Ms. Bryan has a certificate in finance from the American Institute of Banking and completed courses in music at Texas State University.


SpeakersWendell Waukau, M.A., Ed.S., is currently the Superintendent for Menominee Indian School District (MISD). MISD is located on the Menominee Indian Reservation in Northeast Wisconsin and serves approximately 900 students in grades 4K (pre-K) through 12. Mr. Waukau is an enrolled member of the Menominee Indian Tribe in Wisconsin and considers it to be both a privilege and an honor to work for the community he grew up in. For 25 years Mr. Waukau has served MISD and his community as a teacher, coach, athletic director, dean of students, principal, and superintendent. Once labeled a “dropout factory” for graduating less than 60 percent of its students on time, MISD has successfully implemented various reforms and initiatives in the areas of community and family engagement, mentoring, early childhood, nutrition and wellness, and alternative schooling over the past 7 years, which have led to a present day graduation rate of 94 percent. In 2012 Mr. Waukau was honored at the White House by President Obama as a “Champion of Change,” or what the White House calls a “school turnaround leader.” This recognition gave MISD and their Native community the validation that they were making significant progress in building a culture of high expectations, improving instruction, creating safe learning environments, and fostering professional collaboration among schools and community. Mr. Waukau and his wife, Lori, have three children, who all attend MISD schools.


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Archive

This training teleconference was recorded. The PowerPoint presentation, PDF version, video archive including closed-captioning, and written transcript will be posted to the SAMHSA ADS Center Web site at http://www.promoteacceptance.samhsa.gov/teleconfer

ences/archive/default.aspx.


Also of Interest

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SAMHSA ADS Center4350 East West Highway, Suite 1100Bethesda, MD 20814

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The moderator for this call was Jane Tobler.


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