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The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. April 23, 2002 Dear Participant: The staff and sponsors of The 3Rs to Dealing with Trauma in Schools welcome you and thank you for your participation. The broadcast today is being aired in more than 350 sites across the country. We estimate that more than 2,000 practitioners, like yourself, are will watch this broadcast! Our goal is to make this forum an opportunity for national discussion and networking, for sharing successes and challenges, and for perpetuating the national movement to prevent violence. We are excited about your participation, and we hope that the material presented will prove valuable in your work. Following this letter, you will find:  Letter from Secretary of Education Paige  Broadcast Objectives  Draft of Broadcast Script  List of Highlighted Programs  Bios of Highlighted Guests  Calendar of Upcoming Events  Order forms (for resources)  Information about Upcoming Conferences  Staff Directory  Certificate Request Form  Websites for Project Partners  Information and Resources  List of Project Staff  Mid-Broadcast Activity At the conclusion of the broadcast, please distribute and collect completed participant evaluation forms. Return participant forms and your facilitator evaluation form in the self-addressed envelope provided. We hope this information is helpful and facilitates a community mobilization toward violence prevention. Sincerely, The 3Rs Team The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. THE SECRETARY OF EDUCATION WASHINGTON, D.C. 20202 February 11, 2002 Dear Chief State School Officer: February 11, 2002 Dear Chief State School Officer: On January 8, President Bush made an unprecedented commitment to America's future by signing the No Child Left Behind Act, which takes historic steps to bring comprehensive change to our system of education. Over the next two days, I hosted meetings with many Chief State School Officers from across the country to share ideas and strengthen relationships. I believe your colleagues who attended the meetings went home with the same vision for partnership and sense of energetic optimism the President and I hold. As we work together to bring positive and meaningful change to our schools, we must simultaneously recognize and adapt to the changes thrust upon us by the events of September 11, 2001. My office has worked diligently to offer support and guidance to assist schools and parents in coping with the new and extraordinary challenges we all face. We have also learned critical information that will help us ensure our schools are secure and safe learning environments. In addition, the U.S. Department of Education is planning several activities and initiatives to prepare our schools further for potential threats affecting our students, educators, and their families. The enclosed document offers detailed information to bring you up to date on the specific actions taken by the Department of Education to address the needs of those directly and indirectly affected by September 11. It also provides several important The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. lessons learned with respect to threat assessment and crisis management in our schools, as well as actions educators and communities can take to implement effective policies to protect our children from both internal and external threats. I encourage you to share this information with members of your staff working on safety and crisis management issues. Whether we are working to raise expectations for academic achievement or seeking to increase safety within our schools, I am committed to helping you provide an optimistic and hopeful future for every American child. Sincerely, Rod Paige Our mission is to ensure equal access to education and to promote educational excellence throughout the Nation. This page last updated February 13, 2002 (tag) The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. U.S. Department of Education’s Immediate Response to the Events of 9/11/01 The Department of Education has worked to offer all possible assistance to the victims of the September 11 attacks as well as help the many individuals and groups that were indirectly affected.  Information on the Department’s Website: Immediately following September 11, the Department provided resource information on its website to help teachers and parents identify reputable sources for advice on helping students deal with the crisis.  School Emergency Response to Violence (SERV) Grants: Grants were provided to the New York City Board of Education and the state departments of education in New York, Connecticut, New Jersey, Maryland, the District of Columbia, and Virginia to help schools reestablish safe and secure learning environments.  Trauma Experts to New York City: After working with officials from New York City Public Schools to understand their immediate needs, the Department identified several experts in trauma response and provided support for their travel to New York City to assist in the development of a strategy for dealing with the effects of September 11.  Trauma Response Training: The Department sponsored a one-day workshop on responding to traumatic events for officials from nonpublic schools in New York City. Experts from the University of California at Los Angeles and the Los Angeles Unified School System conducted the training. Lessons Learned and Recommendations To gain a better understanding of actions taken in response to September 11, the Department has met with educators, students, teachers, administrators, law enforcement officials, medical experts and mental health professionals from around the country. These meetings were very productive, and the following items were determined to be critical elements to ensuring successful crisis management.  We strongly urge schools to have a plan for dealing with crisis, including crises such as school shootings, suicides, and major accidents, as well as large-scale disasters, such as the events of September 11, that have significant impact on schools throughout the country. We recommend that every school review its school safety plan to ensure that it is comprehensive and addresses a wide range of crisis situations. Schools that do not have a school safety plan should implement a plan immediately. Some suggestions regarding issues that should be addressed in a school safety plan are included at the end of this document.  Effective school safety plans are developed with input from, and support of, a variety of public and private agencies, including agencies representing law enforcement, fire departments, emergency services, victim services, and agencies responsible for homeland security. To be effective, school safety plans must communicate goals and assignments clearly and be updated regularly to remain relevant over time. Whether schools are reviewing The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. existing plans or developing new ones, they should seek to include agencies with relevant expertise that may not have routinely partnered with schools.  Developing a comprehensive school safety plan is only part of the task. Schools should conduct practice drills on a regular basis, and the results of practice activities should be reviewed to determine if revisions are needed. Practices can be incorporated within regularly scheduled safety activities, such as fire drills. Schools are encouraged to maintain contact with agencies that respond to crises, such as local law enforcement and fire departments, emergency preparedness agencies, and the National Guard, to ensure schools are included in any community-wide emergency preparedness drills.  During a crisis, there is no guarantee that normal chains of communication, command, and control will work as intended. Communications between schools and central headquarters can be disrupted, delayed, or otherwise impeded during a crisis. School-level administrators cannot be certain that information, guidance, or orders will be available, and they must have the skills and confidence to respond to any crisis situation they might face. School administrators are encouraged to consider several options for overcoming communication difficulties. First, they may want to delegate decision-making authority to building-level principals during times of crisis. School district officials should work closely with law enforcement officials and other emergency service agencies in advance of a crisis situation to ensure that clear lines of authority are established and well known. Finally, we encourage officials to work with experts in the telecommunications field to understand what communication links are likely to be affected in certain circumstances, and explore back-up systems or plans, including “low-tech” or nontraditional communications strategies.  Accurate and timely information on a crisis needs to be provided to students, family members, and faculty when appropriate. Absent such information, rumors and false information are likely to spread, which can cause additional problems for school and law enforcement officials. Therefore, school districts should develop a detailed procedure for providing accurate and timely information to students, parents, and faculty.  School policies that address typical problems may not provide adequate guidance regarding some situations faced by schools in recent years. Policies need to be reviewed to make sure they address a wide range of situations. We encourage school districts to review policies related to the possession of cell phones, terror hoaxes, and assessment of threats against schools, students, and faculty. We believe all threats made against students, faculty, and school property must be taken seriously and handled appropriately. We also encourage schools to work with parents, faculty and students to develop strategies for publicizing the serious consequences associated with making threats.  School safety plans must address issues beyond safety, and consider the health and mental health needs of students, faculty, and parents that result from a crisis. Crises such as the ones experienced at Columbine and on September 11 affect students, faculty, and parents, to varying degrees, in every school district. When addressing health and mental health issues, The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. school safety plans should recognize that some students, faculty, and parents might need these health-related services for long periods of time. We recommend that every school safety plan include a section that deals with recovery issues, including the health and mental health needs of students, faculty, and parents.  Almost every community has access to the health and mental health services that can address the needs of those affected by crisis, but many school districts have not developed linkages with the organizations that can provide these services, and as a result, these services are not immediately available in time of crisis. We encourage school districts to initiate conversations with local health and mental health providers and develop “memoranda of understanding” to delineate roles and responsibilities in times of crisis.  Schools experiencing major crises invariably receive an outpouring of support from potential volunteers who want to help. However, few districts have a plan in place to screen volunteers to make sure they are qualified and suitable to provide services in schools. We recommend that school safety plans include a process for screening persons who volunteer to assist during a crisis. Schools may want to consider having a cadre of experts and other service providers prescreened, so they can participate in emergency response activities without any delay.  Only a few school districts have staff members who are adequately trained to deal with the results of a crisis such as a school shooting or the events of September 11. We encourage every district to designate and train a person, or group, to act as lead official(s) for response to crisis situations.  Students are sometimes further traumatized by actions taken, often with the best intentions, by teachers, faculty, and parents. Constantly retelling or reshowing portrayals of violent events can have a traumatic effect on students. School districts are encouraged to work with mental health service providers, teachers, and parent groups to establish guidelines for activities that respect the developmental capacity of students. Upcoming Department of Education Activities: In order to help ensure that schools and students are safe from internal and external threats, the Department of Education is planning several activities, including:  Incorporate schools in Federal, State, and Local Emergency Planning: It is important for educators to be included in emergency planning processes, so we will work with the Office of Homeland Security and the Federal Emergency Management Agency to ensure that schools are routinely included in planning for emergencies.  International Forum on Response to Terrorism : The Department of Education is hosting a meeting of educators from 10 countries that have had experience in dealing with terrorism to learn more about their experiences and how they have dealt with them. Information from this The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. forum will be shared with educators throughout the United States.  Teleconference on Bio-terrorism: The Department of Education is collaborating with the Centers for Disease Control and Prevention to provide educators with the best science available on identifying and handling bio-terrorist threats such as anthrax. We anticipate holding this teleconference in late winter 2002.  Teleconference on Developing a Mental Health Response to Crisis: The Department of Education is collaborating with the Harvard School of Public Health to provide educators with the best possible information on the mental health needs of those affected by crisis. We anticipate holding this teleconference in early spring 2002.  Threat Assessment Guide: The Department of Education is working with the U.S. Secret Service on the development of a Threat Assessment Guide. The guide will provide educators with practical advice on differentiating between persons making idle threats and those posing actual threats. The guide is scheduled for release by spring 2002 and will include a series of supplemental training activities.  Bomb Threat Guide: The Department of Education has been working closely with the Bureau of Alcohol, Tobacco, and Firearms to develop and disseminate materials that will help school officials develop strategies for prevention of bomb threats and for handling them effectively when they occur. Release is anticipated by summer 2002. Additions to Consider for School Safety Plans in Response to September 11 Schools need to develop comprehensive school safety plans that address the variety of crises they might face. While many schools and school districts have revised school plans to address shootings such as the tragedy at Columbine High School, the terrorist attacks in New York City and Virginia raise concerns that may not be addressed in current plans. The information below identifies specific concerns and suggests possible approaches to addressing them.  Evacuation: A major crisis may require several schools to be evacuated simultaneously. Because school plans frequently call for students to be evacuated to other schools in the district, alternate evacuation sites and routes should be identified. This will necessitate coordination of safety plans for individual schools with district-wide plans. Special plans are also necessary to address the threat or suspicion of bio-terrorism. In these situations, evacuation procedures must ensure that cross-contamination does not occur.  Attendance: In a major crisis, schools may need to quickly account for students. A plan for collecting and maintaining accurate attendance figures throughout the school day is necessary to provide data for this process. Schools should remember that attendance records should be stored in locations that are readily accessible to teachers, administrators, emergency service workers, and law enforcement officials.  The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc.  Information for Parents: Parents expect schools to provide quick and accurate information regarding the location and status of their children. Schools should establish procedures for making such notifications and should regularly share those procedures with parents. A major crisis impacting an entire community may also require evacuation of parents or other caregivers from their homes or places of employment. As a result, school safety plans need to address alternatives for communicating with parents. This scenario also requires schools to examine procedures for releasing students to parents or other caregivers. If parents or other designated individuals cannot reach their students, or if students cannot be transported to their homes, schools should have a plan to respond appropriately.  Transportation: Alternate strategies for transporting students during evacuations and/or to their homes must be considered. During a large-scale crisis, usual methods for transporting students may not be available. Further, schools located in some sites such as military bases may be closed to the public, thus alternatives for transporting those students would be necessary.  Lead Official: Every school site should have one person designated “lead official,” who is well-trained, well-acquainted with all aspects of the school safety plan, and has the authority to take charge during a crisis. In addition to the lead official, schools should have a deputy or assistant lead official in case the lead official is not available in a time of crisis. Lead officials should meet regularly with law enforcement and other emergency responders to clearly define the roles and responsibilities for everyone involved. The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery Learning Objectives: U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. 1. Understand the importance and impact of multi-level school-based mental health approaches and services on preventing, responding, and recovering from trauma. 2. Articulate a strategy to incorporate the mental health needs of students and staff into safe school plans. 3. Identify the types of mental health services available to meet the specific needs of students, staff and communities. 4. Illustrate promising school-based models for readiness, response and recovery and describe elements of effective mental health models that help schools prevent and respond to trauma. Definitions: Trauma: a sudden, unexpected, or violent event that may involve physical harm and fear. Readiness: Includes preparation and prevention.  Prevention-identification of service or policy gaps prior to the development of a crisis, filling these gaps, and evaluating effectiveness.  Preparation- development and implementation of safety policies and plans; staff training; partnerships with key agencies and organizations (i.e., community mental health agencies, local religious institutions, other schools, etc.); and, widespread knowledge of all the policies, procedures, and key community partners. Response- the ability to assess the situation quickly and effectively and to notify and mobilize key personnel to ensure safety Recovery- the process by which a safe environment is restored, appropriate services are made available, and normal developmental processes resume. The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery Script for Broadcast 12:30-12:32 12:32- 12:38 OPENING FOOTAGE U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc.  12:38-12:43 JUDGE ANDELL: WELCOME AND REVIEW OF KEY TERMS Trauma, Readiness, Response, & Recovery INTERVIEW WITH MARK WEIST  Dr. Weist is the Director of the Center for School Mental Health Assistance and Associate Professor of Psychiatry at the University of Maryland School of Medicine. ROLL-IN POLK COUNTY, IOWA MENTAL HEALTH COLLABORATIVE 12:43 – 12:48 12:48 – 12:58 MARK WEIST CONTINUED  How to integrate mental health into schools 12:58-1:02 1:02 –1:20 ROLL-IN COMPILATION OF YOUTH INTERVIEWS ALAN STEINBERG INTERVIEW  Discussion of “preparedness” and readiness  Post-Traumatic Stress Disorder CALL, FAX, E-MAIL QUESTIONS BILL MODZELESKI, & DEBORAH PROTHROW-STITH INTERVIEW  Secretary of Education’s “Lessons Learned from September 11 th” MID-BREAK FAIRFAX COUNTY, VA TEACHER & PAMELA CANTOR INTERVIEW  Dr. Cantor is the Director of the Children’s Mental Health Alliance in New York City  Mr. James Morris is a social studies teacher at West Springfield High School in Northern Virginia ROLL-IN, LOS ANGELES UNIFIED SCHOOL DISTRICT MARLEEN WONG INTERVIEW  Director, School Mental Health Services for Los Angeles Unified School District ROLL-IN, OKLAHOMA CITY 1:20-1:34 1:34-1:44 1:45- 2:30 2:30-2:43 2:44-2:49 2:49-3:00 3:00- 3:05 3:05- 3:15  ROBIN GURWITCH INTERVIEW Dr. Gurwitch is an Associate Professor in the Department of Pediatrics at the University of Oklahoma Health Sciences Center 3:15-3:29 3:29-3:30 CALL, FAX, OR E-MAIL QUESTIONS JUDGE ANDELL WRAP-UP The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Highlighted Programs 1. The Center for School Mental Health Assistance: Mission- The Center for School Mental Health Assistance (CSMHA) provides leadership and technical assistance to advance effective interdisciplinary school-based mental health programs. We strive to support schools and communities in the development of programs that are accessible, family-centered, culturally sensitive, and responsive to local needs. The center offers a forum for training, the exchange of ideas, and the promotion of coordinated systems of care that provide a full continuum of services to enhance mental health, development, and learning in youth. Framework- The CSMHA uses the term “expanded school mental health” (ESMH) to describe programs that deliver a range of services (prevention, assessment, treatment, case management) to youth in both general and special education, with strong collaboration between schools and community mental health agencies and programs. “Expanded” conveys that we are building on programs and services that exist in almost all schools; for example, reflecting the work of school psychologists, social workers, counselors, and in some cases other staff, such as school nurses, and teachers with particular expertise in addressing behavioral issues in students. ESMH programs augment the work of these staff, and emphasize an effort by the school to fill in gaps and improve services in a collaborative and interdisciplinary team effort. Providing a range of services captures the notion of building comprehensive care for youth in the most universal natural setting, related to the strong evidence and growing awareness that most youth who would benefit from mental health care do not receive it. Our inclusion of youth in general and special education underscores the needs of all youth, and recognizes the reality that in many schools and school districts in the country more intensive mental health care is limited to youth in, or being referred into special education. Our emphasis on programs that involve significant collaboration between schools and community agencies and programs (e.g., mental health centers, health departments) is based on recognition that schools cannot do all of this work, and in many cases are being overburdened with demands that should be addressed in other community systems. Goals 1) Conduct national training and education 2) Provide technical assistance and consultation 3) Analyze and promote discussion on critical issues 4) Gather, develop, and disseminate resource materials 5) Facilitate networking among those involved/interested in mental health in schools Contact Information: 680 West Lexington Street, 10 th Floor, Baltimore, MD 21201-1570 Phone: (410) 706-0980; 1-888-706-0980; Fax: (410) 706-0984, Email: csmha@psych.umaryland.edu ; Web: http://csmha.umaryland.edu The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery 2. Los Angeles Unified School District: U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. The Los Angeles Unified School District (LAUSD) Mental Health Services, also known as School Mental Health, was established in 1933. Presently, Mental Health Services, District Crisis Intervention Teams and Suicide Intervention Programs serve all the students of the Los Angeles Unified School District (LAUSD), the second largest school district in the United States with an enrollment of 722,000 K-12 students in over 900 schools and centers. A staff of 160 psychiatric (clinical) social workers, clinical psychologists, child psychiatrists, and community workers; 250 District crisis team members; and Early Behavior Intervention Counselors at 175 elementary and middle schools provide a range of professional mental health services for students who evidence social emotional, behavioral and trauma related problems inhibiting their ability to learn. LAUSD Mental Health provides the following services:           Early Intervention and Prevention Services Special Education Assessments/Case Management Individual, Group, and Family Therapy Parent Education Crisis Intervention/Threat Assessment and Management Suicide Prevention Mental Health Consultation and Education Earthquake/Disaster Recovery Services and Training School Based Mental Health Program Development School Social Work Services 3. National Center for Child Traumatic Stress The Center for Traumatic Stress at UCLA is part of a national network of 17 centers. The centers were formed to address the needs of children and adolescents who are exposed to a variety of traumatic events, including physical and sexual abuse or assault; natural and man-made disasters; injuries from accidents or animal attacks; chronic, severe or painful medical conditions, or invasive medical procedures; domestic, school or neighborhood violence; traumatic loss of family or friends; kidnapping; and war, terrorism and political oppression. UCLA and Duke University serve as codirectors of a joint coordinating center, which provides administrative resources, data management, and research and clinical expertise to members of the initiative and monitors and evaluates the activities of other center members. Members of the national network include intervention development centers and community treatment and service centers; all members are charged with improving access to services and raising the standard of care for traumatized children and their families throughout the United States. The network utilizes a developmental, family, and cultural perspective, to advance treatment and service innovations and build a bridge between science and practice in community settings. The National Child Traumatic Stress Network is supported through funding from the Donald J. Cohen National Child Traumatic Stress Initiative, administered by the Center for Mental Health Services (CMHS), Substance Abuse and Mental Health Services Administration. The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery  U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc.  Network members charged with identifying, supporting, improving or developing effective treatment and service approaches include Boston Medical Center; The Early Trauma Treatment Network, UC-San Francisco; Northshore University Hospital, Long Island, N.Y.; Yale University, New Haven, Conn.; and the Allegheny-Singer Research Institute, Pittsburgh. Network members charged with establishing community practice centers for implementing and evaluating services include Miller Children's Hospital Abuse and Violence Intervention Center, Long Beach, Calif.; The Center for Multicultural Human Services, Falls Church, Va.; Children's Institute International, Los Angeles; Arbour Health Systems, Boston; The Aurora Mental Health Center, Aurora, Colo.; University of Missouri-Kansas City; The Mental Health Corporation of Denver; Mount Sinai Adolescent Health Center, New York; the New Mexico Alliance for Children with Traumatic Stress, Santa Fe, N.M.; the Northwest Ohio Child Trauma Community Practice Center, Toledo, Ohio; Intermountain Health Care, Salt Lake City; and Safe HorizonSaint Vincent's Child Trauma Care Center, New York. Contact: Dr. Alan Steinberg, Associate Director or Dr. Robert Pynoos, Director, National Center for Child Traumatic Stress, University of California at Los Angeles, 11150 Olympic Blvd, Suite 770, Los Angeles, CA 90064.Phone: (310) 235-2633, Fax: (310) 235-2612. 4. The Partnership for Recovery in the New York City Schools (see page 16 for list of partners)- The emotional and psychological impact of the September 11th events on the 1.1 million public school students in New York City is not yet known. To address the mental health needs in the wake of this tragedy, the New York City Board of Education and The Children's Mental Health Alliance (CMHA), have formed The Partnership for Recovery in the New York City Schools (Partnership). This Partnership now includes hospitals, community-based providers, local experts on trauma, screening and public health issues, educators, funders, including the New York Times 9/11 Neediest Fund, and national experts from the CDC, the NYU Child Study Center, The Jewish Board of Family & Children's Services, St. Vincent's Hospital and the National Center for Children Exposed to Violence. The goals of the Partnership are to:  identify the needs of different populations of children throughout the city using the scientifically valid screening instrument which has been developed by the Partnership. This screening instrument will allow the Partnership and the Board of Education to better understand how children and teachers have been affected, and guide them in making thoughtful decisions about how to meet those needs and how to allocate resources;  develop the capacity and infrastructure of the New York City schools to meet the short and long-term emotional needs of its children and to respond to a crisis in a coordinated and effective manner; The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery    U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. create critical partnerships encompassing schools and mental health providers, law enforcement, and other community based services and organizations and develop a map of those resources and partnerships for all school districts throughout the city; coordinate an effort to guarantee that the children who are affected by a catastrophe have access to appropriate clinical interventions. This will include a review of best practices and models for working with children and staff following a disaster; coordinate and integrate the funding for this effort. While the immediate aim of this program is recovery in New York City, the needs that it meets are both long-term and universal. When implemented, this program will boost the capacity of schools and communities to respond to the mental health needs of children that arise both in times of crisis and in daily life. Communities and schools in New York, the United States, and the world beyond must be empowered to respond, with a coordinated effort, to the mental health needs of children in order to provide for healthy development and the formation of healthy-functioning adults. This has always been the mission of the Children's Mental Health Alliance and now it is bringing the benefit of years of experience to the recovery efforts in New York City. Contact Information: The Partnership for Recovery in the New York City Public Schools, NYC Board of Education, Children Mental Health Alliance, 52 E. 72 nd Street, New York, NY 10021. Phone- 212- 879-5244, Fax-212- 249-4186, E-mail, info@cmhalliance.org, web-sitewww.cmhalliance.org 5. Polk County Mental Health Collaborative The current Mental Health Collaborative has its roots in a school-based youth services program, SUCCESS. SUCCESS began by offering the services of four full-time staff in the fall of 1990 through a state grant for School-Based Youth Services Programs. The SUCCESS model features partnerships between mental health therapists and case managers. All case managers serve students and their families in a holistic manner by assessing need, developing case plans based on families strengths and desired goals, and advocating for them to connect with available community resources. The elementary level has the most comprehensive level of service, with full-time guidance counselors in each building, a full-time therapist, and a site-based case manager. The SUCCESS program has been extensively evaluated and nationally recognized. This program formed the basis for the County’s Safe Schools, Health Students Application. With the Safe Schools, Healthy Students award, the County was able to expand its mental health services and its collaborative partners. Originally consisting of the Des Moines Public Schools, United Way of Central Iowa, and Des Moines Child and Adolescent Guidance Center, the collaboration has expanded to include the Greater Des Moines Foundation and a local pastoral counseling center. The grant award enabled the program to expand in several significant ways:  Four bi-lingual case managers are now on staff. The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery    U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc.     One elementary level and fifteen secondary level case managers were hired, resulting in the presence of a case manager in every middle and high school in Des Moines. Full-time therapists were added in Des Moines Public Schools as well as two therapists in a rural school district and one therapist at an urban school district A coordinator was hired by Des Moines Child and Adolescent Guidance Center to train all County school guidance counselors and school nurses in key mental health issues identified by staff. Coordinator responsibilities also include working with counselors in each district to facilitate/streamline the referral process for mental health services. Funds have been made available for psychiatric services, other than hospitalization, for children who are under-or uninsured. Training is now provided for guidance staff and SUCCESS case managers to implement research-based curriculum such as Project Alert and Second Step Violence Parent education is offered by Iowa State University Polk County Extension Services Family Development Specialist Training is offered at no cost to any human service provider in Polk County. Contact Information: Cyndy Erickson, Safe Schools/Healthy Students Coordinator, Des Monies Independent Community School District, 1800 Grand Avenue, Room 450, Des Moines, IA 503093382, Ph-515-242-7893, Fax-515-242-7396, E-mail, Cyndy.Erickson@dmps.k12.ia.us The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. THE PARTNERSHIP FOR RECOVERY IN THE NEW YORK CITY SCHOOLS Co-chairs: Judith A. Rizzo, Ed.D. Deputy Chancellor NYC Board of Education Pamela Cantor, M.D. President Children’s Mental Health Alliance Partners: New York City Board of Education Children's Mental Health Alliance The After School Corporation Applied Research and Consulting, LLC Center for Social and Emotional Education Columbia University School of Public Health Educators for Social Responsibility The Jewish Board of Family and Children’s Services Mount Sinai Medical Center National Center for Child Traumatic Stress National Center for Children Exposed to Violence National Center for Children in Poverty New York City Department of Mental Health New York City Office of Emergency Management New York State Office of Mental Health New York State Psychiatric Institute New York University Child Study Center New York University School Recovery Program Safehorizon Saint Vincent’s Hospital and Medical Center Yale University Child Study Center The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Featured Guest Biographies 1. Judge Eric Andell- currently serves as special counsel to the secretary at the Department of Education. Prior to joining the Education Department, Andell served the state of Texas as a judge for the 315th District Court and most recently justice for the First Court of Appeals. During his earlier tenure as a juvenile court judge, Andell helped establish High Point High School, one of the earliest high schools committed to serving at risk students that had been expelled from the public school system. In addition to holding public office, Andell has served as chair of the Texas Juvenile Probation Commission, chair of "At Risk Students" a program sponsored by the Harris County Education Foundation, was vice-chair of mental health for the Mental Retardation Authority of Harris County, was a co-founder of the Dispute Resolution Center of Harris County and is a member of the Houston/Harris County Commission on Children. 2. Pamela Cantor, M.D., is a child and adolescent psychiatrist and the founder/president of The Children's Mental Health Alliance (CMHA). She is an Assistant Professor of the Yale Child Study Center and a member of the faculty of the National Center for Children Exposed to Violence. Dr. Cantor is co-director of the Eastern European Child Abuse and Child Mental Health Project, sponsored by financier George Soros' private foundation, the Open Society Institute, and the Children's Mental Health Alliance. As part of her work on this project she has worked closely with child psychiatrists and psychologists, pediatricians and educators throughout the world to establish non-governmental organizations in twelve countries in Eastern Europe. The NGO's are currently functioning in these developing democracies as resources for training, technical assistance and in some cases treatment. In some of these countries they have counseled ministries on the development of laws that protect children and support families. In June of 1999, Dr. Cantor co-hosted Safe from the Start: The National Summit on Children Exposed to Violence. This resulted in the launch of President Clinton's Children Exposed to Violence Initiative. Her interest in community mental health led to the formation of the Community Partnership program of the Alliance. This program created a "university without walls" which became a resource to small community health organizations who would not otherwise have access to certain types of technical expertise and mentoring. Currently, Dr. Cantor and the Alliance are leading the Partnership for Recovery in the New York City Schools in collaboration with the NYC Board of Education. This comprehensive effort will expand the capacity and infrastructure within the New York City schools to support the healthy development of its 1.2 million children, the well-being of its 80,000 teachers and the ability of the system to respond to crises in a smooth and effective way. Contact Information: Pamela Cantor, M.D., The Partnership for Recovery in the New York City Schools, NYC Board of Education, Children’s Mental Health Alliance, 52 E. 72nd Street, New York, NY 10021, Phone-212- 879-5244, Fax-212- 249-4186, E-Mail, info@cmhalliance.org, website, www.cmhalliance.org 3. Robin Gurwitch, Ph.D. is an Associate Professor in the Department of Pediatrics at the University of Oklahoma Health Sciences Center, is a licensed Clinical Psychologist and Marriage and Family Therapist. Dr. Gurwitch specializes in work with children, particularly those considered at-risk. Since The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery Gurwitch continued U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. the bombing in Oklahoma City in 1995, Dr. Gurwitch has devoted much time to understanding the impact of trauma and disaster on children. She has severed on State and national committees and task forces focusing on trauma/disaster, terrorism, and violence. Dr. Gurwitch has co-authored a treatment manual for use with young children after a trauma and helped the American Red Cross develop materials related to terrorism for use in schools. She has written book chapters and scientific journal articles on the topics of the Oklahoma City bombing, children and trauma/disaster and terrorism. She has presented on these issues at state, national, and international levels. Since the events of September 11, 2001, and their aftermath, Dr. Gurwitch has been providing training and consultation services on the impact of terrorism on children to agencies, schools, and organizations across the country. Dr. Gurwitch received her doctoral degree in Clinical/Medical Psychology from the University of Alabama at Birmingham. She completed an internship in Pediatric Psychology at RushPresbyterian-St. Luke's Medical Center in Chicago and a fellowship in Child Psychology at the University of Texas Medical Branch in Galveston. Contact Information: Robin Gurwitch, Ph.D., Associate Professor, University of Oklahoma Health Sciences Center, Department of Pediatrics, 1100 N.E. 13th Street, Oklahoma City, OK 73117, Phone-405- 271-6824 ext.45122, Fax-405- 271-8835, E-mail robin-gurwitch@ouhsc.edu 5. William Modzeleski, M.P.A is the Director of the U.S. Department of Education's Safe and Drug Free Schools Program. The program provides funds and assistance to Governors, State Education Agencies, and local school districts to develop strategies and programs to prevent violence in and around schools, and strengthen programs that prevent the illegal use of alcohol, tobacco, and drugs. Prior to his current assignment, Mr. Modzeleski was detailed to the Department of Education from the U.S. Department of Justice to serve as Executive Director of the National Commission on Drug-Free Schools. The Commission on Drug-Free Schools was established by Congress to develop recommendations for achieving drug free schools and campuses. Other national commissions on which Mr. Modzeleski has served include the Attorney General’s Task Force on Family Violence, the President’s Child Safety Partnership, and the White House Conference for a Drug-Free America. Mr. Modzeleski has over 25 years of experience at the local and Federal levels in criminal and juvenile justice areas. While at the Department of Justice, he served in a variety of capacities including: Juvenile Justice and Corrections Specialist; Staff Director of the Coordinating Council on Juvenile Justice and Delinquency Prevention; Director of Family Violence Programs; and Federal Coordinator of High Impact Cities Program (Newark, New Jersey). In his role as Director of the Safe and Drug Free Schools Program, Mr. Modzeleski is involved in the design and development of drug and alcohol prevention programs, violence prevention programs, and activities especially as they affect the school and in school health-related issues. He assisted in the design of the Safe Schools Act of 1994, a bill developed to provide assistance to local educational agencies for violence prevention activities, and in the reauthorization of the Safe and Drug-Free Schools and Communities Act. Mr. Modzeleski has represented the Department of The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery Modzeleski Continued U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Education on several interagency committees including: White House Conference on Youth, Dru gs, and Violence; Conference on Youth Violence Prevention; Mexican/American High Level Contact Group for the Fight Against Drug Trafficking; Violence Against Women Interagency Working Group; and the Interdepartmental Working Group on Violence (chair of School Violence Committee). He has also formed and led a delegation of counselors, psychologists, and mental health providers to Oklahoma City, to assist the Oklahoma Public Schools cope with the psychological effects of the bombing. Mr. Modzeleski has a Bachelor of Arts degree in Political Science from the University of Bridgeport, and a Masters of Public Administration from C.W. Post College. Upon graduation he joined the U.S. Army. He was commissioned in 1968 and served in various capacities in the U.S. and in Vietnam. He recently authored an article on Creating Safe Schools (Education and Urban Society, Vol. 28 No. 4, August 1996, Sage Publications, Inc.), and co-authored an article on School Associated Violent Deaths in the United States, 1992 to 1994 (Journal of the American Medical Association, June 12, 1996 Volume 275). Mr. Modzeleski received the Presidential Meritorious Executive Award for Senior Executive Service in 2001. Contact Information: Bill Modzeleski, Director, Safe and Drug-Free Schools Program, U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20202-6123. Phone: (202) 260-3954 6. Deborah Prothrow-Stith, M.D. is a nationally recognized public health leader. As a physician working in inner-city hospitals and neighborhood clinics, she recognized violence as a significant public health issue. The typical medical response to patients injured by violence led to her examination of violence as a societal “disease” that could be prevented through implementing effective public health strategies. Appointed in 1987 as the first woman and youngest-ever Commissioner of Public Health for the Commonwealth of Massachusetts, she expanded treatment programs for AIDS and drug rehabilitation. During her tenure, she also established the first Office of Violence Prevention in a department of public health. As a chief spokesperson for a national movement to prevent violence, Dr. Prothrow-Stith developed and wrote the first violence prevention curriculum for schools and communities, entitled Violence Curriculum for Adolescents and co-wrote Deadly Consequences, the first book to present the public health perspective on violence to a mass audience. She has authored or co-authored over 80 publications on medical and public health issues. Innovative in her approach to violence prevention, she continues to develop programs and nurture partnerships with community-based programs locally and nationally including the Community Violence Prevention Project and Partnerships for Preventing Violence. The latter is a six-part training Forum, conducted from 19972000, providing professionals with a thorough understanding of comprehensive, effective, school- The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery Prothrow-Stith continued U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. centered violence prevention approaches. Under President Clinton’s administrations, she served as a member of his National Campaign Against Youth Violence. Dr. Prothrow-Stith currently serves as Associate Dean for Faculty Development, as well as Director and Professor of the Division of Public Health Practice at the Harvard School of Public Health. She graduated from Spelman College and Harvard Medical School and has received ten honorary doctorates. Contact Information: Deborah Prothrow-Stith, M.D., Director, Division of Public Health Practice, Harvard School of Public Health, 1552 Tremont St., Boston, MA 02120. Phone: 617-496-0713. 7. Alan Steinberg, Ph.D. Dr. Steinberg is currently Associate Director of the National Center for Child Traumatic Stress. He is a recognized authority in the areas of child traumatic stress, public mental health approaches to post-disaster recovery programs, and the design and analysis of a broad spectrum of research across this field. He has extensive experience in assisting community and school-based programs to institute rigorous assessment, treatment, and outcome protocols. Over the years, he has published over 50 theoretical and empirical articles in the most highly prestigious psychiatric journals and books. This research includes studies of stress hormones in traumatized adolescents, longitudinal comorbidity among traumatized adults and children, treatment outcome, psychometric assessment, post-violence, post-war and post-disaster intervention, and moral development and disturbances in conscience functioning among adolescents after natural disaster. He has also made contributions to the ethical literature on competency to consent to treatment and reporting of child abuse. He has formulated a developmental psychopathology model of childhood traumatic stress that has provided the field with a widely adopted conceptual framework to develop assessment instruments, treatment interventions and research designs. Dr. Steinberg has also served as a long-term consultant to UNICEF, and has worked in Turkey, Bosnia-Herzegovina, Greece and Taiwan to assist in the development and implementation of post-disaster mental health recovery programs and the design of clinical research. He also devotes time to teaching bioethics in the UCLA Medical Center and the UCLA Department of Philosophy. Contact Information: Alan Steinberg, Ph.D. Associate Director, National Center for Child Traumatic Stress, University of California at Los Angeles, 11150 Olympic Blvd, Suite 770, Los Angeles, CA 90064. Phone: (310) 235-2633, Fax:(310) 235-2612. E-mail: asteinberg@mednet.ucla.edu 5. Mark Weist, Ph.D., Mark D. Weist obtained a Ph.D. in clinical psychology from Virginia Tech in 1991, and is currently an Associate Professor in the Department of Psychiatry at the University of Maryland School of Medicine. He directs the Center for School Mental Health Assistance, a technical assistance center that aims to promote the expansion and improvement of mental health programs in schools across the country. He also directs the School Mental Health Program, which provides assessment, treatment, and prevention services to youth in 22 elementary, middle and high schools in Baltimore. This year, he is in his 11 th year of providing mental health services to students at Southwestern High School. He is active in the American Psychological Association The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Weist continued (APA), the American School Health Association (ASHA), the National Assembly on School-Based Health Care (NASBHC), and the International Union for Health Promotion and Education. He has served as director or co-chair of Mental Health sections of ASHA and NASBHC, and chaired a task force on Violence and Youth for APA’s Division 12 (Clinical Psychology). He serves on a number of editorial boards and has edited two books on school-based mental health. Mark and his wife, Amber have five children and reside on Maryland's Eastern Shore. Contact Information: Mark D. Weist, Ph.D.,Associate Professor and Director, Center for School Mental Health Assistance, University of Maryland School of Medicine, 680 West Lexington Street, 10th Floor, Baltimore, MD 21201-1570, Phone: 410-328-6364, Fax: 410-706-0984, Email: mweist@psych.umaryland.edu, web-site, http://csmha.umaryland.edu/csmha2001/main.php3. 5. Marleen Wong, LCSW is the Director of School Crisis and Disaster Recovery for the National Center for Child Traumatic Stress at UCLA and Duke University and Director of Crisis Counseling and Intervention Services at the Los Angeles Unified School District (LAUSD). The former Director of Mental Health for LAUSD, she has developed and administered school crisis teams and school mental health programs for the past 27 years. Identified by the Wall Street Journal as one of the architects of school safety programs, she assisted schools as a consultant of the US Department of Education after tragedies such as the 1992 Civil Unrest and the Northridge Earthquake in Los Angeles, the bombing of the Murrah Federal Building in Oklahoma City, the school shootings in Springfield, Oregon and Littleton, Colorado and the terrorist attacks in New York City and Washington, D.C. Under the Administration of President George Bush, she was a member of the first National Crisis Team convened by US Secretary of Education Rod Paige to assist the schools in Santee and El Cajon, California after shootings on their high school campuses. During the Clinton Administration, she was a panelist with the First Lady, the Attorney General, and the Secretary of Education at the White House Conference on School Safety and Violence Prevention. She was a participant in the White House Conference on Mental Health and a speaker on school safety at National Town Hall Meetings conducted by the Vice President. In 1999, she worked on the Surgeon General’s national campaign to reduce the stigma of mental health care for children and was an invited participant in the First National Conference on Children’s Mental Health convened by the US Surgeon General. Currently, she is a trainer for the Dept. of Justice, Office of Community Oriented Policing, providing training for over 3000 School Resource Officers to date and the author of the COPS in Schools curriculum on Mental Health Intervention and Crisis Recovery. She is co-author on articles Wong continued relation to school based interventions with students exposed to life threatening violence and served as lead editor for the Jane’s Information Group Handbook on School Safety and Crisis Response, published in December 2001. Ms. Wong has served on local, state and national boards, including advisory groups and expert panels convened by the US Departments of Justice, Education, and Health and Human Services, the Federal Emergency Management Agency (FEMA), Harvard, Yale, UCLA, RAND Corporation, the MacArthur Foundation, the Josiah Macy Foundation, the National School Safety Center and the Rosalynn Carter Institute for Human Development. Internationally, she has advised teacher unions, school and government officials on the effects of psychological trauma on The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. school children and adults after devastating earthquakes in Kobe, Japan and the Peoples’ Republic of China. She has been an invited speaker every year since 1996 to the Annual International Symposium on the Great Hanshin Earthquake in Kobe, Japan. In August 2001, she was a guest lecturer on school safety and violence prevention at Waseda University in Tokyo, Japan at the request of the Japanese Ministry of Education. Recent awards include the first Los Angeles County Mental Health Commission’s “Personal Legacy Award” for national and International work on behalf of children’s mental health. In July 2001, the National Education Association (NEA) recognized her as one of the “Strongest Links” to the development of school safety and violence prevention programs at the National Representative Assembly. Contact Information: LAUSD Crisis Intervention Services, 6651 Balboa Boulevard, Van Nuys, California 91406. Tel: 818.997.2640 FAX: 818.996.9850, E-mail: mwong01@lausd.k12.ca.us or at mwonglausd@aol.com. The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. CALENDAR OF NATIONAL EVENTS NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Compassionate Families Memorial Tribute Victim’s Assistance Advisory Council to the Mayor April 25, 2002 at 5:30 PM Friendship Fountain Glenn Mitchell 904-396-9665 Victim’s Rights Week Luncheon Victim’s Assistance Advisory Council to the Mayor April 26, 2002 at 12:00 Noon The Hilton Hotel Glenn Mitchell 904-396-9665 NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Victims Rights Week Seminar- Meeting on Terrorism and Business Plan Preparation for Jacksonville Victim’s Assistance Advisory Council to the Mayor April 27, 2002 TBA Glenn Mitchell 904-396-9665 NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Leading A Conflict Healthy Organization Workshop Peace and Justice Collaborative May 9, 10, and 11, 2002 AMBS Elkhart, IN Mary Yoder Holsopple 574-296-6273 mholsopple@ambs.edu CDC and US Department of Education Respond: Helping Schools Prepare for Possible Terrorism FEDERAL SPONSORS: US Department of Health and Human Services/CDC; US Department of Education; FBI; and the Federal Emergency Management Agency DATE and TIME: May 16, 2002 from 1:00-3:00 PM LOCATION: NA CONTACT: Site registration will begin on April 15, 2002. In order to register a Satellite downlink facility, visit the CDC/ATSDR Training & Continuing Education Online website at http://www.phppo.cdc.gov/phtnonline. NAME of EVENT: The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. NAME of EVENT: SPONSORS: DATE and TIME: LOCATION: CONTACT: Domestic Violence Conference: “Domestic Violence-The Effects on Children and Families” Department of Health and Senior Services; University of Missouri, Sinclair School of Nursing; Mercy Healthcare Plans; and US Department of Health & Human Services; Region VII, Office on Women’s Health June 6 & 7, 2002, at 8:00 AM Capitol Plaza Hotel in Jefferson City, MO Laura Gail Ponder 573-522-6266 pondel@dhsss.state.mo.us NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Tarrant County Youth Collaboration Asset Roundtable Tarrant County Youth Collaboration June 20, 2002, at 1:30 PM 1201 W. Lancaster Ft. Worth, TX Kathleen Hicks 817-882-8005 NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: The Big Event: A Resource Fair for Families Community Connections June 22, 2002, from 10:00 AM to 6:00 PM Drake University Knapp Center Karen Erickson 515-242-7597 karen.Erickson@dmps.k12.ia.us or, Sheri Reynolds 515-244-1842 slreynolds@dmacc.org NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Camp Anytown, Leadership Institute for high school students The National Conference for Community and Justice Session One-July 7-13; Session Two-July 28-August 3 St. Mary’s College, in Leavenworth, KS Felicia Medellin 816-333-5059 NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Basic Family Mediation Workshop Peace and Justice Collaborative July 11, 12, 15, 16, and 17, 2002 AMBS Elkhart, IN Mary Yoder Holsopple 574-296-6273 mholsopple@ambs.edu The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Minority Health Summit on Tobacco Arkansas Department of Health, Center for Health Training August 29-30, 2002 University of Arkansas at Pine Bluff Kim T. Dean, 501-661-2193, kdean@healthyarkansas.com; C. Patterson, cbpatterson@healthyarkansas.com 501-661-2193; Diane Campbell djcampbell@healthyarkansas.com 501-661-2255 NAME of EVENT: SPONSORS: DATE and TIME: LOCATION: CONTACT: Developing Effective School-Based Responses to Crisis, Disaster, and Trauma Center for School Mental Health Assistance; Center for Effective Collaboration and Practice; The Policymaker Partnership of the National Association of State Directors of Special Education September 18, 2002 Adam’s Mark Hotel, Philadelphia, PA Center for School Mental Health Assistance, csmha@psych.umaryland.edu, 888-706-0980 410-706-0980, http://csmha.umaryland.edu NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Polk Safe Schools Website Polk County Safe Schools/Healthy Students NA www.polksafeschools.org Karen Erickson 515-242-7597 karen.Erickson@dmps.k12.ia.us NAME of EVENT: SPONSOR: DATE and TIME: LOCATION: CONTACT: Polk County Youth Website ISU Polk County Extension Services NA www.polkcounty.org Karen.Erickson 515-242-7597 karen.erickson@dmps.k12.ia.us; Sheri Reynolds 515-244-1842 slreynolds@dmacc.org The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Order Form (please PRINT clearly) Name_________________________________________________________________________ Organization/Agency ____________________________________________________________ Address ______________________________________________________________________ (street name and number) (Suite/Apartment Number) (city) (state) (zip code) Phone: _________________________________ Fax: ________________________________ Email: __________________________________ Date ordered: ________________________  Peace by Piece: A Violence Prevention Guide for Communities Cost: $29.95 Quantity requested:_____ Total: $____________ Peace by Piece is based on the experiences of a myriad of exemplary programs from across the country. The initiatives discussed have all demonstrated effectiveness. Program descriptions, practitioner insights, research into their theoretical basis, and evaluation options for many of the activities have been collected and categorized into several key components. Media campaigns, parenting education, after-school programs, and gang violence prevention initiatives are just a few examples of the components presented in the guide.  Advanced Leadership Training in Violence Prevention Resource Manual, Vol I Cost: $18.00 Quantity requested:___ Total: $____________  200 pages, 7 chapters: contains recent journal articles, book chapters, and other publications relating to the topic of violence prevention. Chapters include: A Comprehensive Approach to Violence Prevention; Community Leadership; Youth Development; Coalitions; Risk and Resiliency; School Centered Prevention; and Changing School Climate.  Advanced Leadership Training in Violence Prevention Resource Manual, Vol II Cost: $18.00 Quantity requested:___ Total: $____________  200 pages, 8 chapters contains recent journal articles, book chapters, and other publications relating to the topic of violence prevention. Chapters include: Violence and the Media; Multicultural Issues and Hate and Bias Crime; Dating Violence Prevention; Alcohol, Other Drugs and Violence; Youth Suicide Prevention; Gang Violence Prevention; Guns; and Evaluation SEND COMPLETED ORDER FORMS WITH PAYMENT TO: Harvard School of Public Health Rita Colavincenzo 1552 Tremont Street Boston, MA 02120 ALLOW 4-6 WEEKS FOR DELIVERY Cash or Check only. No Purchase Orders or Credit Card payments . Checks payable to Harvard University. The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Request Attendance Certificate Form If you would like to receive a certificate from Harvard School of Public Health in recognition of your participation in The 3Rs to Dealing with Trauma in Schools, please fill out the following form and fax or mail to: Rita Colavincenzo Harvard School of Public Health Violence Prevention Programs 1552 Tremont St. Boston, MA 02120 Fax (617)496-0781 SITE ATTENDED: _____________________________________________ NAME & TITLE: _______________________________________________ ORGANIZATION: ______________________________________________ ADDRESS: __________________________________________________ (street name and number) __________________________________________________ (city) (state) (zip code) PHONE: FAX: E-MAIL: ___________________________________________________ ___________________________________________________ ___________________________________________________ The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. For more information:  US Department of Education, Safe and Drug Free Schools Program o http://www.ed.gov/offices/OSERS/OSEP/Products/earlywrn.html- to order the Early Warning, Timely Response guide o http://www.ed.gov/offices/OSERS/OSEP/Products/ActionGuide/Action_Guide.pdf- to order to Action Guide, the companion to the Early Warning Guide. o www.ed.gov/offices/OESE/SDFS/index.html - Safe and Drug-Free Schools Program Website o www.thechallenge.org- to view the Challenge newsletter o To order any Department of Education publication, call toll-free 1-877-433-7827 or visit their website at www.ed.gov/pubs/edpubs.html.  Harvard School of Public Health, Violence Prevention Programs www.hsph.harvard.edu/php  Prevention Institute. Inc. www.preventioninstitute.org  Education Development Center, Inc. www.edc.org The Three R's to Dealing with Trauma in Schools: Readiness, Response & Recovery Mid- Broadcast Activity: Integrating Mental Health into School-Safety Plans During the in-studio discussion preceding the break, you heard from Bill Modzeleski, Director of the Safe and Drug-Free Schools Program, some elements of a school safety plan and the importance of incorporating mental health into these plans. Although school safety plans are comprehensive, including many elements such as a safe physical environment, and prevention and intervention servicessometimes school and community mental health prevention and treatment intervention services are not as comprehensive or well-described as they could be. As we’ve discussed on the broadcast, research indicates that students and staff benefit when a strong mental health component is integrated into school safety plans. The activity below is structured to help you think strategically about how to develop or enhance the mental health component of your school safety plan. Directions: 1. Please break into groups of 5-10 people. The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Mark your calendar…. September 18, 2002 at the Adam’s Mark Hotel Philadelphia, PA A one-day intensive Institute Training on Developing Effective School-Based Responses to Crisis/Disaster/Trauma  Learn innovative approaches to addressing trauma and disaster within the school setting  Emphasis on coping with recent national tragedies/crises  Practical tools and strategies presented  Systems level and Clinical tracks Invited Speakers: Robert Pynoos, MD, UCLA School of Medicine, Los Angeles, CA; Betty Pfefferbaum, MD, JD, University of Oklahoma, Oklahoma City, Ok; Marleen Wong, LCSW-C, LA Unified School District’s Mental Health Services, Los Angeles, CA; William Saltzman, PhD, California State University, Long Beach, CA Sponsored by Center for School Mental Health Assistance In Partnership with: Center for Effective Collaboration and Practice The Policymaker Partnership of the national Association of state Directors of Special Education. For more information about the conference, or to receive a brochure, contact the Center for School Mental Health Assistance, 888-706-0980; 410-706-0980; csmha@psych.umaryland.edu; website: http://csmha.umaryland.edu The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. SAVE THE DATES!!! The Center for School Mental Health Assistance University of Maryland School of Medicine In Partnership with: The Center for Effective Collaboration and Practice The Policymaker Partnership, National Association of State Directors of Special Education is pleased to announce The 7th National Conference on Advancing School-Based Mental Health Programs Global Perspectives on the Promotion of Mental Health in the Schools September 19-21, 2002 Philadelphia, PA Hear nationally renown keynote speakers: **Richard Catalano, Ph.D., Associate Director, Social Development Research Group, University of Washington, Seattle, Washington **Kimberly Hoagwood, Ph.D., Director of Children’s Services for the State of New York, Professor, Columbia University, New York, New York **Delia Pompa, M.A., Executive Director, National Association of Bilingual Education, Washington, District of Columbia. **Louise Rowling, Ph.D., Associate Professor, University of Sydney, Sydney, Australia. Participate in pre-conference sessions, workshops, paper presentations, lunch discussions, and poster sessions. Learn about state-of-the-art developments in school-based mental health. Discuss critical issues facing the field, and develop strategies to address them. Explore trends and innovative practices to improve mental wellness in schools from around the globe. Gain knowledge about original approaches to meeting mental health needs of youth, and methods of expanding and enhancing school mental health efforts. Two specialty tracks have been added to facilitate in-depth discussion and learning about critical issues in the field: 1) Mental Health Promotion, and 2) Expanding Collaborative Initiatives between Education and Mental Health. For information about the conference, exhibit information, or to receive a brochure, contact the Center for School Mental Health Assistance, (888-706-0980; 410-706-0980; csmha@psych.umaryland.edu; website: http://csmha.umaryland.edu) Supported by Project # U93 MC 00174 from the Office of Adolescent Health, Maternal, and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration, Department of Health and Human Services. This project is co-funded by the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, Department of Health and Human Services. The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. The Center for Mental Health at UCLA Contact: Howard Adelman and Linda Taylor, Co-directors Perry Nelson, Coordinator Center for Mental Health in Schools Dept. of Psychology, UCLA Box 951563 L.A., CA 90095-1563 Ph: 310/825-3634 Fax: 310/206-8716 Web: http://smhp.psych.ucla.edu The Center for Mental Health in Schools at UCLA operates under the auspices of the School Mental Health Project. It is one of the two national training and technical assistance centers focused on mental health in schools; the other center is at the University of Maryland at Baltimore.* The UCLA Center’s mission is to improve outcomes for young people by enhancing policies, programs, and practices relevant to mental health in schools. Specific attention is given to polices and strategies that can counter fragmentation and marginalization and enhance collaboration between school and community programs. In this respect, we stress the need to restructure current policy and practice to enable development of a comprehensive and cohesive approach that is an essential and primary component of school reform, without which many students cannot benefit from instructional reforms and thus achievement scores will not rise in the way current accountability pressures demand. Through extensive collaboration, the Center (1) enhances current and emerging practitioner roles, functions, and competence (always with a view to benefiting the large number of children and youth in need), (2) meshes with and facilitates the systemic reform movements reshaping mental health in schools, and (3) assists individuals, groups, and localities to ensure they have ways to access available resources for basic training, support, and continuing education. In all it does, the Center approaches MH and psychosocial concerns from the broad perspective of addressing barriers to learning and promoting healthy development. Center Long-Range Aims  To advance efforts designed to plan, implement, and evaluate school-based programs in an increasingly coordinated and integrated fashion.  To analyze and discuss current programs and needs in ways that contribute to the systematic formulation of theory, research, practice, and policy  To develop new programmatic models for school-based interventions and participate in their implementation and evaluation The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc.  To demonstrate the value of school-university collaboration in developing and evaluating interventions Because we know that schools are not in the mental health business, all our work strives to approach mental health and psychosocial concerns in ways that integrally connect such efforts with school reform. We do this by integrating health and related concerns into the broad perspective of addressing barriers to learning and promoting healthy development. To maintain a broad perspective on the reforms needed to address barriers to learning, the Center organizes around: (a) systemic concerns, (b) programs and process concerns, and (c) psychosocial problems. Resources Available from the Center for Mental Health in Schools at UCLA  Hard Copy & Online Resources – Guidebooks, introductions to specific practices, resource aids, samplers, and much more. (See our list of materials on line or contact us and we'll send it to you. Most of our materials can be downloaded from the Center’s website at: http://smhp.psych.ucla.edu)  Quick Find Searches – Our growing list of Quick Find topics speed up access to a sample of basic information and resources on a range of major topics.  Quarterly Topical Newsletter – We call it Addressing Barriers to Learning and each issue includes a feature article related to the title. There are also sections on lessons learned and on specific practices for daily use in working with behavior, emotional, and learning problems in school settings. All this is capped off with info about resources from our Center and around the country. Issues are on our website; contact us if you want to be on the mailing list.      Electronic Monthly News Update – Our ENEWS focuses on emerging issues, up-to-date news, information about recent reports, publications, resources, funding opportunities, and much more. Other Website Features – Access our resources materials, technical assistance, consultation cadre, news updates, upcoming events, networking, interaction around issues, continuing education units, center hosted sites, links to related sites, and much more. Consultation Cadre – Besides the technical assistance available from our staff, see the growing list of professionals from around the country who have indicated a willingness to share their expertise without fees. They provide a large network of colleagues with specialized information who can help. New consultation cadre members are always welcome; contact us for information how to sign up. Policy Leadership Cadre For Mental Health In Schools – This group's purpose is to expand, link, and build the capacity of the pool of persons who can provide policy leadership for MH in schools at national, state, regional, and local levels. Such leadership includes a policy focus on promoting social-emotional development and preventing psychosocial and mental health problems, as well as policies related to treatment of mental illness. Three initial tasks have been The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. identified and work will begin this summer. For information about the group and the tasks, see http:smhp.psych.ucle.edu/policy.htm or contact the Center.  Coalition for Cohesive Policy in Addressing Barriers to Development & Learning – Our Center is facilitating the work of this broad-based, policy-oriented coalition of organizations. The coalition consists of those who have a stake in addressing barriers to development, learning, and teaching, as well as concern for promoting healthy development. The aim is to stimulate strategic efforts to foster policy integration and close policy gaps as ways to deal with the marginalization and fragmentation that dominates a great deal of prevailing practice. Current organizational and legislative proposals are on the internet at: http://smhp.psych.ucla.edu (Go to Contents, find Center Hosted Sites, click on Coalition) or contact the Center. Pioneering Initiatives to Reform Education Support Programs – We work with schools, districts, and communities around the country to assist pioneering efforts to reform and restructure education support programs. Currently, we are establishing a network to foster ways for such initiatives to work more closely together. The focus will be on conveying lessons learned, sharing data on progress, and providing technical assistance, training, and mutual support. A listserv already has been established as one direct linking mechanism. The work of various initiatives will be available soon on our website and the websites of network members; other sharing strategies are being explored. A report on current initiatives is available from the Center. Regional Workshops, Institutes, & On-site Continuing Education – Strategic sessions are held across the country. These are designed to foster specific facets of ongoing initiatives, enhance local and regional networking, and promote up-to-date information about promising approaches to system change, program development, practical techniques, training, research, and policy. Special Reports & Issue Briefs – Each year, we develop special reports designed to clarify the changing status of the field and to highlight new directions for policy and practice. Many of these are also published in journals. All are available from our Center or can be accessed through our website. All our work is designed to improve outcomes for young people. In pursuing our activities, we strive to work collaboratively and to foster collaboration.    ____________ *Both centers were established in 1995 as part of a major initiative to foster mental health in schools (implemented by the Dept. of Health and Human Services, Public Health Service, Health Resources and Services Administration, Bureau of Maternal and Child Health, Office of Adolescent Health; co-funding from the Center for Mental Health Services, SAMHSA was established in 2000). The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. STAFF DIRECTORY: APRIL 2002 Bill Modzeleski Director Safe & Drug-Free Schools Program U.S. Department of Education 400 Maryland Avenue S.W., Washington, DC 20202-6123 Phone- (202) 260-3954 Charlotte Gillespie Safe & Drug-Free Schools Program U.S. Department of Education 400 Maryland Avenue S.W., Washington, DC 20202-6123 Phone- (202) 260-3954 Gail Beaumont Safe & Drug-Free Schools Program U.S. Department of Education 400 Maryland Avenue S.W., Washington, DC 20202-6123 Phone- (202) 260-3954 Deborah Prothrow-Stith, M.D. Director, Division of Public Health Practice Harvard School of Public Health 677 Huntington Avenue Boston, MA 02115 Phone: 617-496-0713 Fax: 617-495-8543 Larry Cohen, MSW Executive Director, Prevention Institute 265 29th Street Oakland CA 94611 Phone: (510) 444-prev(ent), ext. 7738 Fax (510) 663 - 1280 E-Mail: Larry@PreventionInstitute.org Edward DeVos, Ed.D. Director, Injury Prevention Center Education Development Center 55 Chapel Street Newton, MA 02158 Phone: 617-969-7100 Fax: 617-244-3436 E-Mail: eddevos@edc.org Rachel Davis, MSW Managing Director Prevention Institute 265 29th Street Oakland CA 94611 Phone: (510) 444-prev(ent), ext. 312 Fax (510) 663 - 1280 E-Mail: Rachel@PreventionInstitute.org Ameera Daniels, MSW Violence Prevention Coordinator Harvard School of Public Health 1552 Tremont Street Boston, MA 02120 Phone: 617-495-7777 Fax: 617-496-0781 E-Mail: adaniels@hsph.harvard.edu Marci Feldman, M.S.Ed. Assistant Director, Violence Prevention Programs Harvard School of Public Health 1552 Tremont Street Boston, MA 02115 Phone: 617-495-7777 Fax: 617-496-0781 E-Mail: mfeldman@hsph.harvard.edu Sherlina Nageer, MPH Program Coordinator Prevention Institute 265 29th Street Oakland, CA 94611 Phone: (510) 444-prev(ent), ext. 311 Fax (510) 663-1280 E-Mail: Sherlina@preventioninstitute.org 34 The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. STAFF DIRECTORY CONTINUED Heather Preslar Education Development Center 55 Chapel Street Newton, MA 02158 Phone: 617-969-7100 Fax: 617-244-3436 E-Mail: heatherpreslar@edc.org Roland Smart Senior Violence Prevention Coordinator Harvard School of Public Health 1552 Tremont Street Boston, MA 02120 Phone: 617-495-7777 Fax: 617-496-0781 E-Mail: rsmart@hsph.harvard.edu 35 The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery Web Resources Federal Sites  U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc.    US Department of Education, Safe and Drug Free Schools Program o http://www.ed.gov/offices/OSERS/OSEP/Products/earlywrn.html- to order the Early Warning, Timely Response guide o http://www.ed.gov/offices/OSERS/OSEP/Products/ActionGuide/Action_Guide.pdf- to order to Action Guide, the companion to the Early Warning Guide. o www.ed.gov/offices/OESE/SDFS/index.html - Safe and Drug-Free Schools Program Web-site o www.thechallenge.org- to view the Challenge newsletter o To order any Department of Education publication, call toll-free, 1-877-433-7827 or visit their website at www.ed.gov/pubs/edpubs.html. Harvard School of Public Health, Violence Prevention Programs www.hsph.harvard.edu/php Prevention Institute. Inc. www.preventioninstitute.org Education Development Center, Inc. www.edc.org U.S. Department of Health and Human Services: http://www.hhs.gov/ Centers for Disease Control and Prevention, Division of Violence Prevention: http://www.cdc.gov/ncipc/dvp/dvp.htm Center for Mental Health Services: http://www.mentalhealth.org/cmhs/ National Institute of Mental Health: http://www.nimh.nih.gov/ U.S. Department of Justice: http://www.usdoj.gov/ Office of Juvenile Justice and Delinquency Prevention: http://ojjdp.ncjrs.org/ Justice for Kids and Youth Homepage: http://www.usdoj.gov/kidspage/ School Safety-Related Sites Center for Effective Collaboration and Practice: http://cecp.air.org/ Hamilton Fish Institute for School and Community Violence: http://hamfish.org/ Jane’s Information Group: http://www.janes.com/company/catalog/ National Association of School Psychologists: http://www.nasponline.org/index2.html 36 The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery National Mental Health Association: http://www.nmha.org/ Northwest Regional Educational Laboratory: http://www.nwrel.org/ National Resource Center for Safe Schools: http://www.safetyzone.org/ School Safety and Violence Prevention: http://cecp.air.org/guide/ U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Organization Sites American Academy of Child and Adolescent Psychiatry: http://www.aacap.org/ American Academy of Experts in Traumatic Stress: http://www.traumatic-stress.org American Academy of Pediatrics: http://www.aap.org/ American Association of School Administrators: http://www.aasa.org/ American Counseling Association: http://www.counseling.org/ American Federation of Teachers: http://www.aft.org/ American Psychiatric Association: http://www.psych.org/ American Psychological Association: http://www.apa.org/ American School Counselor Association: http://www.schoolcounselor.org/ Council of the Great City Schools: http://www.cgcs.org/ Council for Exceptional Children: http://www.cec.sped.org/ National Association of Elementary School Principals: http://www.naesp.org/ National Association of School Nurses: http://www.nasn.org/ National Association of Secondary School Principals: http://www.nassp.org/ National Education Association: http://www.nea.org/ National Middle School Association: http://www.nmsa.org/ National School Public Relations Association: http://www.nspra.org/entry.htm Police Executive Research Forum: http://www.policeforum.org/ School Social Work Association of America: http://www.sswaa.org/ 37 The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Mid- Broadcast Activity: Integrating Mental Health into School-Safety Plans During the in-studio discussion preceding the break, you heard from Bill Modzeleski, Director of the Safe and Drug-Free Schools Program, some elements of a school safety plan and the importance of incorporating mental health into these plans. Although school safety plans are comprehensive, including many elements such as a safe physical environment, and prevention and intervention services for drug and alcohol abuse, sometimes school and community mental health prevention and treatment intervention services are not as comprehensive or well-described as they could be. As we’ve discussed on the broadcast, research indicates that students and staff benefit when a strong mental health component is integrated into school safety plans. The activity below is structured to help you think strategically about how to develop or enhance the mental health component of your school safety plan. Directions: 1. Please break into groups of 5-10 people. 2. Examine your school’s safety plan. Review the questions below, referring back to your district or state plan. Does your plan adequately address the questions listed below? 3. Select two-three of the areas listed below, or generate your own, that could be improved upon in your local school safety plan. 4. Once you have identified two questions, complete the chart below to determine how you plan to address this need. 5. Once you have completed the chart, the entire group should re-convene to discuss. Are the areas of development selected by the groups similar? Come to consensus on one or two issues and complete the chart as a large group. Questions:       Who are some of the partners listed in the plan? Are there partners whose roles should be changed or expanded? Are there potential partners who are missing? What resources- at the school and/or community level- are available to support the mental health of students and staff? Are there resources available that are not being adequately utilized? Is the staff trained to identify and reduce risk factors and build strengths in students? What, if any, additional trainings would be beneficial for school staff and administration? What are the long-term elements of the response portion of the school-safety plan? How does it contribute to the re-establishment of positive mental health of students and staff? Has a local assessment been conducted to determine strategies appropriate to the local community? Are strategies culturally sensitive? Developmentally appropriate for students? Are selected prevention and intervention strategies based on research findings of effectiveness and are they evaluated to determine the impact in the district? 38 The 3Rs to Dealing with Trauma in Schools: Readiness, Response, & Recovery        U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Have prevention and intervention programs been linked to community resources, including health and mental health? Have prevention and intervention programs been linked to identified student needs and assets? Are strategies included that support student and staff mental health PRIOR to a trauma? Has the document been developed with input from school personnel, community members, and students? Does the plan include a safe and confidential mechanism for students to report potentially dangerous incidents? Is the information contained within the plan well-known? Does the plan include a confidential and easily accessible mechanism for students and staff seeking mental health services? Use the chart on the following page to evaluate your local school safety plan. 39 PROJE CT STAFF The 3Rs to Dealing with Trauma LISTG: in Schools: Readiness, Response, Harvar & Recovery d School Area of Tasks to Component of Development Implement Readiness Response Public Recovery Health, Prevent E.g. Work with Readiness ion Conduct local assessment office and Institut needs assessment principals to develop needs e, assessment Educati on Develop ment Center U.S. Department of Education U.S. Department of Education Health Harvard School of Public Harvard School of PublicInstitute, Inc. Prevention Health Prevention Institute, Inc. Education Development Center, Education Development Center, Inc. Inc. Addresses: Person or Organization Responsible Resources (Internal and External) Available Where? Needed-places to look Superintendent& Office of Assessment 40