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Advancing School Social Work Practice National Institute ACSSW
JAN 30, 31 & FEB 1, 2017Online Event Registration - www.acssw.com Tulane University
Lavin Bernick Center
Creating & Sustaining Trauma Sensitive Schools
Transforming the Practice of School Social Work !rough...
Brochure Cover Artwork – ACSSW would like to thank George E. Miller for allowing us to feature his beautiful artwork on the cover of this year’s conference. Please visit his website at www.gemartstudio.com where his artwork can be viewed, admired and purchased.
ACSSW, the American Council for School Social Work, is hosting the 5th ACSSW national institute on School Social Work and school mental health in New Orleans,
Louisiana, January 30, 31 & February 1, 2017. !is year we are focusing on the role School Social Workers play in Creating & Sustaining Trauma Sensitive Schools. By virtue of our specialized training and perspective, School Social Workers are uniquely positioned to provide ADVOCACY and LEADERSHIP in school mental health services and other educational supports. Institute workshops will highlight the diversity of individual, small group and systemic needs School Social Sorkers are prepared to address.
Consider the power of joining your fellow school social workers in numerous extended and interactive professional workshops! Earn CEUs (20 CEUs for entire event) to
maintain your professional license. !is national institute will feature over 45 interactive presentations designed to help School Social Workers keep pace with innovative practice, e"ective leadership and applied research.
Save the dates now - January 30, 31 & February 1, 2017. Regular Conference Rate: $430.00 for entire event, $305.00 for two days, or $140 for one day (includes
professional resources, continental breakfast and lunch bu"et each day and complimentary ACSSW 6 month membership). Team Registration Discounts available. Lower Rates for BSW/MSW Students and Retired SSWers. Early Bird Registration rates available for those registering by November 30th.
Seating is limited! Secure your place for this unique professional development opportunity! Initiate your registration...go to ACSSW Online Registration - www.
acssw.com - pre-registration is open now. Full conference brochure posted at www.acssw.com.
Where will we see you? Entire conference proceedings will be held at the Lavin Bernick Center located on the historic Tulane University Campus. Special hotel
rates available at the Drury Inn & Suites New Orleans through Jan 2, 2015. Call 1-800-325-0720. ACSSW Group Reservation #2278759. $139 per night for 2 double bed deluxe or 1 king bed deluxe, www.druryhotels.com
OUR MISSION & VISIONACSSW advocates for the practice of school social work and supports school social workers in their service to students, schools and families to overcome social, systemic, economic and mental health barriers to student learning.ACSSW seeks to advance the practice of school social work by o!ering resources that support innovative practice, e!ective leadership and applied research.
Dear Colleagues,
Advancing School Social Work Practice National Institute
Creating & Sustaining Trauma Sensitive Schools
Events Schedule
Monday, January 30, 2017 7:30 – 9:30 AM Registration & Continental Breakfast 8:30 – 8:45 AM Conference Welcome & Opening Remarks – Judith Shine, ACSSW President 8:45 – 10:00 AM Keynote Speaker: Rose Monteiro, MSW, LCSW, Retired Adjunct Professor USC Graduate School of Social Work “Embracing Leadership in Our Practice & Creating Trauma Sensitive Schools” 10:15 – 11:45 AM Interactive Workshops 11:45 – 1:00 PM Lunch Buffet Provided 1:00 – 2:30 PM Interactive Workshops 2:45 – 4:15 PM Interactive Workshops 4:30 – 5:30 Plenary Speaker: David J. Schonfeld, MD, FAAP, National Center for School Crisis and Bereavement Speaking on… “The Coalition to Support Grieving Students: Programs, Services and Research”
Tuesday, January 31, 2017 7:30 – 9:30 AM Registration & Continental Breakfast 8:30 – 8:45 AM Conference Welcome & Opening Remarks – Judith Shine, ACSSW President 8:45 – 10:00 AM Keynote Speaker: Philip Chard, MS, Psychotherapist, President/CEO of Empathia, Inc. “Compassion Fatigue: Healing the Wounded Healer” 10:15 – 11:45 AM Interactive Workshops 11:45 – 1:00 PM Lunch Buffet Provided 1:00 – 2:30 PM Interactive Workshops 2:45 – 4:15 PM Interactive Workshops 4:30 – 5:30 PM Plenary Speaker: Laura Richard, PhD, LCSW, Assistant Professor, School of Social Work, Assistant Professor University of Southern Mississippi Speaking on… “Setting the Stage for School Social Work Evaluation & Development in Your School” 8:30 AM – 4:30 PM PREPaRE 2 Training – Day 1 (registration for both days required)
Wednesday, February 1, 2017 7:30 – 9:30 AM Registration & Continental Breakfast 8:30 – 10:00 AM Interactive Workshops 10:15 – 11:45 AM Interactive Workshops 11:45 – 1:00 PM Lunch Buffet Provided with 30 minute program 12:30 – 1:00 PM 1:15 – 2:45 PM Interactive Workshops 3:00 – 4:30 PM Interactive Workshops 8:30 AM – 4:30 PM PREPaRE 2 Training – Day 2 (registration for both days required)
NOLA ACSSW 2017 Conference Schedule -‐ At-‐A-‐Glance MONDAY, January 30, 2017
7:30 – 9:30 AM Registration & Continental Breakfast 8:30 – 8:45 AM Conference Welcome & Opening Remarks – Judith Shine, ACSSW President 8:45 – 10:00 AM Keynote Speaker: Embracing Leadership in Our Practice & Creating Trauma Sensitive Schools Rose Monteiro, MSW, LCSW, Retired Adjunct Professor, USC Suzanne Dworak-‐Peck Graduate School of Social Work 10:15 – 11:45 AM Interactive Workshops 1.5 CEU Using Restorative Practices to Build Safe & Supportive School Communities PART 1 -‐ Chauna Perry Finch, MSW, Owner Restorative Training & Consulting Services, LLC This workshop CONTINUES at 1:00 PM.
Creating a Trauma Sensitive School -‐ Joseph R. Gianesin, PhD, MSW, LICSW, Full Professor of Social Work at Springfield College
Lawndale ESD/USC Collaboration: An Innovative Collaboration to Create a Trauma-‐Informed School District -‐ Suh Chen Hsiao, MSW, ACSW, LCSW, Clinical Assoc. Professor, Vivian Villaverde, MSW, LCSW, Clinical Assoc. Professor, Maria Ruelas, MSW, District Social Worker, Jorge Arroyo, BA, MA, Dir. of Student Support Services, Lawndale Elementary School District
What Makes Us Good: Examining Education Requirements for School Social Workers -‐ Amy Vliek, LMSW, PhD, Dir. of Admissions & Student Services & School Social Worker, Western Michigan University, & Karla Vandenberg, LMSW, School Social Worker, VanBuren Intermediate School District, Michigan
School Refusal: Understanding Assessment and Interventions in the Home and Educational Settings PART 1 -‐ Jacqueline Rhew, MA, LPC, CADC, Clinical Liaison & Cecelia Horan, PsyD, Clinical Dir., Amita Health Alexian Brothers Behavioral Health This workshop CONTINUES at 1:00 PM.
Trauma Informed Care in Schools: A Comprehensive Approach to Success -‐ Susan Elswick, EdD, LCSW, LSSW, Assistant Professor/BA Program Dir., University of Memphis
Threat Assessment in Schools: An Adaptation of the Salem-‐Keizer System -‐ Katie Smith, LICSW, Intervention Counselor, Hoover High School, Alabama This workshop is offered again at 2:45 PM on Jan 30
11:45 – 1:00 PM Lunch Buffet Provided – Kendall Cram Lecture Hall 1:00 – 2:30 PM Interactive Workshops 1.5 CEU Using Restorative Practices to Build Safe & Supportive School Communities PART 2 -‐ Chauna Perry Finch, MSW Continuation of workshop started at 10:15 AM
Shhh… don’t tell! Ethics and Confidentiality in School Social Work: Part 1 -‐ Rachel S. Lahasky, LCSW, Clinical Instructor, Southern Miss School of Social Work This workshop CONTINUES at 2:45 PM.
Empowering Students Through the Application of Self-‐Efficacy Theory in School Social Work -‐ Nancy Delich, EdD, MATS, LCSW, PPSC, Assistant Professor, Dept. of Social Work & Stephen Roberts, PhD, MBA, CRCC, CLCP, CCC-‐A, FAAA, Associate Professor in Communicative Disorders and Deaf Studies, Fresno, California State University at Fresno
Got Bounce: Promoting Resilience in Teens -‐ Celina Chelala, MSA, LGSW, School Social Worker, Cesar Chavez Schools for Public Policy
School Refusal: Understanding Assessment and Interventions in the Home and Educational Settings: PART 2 -‐ Jacqueline Rhew, MA, LPC, CADC & & Cecelia Horan, PsyD Continuation of workshop started at 10:15 AM
Addressing Our Needs: “Mindfully” Understanding Compassion Fatigue: PART 1 -‐ Shelly Dohlby, MSW, School Social Worker, Waukesha School District, Wisconsin This workshop CONTINUES at 2:45 PM.
Want to Be a Better School Social Worker? Ask a Teacher! -‐ Stacy Gherardi, PhD, LCSW, Assistant Professor, New Mexico State University
2:45 – 4:15 PM Interactive Workshops 1.5 CEU Leading Mentally Healthy Schools -‐ Maureen MacKay, MSW, RSW, Mental Health Lead, & Theresa Wilson, Peer Dist. School Board MSW, RSW, Senior Manager/Mental Health Lead, Halton School Board
Shhh… don’t tell! Ethics and Confidentiality in School Social Work: Part 2 -‐ Rachel S. Lahasky, LCSW Continuation of workshop started at 1:00 PM
Addressing Institutional Racism in Schools: Why and How -‐ Patty McMillin, LMSW, Lead Social Worker, Lower Kuskokwim School District, Bethel, Alaska
School Social Workers: Operating in Alignment with a Spirit of Excellence -‐Nicole Jefferson, LMSW School Social Worker & Melvin Ratcliff, Ed.D, LCSW, School Social Worker, City Schools of Decatur
Addressing Our Needs: “Mindfully” Understanding Compassion -‐ Fatigue: PART 2 -‐ Shelly Dohlby, MSW Continuation of workshop started at 1:00 PM
New Directions in Leadership? Early Lessons from Chicago’s PLC Project, -‐ Andrew Brake, PhD, MSW, Northeastern Illinois University
Threat Assessment in Schools: An Adaptation of the Salem-‐Keizer System -‐ Katie Smith, LICSW, Intervention Counselor, Hoover High School, Alabama Repeated Workshop
4:30 – 5:30 PM -‐ Plenary Session -‐ David J. Schonfeld, MD, FAAP, Professor of the Practice in the Suzanne Dworak-‐Peck School of Social Work and Pediatrics at the University of Southern California, Speaking on… Supporting the Grieving Student -‐ 1.0 CEU National Center for School Crisis and Bereavement
4:30 – 5:30 PM -‐ Also -‐ NEW additional Workshop -‐ Addressing the Needs of Military Affiliated Students in the School Setting
Monday – 6.75 CEUs
Keynote 1.25 CEUs
Breakouts 3 x 1.5 or 4.5 CEUs
Plenary 1.0 CEUs
CEU KEY: Clinical CEU General CEU Ethics CEU
NOLA ACSSW 2017 Conference Schedule -‐ At-‐A-‐GlanceTUESDAY, January 31, 2017
7:30 – 9:30 AM Registration & Continental Breakfast 8:30 – 8:45 AM Conference Welcome & Opening Remarks – Judith Shine, ACSSW President 8:45 – 10:00 AM Keynote Speaker: Philip Chard, MS, Compassion Fatigue: Healing the Wounded Healer – 1.25 CEU 10:15 – 11:45 AM Interactive Workshops 1.5 CEU
School Social Development in Times of Crisis: A Grand Challenge Implementation -‐ Vivien Villaverde, PPSC, LCSW, Clinical Associate Professor, Marleen Wong, PhD, LCSW, PPSC, Associate Dean; Steve Hydon, MSW, EdD, Clinical Professor, USC School of Social Work, Robin H. Gurwitch, PhD, Instructor, Center for Child and Family Health, Duke University Medical Center
Shhh… don’t tell! Ethics and Confidentiality in School Social Work, Part 1 -‐ Rachel S. Lahasky, LCSW, Clinical Instructor, School of Social Work, Southern Miss School of Social Work This workshop CONTINUES at 1:00 PM.
School-‐Based Supports for Immigrant Youth: Essential Evidence-‐Based, Trauma-‐Informed Interventions -‐ Diana Franco, LCSW-‐R, DSW Candidate, School Social Worker, HS for Community Leadership, NYC Dept. of Education
Toxic Stress: Understanding its Effects on Relationships, the Brain and School Performance -‐ Monica Conversion, LMSW, LSSW, Dir. of School Social Work, Maribeth Gambill, LCSW, LSSW, Coor. Of Social Work, & Keith Ekhator, LSSW, Coor. of Social Work, Metro Nashville Public Schools
Swimming With Sharks: Innovative Conflict Resolution With Tough Adversaries -‐ Philip Chard, MS, President/CEO of Empathia, Inc.
Collaboration in Schools: The Good, Bad and the Ugly, -‐ Enrique Garcia, Assistant Principal, Karla Salas, LMSW, Social Service Specialist, & Alicia Jones, LPC-‐1, Communities in Schools Program Manager, Lyndon B. Johnson Early College High School
PREPaRE II – Day 1 Stacy Overstreet, PhD, Professor/Chair, Dept of Psychology, Corey Black, MS, Doctoral Candidate, Trauma Specialization & Katie Simon, EdM, Doctoral Candidate, Trauma Specialization, School Psychology, Tulane University This two day training starts STARTS at 8:30 AM and continues all day on both January 31 and February 1st. Attendance both full days is required.
11:45 AM – 1:00 PM Lunch Buffet Provided 1:00 – 2:30 PM Interactive Workshops 1.5 CEU Child-‐Adult Relationship Enhancement (CARE): Addressing Behavior Concerns in Schools: PART I -‐ Robin H. Gurwitch, PhD, Professor, Duke University Medical Center, Erika Wray, LCSW, Social Worker, Center for Child and Family Health, Durham, NC This workshop CONTINUES at 2:45 PM
Shhh… don’t tell! Ethics and Confidentiality in School Social Work : Part 2 -‐ Rachel S. Lahasky, LCSW Continuation of workshop started at 10:15 AM
Engaging Field Instructors to Develop Evaluations of Students Learning School Social Work -‐ Robert Ayasse, LCSW, Field Consultant and Lecturer, UC Berkeley, School of Social Welfare
Creativity & Storytelling: Becoming a Change Agent, PART 1 -‐ -‐ Leonora Foels, PhD, Associate Professor & Joyous Bethel, PhD, Assistant Professor, Millersville University This workshop CONTINUES at 2:45 PM
Homelessness & Trauma: Meeting the Needs of Some of Our Most Vulnerable Students -‐ Claire Johnson, APSW, LSSW, Homeless Education Program Coordinator, Milwaukee Public Schools
Means Restriction Suicide Safety Planning Interventions, PART 1 -‐ Danita LeBlanc, LCSW-‐BACS, Program Manager/Suicide Prevention, Office of Behavioral Health, Baton Rouge This workshop CONTINUES at 2:45 PM
2:45 – 4:15 PM Interactive Workshops 1.5 CEU Child-‐Adult Relationship Enhancement (CARE): Addressing Behavior Concerns in Schools: PART 2 -‐ Robin H. Gurwitch, PhD & Erika Wray, LCSW Continuation of workshop started at 1:00 PM
Children and Trauma: Providing Support Following a Traumatic Event, -‐ Bridgette Wade, EdD, MSW, LCSW-‐BACS, CSSWS, ACSW, School Social Worker, Team Leader, Carolyn N. Hill, MSW, C-‐SSWS, School Social Worker, East Baton Rouge Parish School System
Looking at PBIS & Restorative Justice Through an Implementation Lens -‐ Joe Zima, LMSW, Behavior Specialist, St. Clair County RESA
Creativity & Storytelling: Becoming a Change Agent, PART 2 -‐ Leonora Foels, PhD & Joyous Bethel, PhD Continuation of workshop started at 1:00 PM
Beyond Grants 101: Aligning SMART Goals to Successful Evaluation & Logic Models – -‐ Laura L. Reagan, MS, Creative Alignment Consulting, South Padre Island, Texas
Means Restriction Suicide Safety Planning Interventions, PART 2 -‐ Danita LeBlanc, LCSW-‐BACS Continuation of workshop started at 1:00 PM
PREPaRE II – Day 1 Continuation of workshop started at 8:30 AM
4:30 – 5:30 Plenary Session -‐ Laura Richard, PhD, LCSW, School of Social Work, Assistant Professor, University of Southern Mississippi Speaking on… Setting the Stage for School Social Work Evaluation & Development in Your School -‐ 1.0 CEU
Tuesday – 6.75 CEUs
Keynote 1.25 CEUs
Breakouts 3 x 1.5 or 4.5 CEUs
Plenary 1.0 CEUs
CEU KEY: Clinical CEU General CEU Ethics CEU
NOLA ACSSW 2017 Conference Schedule -‐ At-‐A-‐Glance WEDNESDAY, February 1, 2017
7 7:30 – 9:30 AM Registration & Continental Breakfast 8:30 – 10:00 AM Interactive Workshops 1.5 CEU PREPaRE II – Day 2 – This is an all day workshop continued from Tuesday, January 31st. Attendance at both days is required.
Resilience Can Be Taught! 10 tools to Motivate ANY Student: PART I -‐ Christian Moore, LCSW, MSW, Founder of WhyTry Organization Utah
Human Diversity and Dialogue: Building Bridges and Transforming Lives -‐ Leonora Foels, PhD, Associate Professor & Joyous Bethel, PhD, Assistant Professor, Millersville University
The Traumatic Effects of Parental Incarceration: A School Social Work Perspective -‐ Karla B. Horton, PhD, LMSW, Assistant Professor, Southern Illinois University, School of Social Work
This workshop will be presented again at 10:15 – 11:45 AM
10:15 – 11:45 AM Interactive Workshops 1.5 CEU PREPaRE II – Day 2 – Continued from 10:00 AM
Resilience Can Be Taught! 10 tools to Motivate ANY Student: PART 2 -‐ Christian Moore, LCSW, MSW
The Slave Next Door -‐ What Schools Need to Know about the Commercial Sexual Exploitation of Children -‐ Maria C. Hu, LCSW Clinical Associate Professor & Holly Priebe-‐Sotelo, MSW, PPSC Clinical Assistant Professor, University of Southern California
The Traumatic Effects of Parental Incarceration: A School Social Work Perspective Karla B. Horton, PhD, LMSW REPEAT Workshop
11:11:45 AM – 1:00 PM Lunch Buffet Provided 30 30 minute lunch program: 12:30 – 1:00 -‐ .5 CEU 1:11:15 – 2:45 PM Interactive Workshops 1.5 CEU
PREPaRE II – Day 2 – Continued from 11:45 AM
Childhood Traumatic Grief: Providing Hope & Healing in Schools; PART 1 -‐ Lisa Moore, LSW, HSV, Program Dir., & Megan Ellow, MSW, Multi Tiered Systems of Support Specialist for School Climate, School Dist. Of Philadelphia
Treating Oppositional Defiance Disorder in Children and Adolescents -‐ Andrew Williams, MD, Child/Adolescent/Adult Psychiatrist, Medical Director, Children’s Hospital Behavioral Health Unit
How to Raise Respectful Parents -‐ Laura L. Reagan, MS, Heart2Heart Parents Consultant, Texas
Resilience as a Career Strategy: A Marathon, Not a Sprint -‐ Jane Parker, PhD, LCSW, MPH Assistant Dean for Academic Affairs, Clinical Associate Professor and Director, Institute for Psychosocial Health Tulane School of Social Work
3:00 – 4:30 PM Interactive Workshops 1.5 CEU PREPaRE II – Day 2 – Continued from 1:15 PM
Childhood Traumatic Grief: Providing Hope & Healing in Schools, PART 2 -‐ Lisa Moore, LSW, HSV, Program Dir., & Megan Ellow, MSW, Multi Tiered Systems of Support Specialist for School Climate, School Dist. Of Philadelphia
Cognitive Behavioral Therapy: I Thought It, I Felt it, Now I’m doing it! -‐ Mark Allen Schexnaildre, PhD, MA, Postdoctoral Fellowship, Cognitive Behavioral Therapy Center of New Orleans
The Slave Next Door -‐ What Schools Need to Know about the Commercial Sexual Exploitation of Children -‐ Maria C. Hu, LCSW Clinical Associate Professor & Holly Priebe-‐Sotelo, MSW, PPSC Clinical Assistant Professor, University of Southern California
Current Best-‐Practices in the Treatment of Child and Adolescent Traumatic Stress -‐ Douglas W. Walker, PhD, Clinical Director, Mercy Family Center, New Orleans
Wednesday – 6.5 CEUs
Breakouts – 4 x 1.5 or 6 CEUs
Lunch Program .5 CEU
CEU KEY: Clinical CEU General CEU Ethics CEU
Rose M. Monteiro MSW, LCSW
Retired Adjunct ProfessorUSC Graduate School of Social Work
Ms. Monteiro has more than forty years of direct and indirect practice experience, as well as field instruction and supervision for licensure for MSW’s and marriage and family therapists. Her school experience includes the pupil personnel credential and continuing education for Los Angeles Unified School pupil personnel and mental health staff.
Ms. Monteiro has co-led state-wide school organizational development retreats on managing crisis and conflict in classrooms. She was a school change consultant to five elementary schools to increase parent involvement, and additional in-service programs have been on compassion fatigue, stress, bereavement, and self-care.
Embracing Leadership in Our Practice & Creating Trauma Sensitive SchoolsMs. Monteiro will lead the audience through a dynamic discussion regarding a needed paradigm shift in the role of leadership in School Social Work practice. She will examine the history of leadership in the social work profession as well as factors for and against the leadership function of social work in school settings.
Participants will become aware of the skills to implement the paradigm shift necessary for school social workers as they embrace the value and benefits of exercising leadership in their practice to create trauma sensitive schools:
• Professional skills
• Creative and professional use of self
• Agency voice
• Power
• Authority
ACSSW NOLA 2017 Featured Keynote
SpeakerMonday, January 30th
8:45 - 10:00 AMTulane University
Philip ChardPhilip Chard is President/CEO of Empathia, Inc., a nationwide behavioral services firm providing health, safety and productivity solutions for over 320 organizations representing 2 million covered lives. In addition, he is practicing psychotherapist who writes an award-winning weekly column in the Milwaukee Journal Sentinel titled “Out of My Mind, “ and is author of The Healing Earth, which won the 1995 Midwest Publishers Award, and Nature’s Ways, which examines the spiritual aspects of nature interaction. Philip is a contributing writer to Chicken Soup for the Woman’s Soul, has been a guest expert on ABC Television’s 20/20, and has presented at the Brookings Institution, among many other venues. Prior to joining Empathia, he was Director of Behavioral Science Education at Michigan State University’s College of Human Medicine, where he received the Outstanding Faculty Award. Philip holds an MS in counseling psychology from Drake University, is a licensed clinical social worker, completed five years of post-masters study in health psychology from Saybrook University, is a Master Practitioner of Neuro-linguistic programming and a nationally recognized leader in the field of applied eco-psychology.
Compassion Fatigue & Healing the Wounded Healer Sometimes called “secondary traumatic stress,” compassion fatigue is prevalent among social workers, nurses, physicians, caregivers and first responders who frequently witness suffering and tragedy in others. It is particularly common among those who are “highly sensitive persons,” or HSP, a significant percentage of health care and human service professionals. In this interactive presentation, we will consider:
• Personality characteristics that predispose us to compassion fatigue, such as HSP and external locus of control.• Signs and symptoms, including how compassion fatigue differs from burnout or chronic stress.• Early warning signs• Case examples from the helping professions.• Role of the motivational subconscious in both escalating compassion fatigue and in alleviating it.• Self-care approaches, including contemplative practices.• Evidence-based treatment options.
ACSSW NOLA 2017 Featured Keynote
SpeakerTuesday, January 31st
8:45 - 10:00 AMTulane University
PLENARY SESSIONSMonday, January 30th • 4:30 - 5:30 PM
Supporting the Grieving Student David J Schonfeld, MD, FAAPProfessor of the Practice in the Suzanne Dworak-Peck School of Social Work and Pediatrics at the University of Southern California and Children’s Hospital Los Angeles Director, National Center for School Crisis and Bereavement
The vast majority of children experience the death of a close family member or friend by the time they complete high school. Whether involving a personal loss or one that impacts the entire school/community, bereavement can have a profound and long-term impact on children’s psychological adjustment, academic achievement and personal development. School professionals can play a vital role in providing important support to students to help them understand and learn coping strategies to accelerate their adjustment and minimize their distress, and minimize maladaptive coping mechanisms and behavioral difficulties. Yet most educators and other school professionals have had limited to no professional training in how to support grieving students. The presenter, David J Schonfeld, MD, established and directs the National Center for School Crisis and Bereavement at the University of Southern California Suzanne Dworak-Peck School of Social Work. In addition to providing practical information on how to support grieving students, he will highlight a free, practitioner-oriented website. (www.grievingstudents.org) housing comprehensive materials on bereavement developed for educators and other school professionals by the Coalition to Support Grieving Students, of which ACSSW is a Supporting Organizational Member. The Coalition includes the top organizations representing school professionals including educators, school administrators, school counselors, nurses, psychologists and social workers. The website includes video training modules featuring expert commentary, school professionals who share their observations and advice, and bereaved children and family members who offer their own perspective on living with loss. Handouts and reference materials which mirror the training videos can also be freely downloaded from the website.
Tuesday, January 31st • 4:30 - 5:30 PM
Setting the Stage for School Social Work Evaluation & Development in Your School Laura Richard, PhD, LCSWAssistant Professor, School of Social Work,University of Southern Mississippi As budgets tighten in the education arena, the need for sound social work program development and evaluation is no longer a good idea; it is a necessity in order for social workers to maintain job security. This workshop will identify and explain the steps to take in creating or updating a school social work program. Steps in the program development process will include conducting needs assessments, using evidence-supported program design, and evaluating successful program outcomes that can lead to the possibility of future funding opportunities for the program.
PREPaRE 2 Training Crisis Intervention and Recovery: The Roles of School-‐Based Mental Health Professionals
Stacy Overstreet, Ph.D. Professor and Chair, Department of Psychology, Tulane University
Crisis Prevention and Preparedness: Comprehensive School Safety Planning Schools play a critical role in meeting the needs of students, staff, families and often the local community during times of crisis. PREPaRE is the only comprehensive curriculum developed by school-‐based professionals with firsthand experience and formal training. The curriculum builds on existing personnel, resources, and programs; provides for sustainability; and can be adapted to individual school needs and size. The PREPaRE curriculum has been developed by the National Association of School Psychologists (NASP). PREPaRE Model P—Prevent and prepare for psychological trauma R—Reaffirm physical health and perceptions of security and safety E—Evaluate psychological trauma risk P—Provide interventions a —and R—Respond to psychological needs E—Examine the effectiveness of crisis prevention and intervention This 2-‐day workshop provides school-‐based mental health professionals and other school crisis intervention team members with the knowledge necessary to meet the mental health needs of students and staff following a school-‐associated crisis event. You do not need to complete Workshop 1 to attend Workshop 2. With updated research and crisis intervention strategies, this workshop teaches participants how to prevent and prepare for psychological trauma, helps to reaffirm both the physical health of members of the school community and students' perceptions that they are safe and secure, evaluates the degree of psychological trauma, responds to the psychological needs of members of the school community, and examines the effectiveness of school crisis intervention and recovery efforts. This workshop is an excellent course for all mental health professionals in your district who provide mental health crisis intervention services. It provides a specific examination of the school-‐based mental health professionals' roles and responsibilities, with a special emphasis on crisis intervention and recovery. Who Should Receive Workshop 2 Training? PREPaRE Workshop 2 is appropriate for any individual filling the role of crisis intervention specialist. This includes school mental health staff (school psychologists, social workers, counselors and nurses), administrators, and other individuals whom the team has identified as appropriate providers of psychological first aid. Additionally, this workshop can be very helpful for community-‐based mental health practitioners who may work with the school crisis team and/or may be brought in to the school assist in response to a crisis.
January 31 – February 1 Tuesday & Wednesday
8:30 AM – 4:30 PM Limited to 40 Participants
NOTE: Participants must attend both days.
13.0 CEUs
Corey Black, M.S. Doctoral Candidate, Tulane University School Psychology Program, Trauma Specialization
Katie Simon, Ed. M. Doctoral Candidate, Tulane University School Psychology Program, Trauma Specialization
MONDAY, January 30, 2017
10:15 – 11:45 AM Interactive Workshops Using Restorative Practices to Build Safe & Supportive School Communities: PART 1 Chauna Perry Finch, MSW, Owner Restorative Training & Consulting Services, LLC This workshop CONTINUES at 1:00 PM Restorative Practices is an emerging social science that includes a variety of informal to formal ways of building community and addressing harm when it has occurred. It is a framework, not a program, that views high accountability and high support as a recipe for healthy environments. Through a didactic and experiential process, participants will learn what it means to operate from a Restorative lens, how Restorative Practices relates to Restorative Justice, and how the practices can be used to create a safe and supportive school community. Participants will also receive a list of resources for further study.
Creating a Trauma Sensitive School Joseph R. Gianesin, PhD, MSW, LICSW, Full Professor of Social Work at Springfield College Participants will learn the latest research on developing a trauma sensitive school climate that deals with students who have experienced trauma in their lives and how it interferes with their academic and social success at school. Participants will learn how the research shows that trauma can undermine children’s ability to learn, form relationships and function appropriately in the classroom. Individual schools who change their approach to the problem of trauma for students in both regular and special education programs can ensure that children exposed to family violence and other traumatic experiences can achieve at their highest potential. Models from Massachusetts and Washington State are presented as leaders in the field.
Lawndale ESD/USC Collaboration: An Innovative Collaboration to Create a Trauma-‐Informed School Suh Chen Hsiao, MSW, ACSW, LCSW, Clinical Assoc. Professor, Vivian Villaverde, MSW, LCSW, Clinical Assoc. Professor, Maria Ruelas, MSW, District Social Worker, Jorge Arroyo, BA, MA, Dir. of Student Support Services, Lawndale Elementary School District Lawndale ESD/USC collaboration illustrates how a capacity building partnership and collaboration is attempting to change the overall school climate of an elementary school district. This partnership is endeavoring to create a trauma-‐informed school district to support PBIS through multiple programs to increase capacity for technical training and services to students. The presentation will demonstrate how developing an MSW Internship training program has served as a catalyst for policy and culture change and the vehicle to improve and increase the capacity for direct services to students. This will also show their efforts to monitor and evaluate its impact to the district.
What Makes Us Good: Examining Education Requirements for School Social Workers Amy Vliek, LMSW, PhD, Dir. of Admissions & Student Services & School Social Worker, Western Michigan University, & Karla Vandenberg, LMSW, School Social Worker, Van Buren Intermediate School District, Michigan This presentation will analyze the educational requirements for School Social Workers in all 50 states and make a case for nationalized standards. The presenters will discuss the differing levels of educational requirements for employment, impacts these requirements have on pay for school social workers, and the implications this has for practice. Individual state standards will be compared with the NASW Standards for School Social Work and Supplemental Ethical Standards for School Social Work practice. The session will conclude with a group activity where participants will help develop a working document‚ which will make the case for nationalized standards and outline suggestions for standards.
Interactive Workshops Continued for Monday, Jan 30 10:15 – 11:45 AM… School Refusal: Understanding Assessment & Interventions in the Home & Educational Settings: PART 1 Jacqueline Rhew, MA, LPC, CADC, Clinical Liaison, Amita Health Alexian Brothers Behavioral Health This workshop CONTINUES at 1:00 PM This presentation will review the criteria for school avoidance and school anxiety (SASR) and identify strategies to assist students, families, and schools to promote re-‐engagement in the school setting. SASR will be defined as failure to attend school or inconsistent attendance due to emotional and/or behavioral reasons. SASR also includes students who attend school but refuse to engage in school requirements. Students with SASR often struggle with social deficits, as well as associated mental and emotional disorders. Understanding their cognitive and emotional development and customizing therapy to address the SASR child’s unique needs is vital to successful treatment. The presentation will review specific interventions designed to increase motivation for school attendance and promote active school engagement for the child and family. Factors that contribute to avoidant behaviors will be explored as well as ways to identify students who are at-‐risk so as to provide early therapeutic responses. Professionals leaving the presentation will have learned how to develop therapeutic strategies for SASR, engage students and their parents in effective communication and language that promotes self-‐advocacy and independence for the student. Utilizing a multi-‐disciplinary approach, participants will learn ways to create rapport with families and build relationships that will hold them accountable for school attendance, truancy issues and establish community services and supports. In addition, audience members will learn specifically how to apply behavioral modification techniques, family systems approaches, parent training, academic accommodations, and other collaborative approaches to working with adolescents who struggle with SASR.
Trauma Informed Care in Schools: A Comprehensive Approach to Success Susan Elswick, EdD, LCSW, LSSW, Assistant Professor/BA Program Dir., University of Memphis This workshop will provide participants with a framework for creating trauma sensitive supports within the school setting. The training will also provide foundation level knowledge of the impact of trauma on social and academic development, and give the participants applicable evidence-‐based interventions aimed at improving social and educational outcomes for children exposed to trauma. Participants will leave the training with a toolbox of interventions and processes to increase supports for children exposed to trauma.
Threat Assessment in Schools: An Adaptation of the Salem-‐Keizer System Katie Smith, LICSW, Intervention Counselor, Hoover High School, Alabama This workshop will be repeated at 2:45 -‐4:15 PM, Monday, January 30th. School systems across the nation are very aware of the dangers of potential violence on campus and are working to incorporate an evidence-‐based practice approach to preventing school shootings. Utilizing the well-‐known, Salem-‐Keizer (Oregon) method of conducting school threat assessments, this presentation explains how school social workers can lead the way in helping their schools address potential threats by students. Additionally, attendees will learn about effective ways to provide continued supervision and intervention to any student who may make or may pose a threat, thus decreasing risk factors for violence at school.
Interactive Workshops Continued for Monday, Jan 30… 1:00 – 2:30 PM Interactive Workshops Using Restorative Practices to Build Safe & Supportive School Communities: PART 2 Chauna Perry Finch, MSW Continuation of workshop started at 10:15 AM
Shhh… don’t tell! Ethics and Confidentiality in School Social Work: Part 1 Rachel S. Lahasky, LCSW, Clinical Instructor, Southern Miss School of Social Work This workshop CONTINUES at 2:45 PM.
Working in a school setting, social workers are faced with many ethical dilemmas. This session will provide an overview of professional, legal and ethical standards of practice as they relate to everyday school social work. We will also spend time reviewing the updated (2012) NASW Standards for School Social Work Services and will discuss how this relates to various confidentiality issues in schools. Participants will have the opportunity to discuss ethical dilemmas they have faced or are facing and work through these challenges as a group.
Empowering Students Through the Application of Self-‐Efficacy Theory in School Social Work Nancy Delich, EdD, MATS, LCSW, PPSC, Assistant Professor, Dept. of Social Work & Stephen Roberts, PhD, MBA, CRCC, CLCP, CCC-‐A, FAAA, Associate Professor in Communicative Disorders and Deaf Studies, Fresno, California State University at Fresno Many psychosocial and emotional factors collude to make it difficult for some students to succeed in the school environment. Through the provision of counseling, crisis intervention and prevention programs, school social workers strive to address such issues that can obstruct their academic progress. With the aim of giving students a better chance at succeeding in school, one approach in supporting young people to overcome adversities in their lives while increasing their personal sense of efficacy is by offering opportunities for students to identify their strengths and cultivate the belief that they can rely on their strengths when facing challenges. To this end, an overview of Bandura’s self-‐efficacy theory and the four sources of self-‐efficacy influences will be discussed along with specific intervention strategies that were successfully employed with one population, deaf and hard of hearing students. Strategies discussed in this workshop will be suitable for application with other student populations.
Got Bounce: Promoting Resilience in Teens Celina Chelala, MSA, LGSW, School Social Worker, Cesar Chavez Schools for Public Policy Trauma and life stressors can negatively affect teen students socio-‐emotional growth and academic success. Research indicates, however, that resilience is a natural process and that promoting resilience in schools helps support teen students in overcoming adversity. As Boris Cyrulnik, French neuroscientist and psychoanalyst, explains, ”what we are at any given moment obliges us to use our ecological, emotional, and verbal environments to ourselves. We might feel that, if a single stitch is dropped, everything will unravel, but in fact, if just one stitch holds, we can start all over again.” Ms. Chelala developed a model for promoting resilience that is based on five therapeutic practices called LATCH (Love, Authenticity, Trust, Creativity, and Humor). The model will be discussed through case studies and current research. This interactive session will examine these practices, as well as participants’ experiences, to explore how they can be effectively integrated into school social work practice.
School Refusal: Understanding Assessment & Interventions in the Home & Educational Settings: PART 2 Jacqueline Rhew, MA, LPC, CADC Continuation of workshop started at 10:15 AM
Interactive Workshops Continued for Monday, Jan 30…
Addressing Our Needs: “Mindfully” Understanding Compassion Fatigue: PART 1 Shelly Dohlby, MSW, School Social Worker, Waukesha School District, Wisconsin This workshop CONTINUES at 2:45 PM.
We will discuss best practice for debriefing and actively explore our current needs using several strategies from The Compassion Fatigue Workbook: Creative Tools for Transforming Compassion Fatigue and Vicious Traumatization by Francoise Mathieu. Following this experiential workshop, participants will leave with effective action plans for growth and renewal.
Want to Be a Better School Social Worker? Ask a Teacher! Stacy Gherardi, PhD, LCSW, Assistant Professor, New Mexico State University The ability to effectively collaborate with teachers is a critical skill for school social workers. It is also a skill that is highly overlooked. This workshop is designed to get social workers to question our own assumptions about the teachers we work with and to learn new skills for learning from and supporting teachers in order to more effectively support students. In this session, you will learn more about the intense and often-‐competing demands teachers face each day and how these demands impact teacher responses to social workers generally. You will also learn about the differences (and some similarities) between the ways many teachers are trained to think about behavior and our own training. Finally, you will leave this workshop with concrete ways that you can begin connecting with, learning from, and supporting teachers in your own schools.
2:45 – 4:15 PM Interactive Workshops Leading Mentally Healthy Schools Maureen MacKay, MSW, RSW, Mental Health Lead, & Theresa Wilson, Peer Dist. School Board MSW, RSW, Senior Manager/Mental Health Lead, Halton School Board
Traditionally school social work has focused on crisis intervention, direct service with students and families, and attendance support work. However, in the province of Ontario, all school boards now have Mental Health Leaders, often social workers, who are leading the work of implementing a mental health strategy for Boards of Education. Two social workers share their experiences in intentional, explicit and systematic implementation of mental health strategies that focus on the mental health promotion role of educators. This work requires organizational change and an evolution of the role of social work from a focus that has largely been on intervention to a focus that includes building mental health awareness and literacy for educators. This session will draw on the implementation science framework being used to guide and support this work. Resources used provincially to help educators understand mental health literacy will be shared.
Shhh… don’t tell! Ethics and Confidentiality in School Social Work: Part 2 Rachel S. Lahasky, LCSW Continuation of workshop started at 1:00 PM
Interactive Workshops Continued for Monday, Jan 30, 2:45 PM – 4:15 PM…
Addressing Institutional Racism in Schools: Why and How Patty McMillin, LMSW, Lead Social Worker, Lower Kuskokwim School District, Bethel, Alaska The Lower Kuskokwim School District has committed to addressing historical trauma and institutional racism throughout their 23 schools. This presentation will look at how we got here, how this work is connected to Trauma Informed work in schools, creating safe school environments, working with school mental health issues and creating partnerships with parents and communities. There will be a brief overview of Knowing Who You Are, as that is the program we are currently using with all staff.
School Social Workers: Operating in Alignment with a Spirit of Excellence Nicole Jefferson, LMSW, School Social Worker & Melvin Ratcliff, EdD, LCSW, School Social Worker, City Schools of Decatur The "Spirit of Excellence" should guide school social work practice daily. Participants will be encouraged to use self-‐reflection to strengthen their professional identity, and will be invited to dialogue about specific cases and examine how each case presents opportunity for systemic change. Moreover, the presenters will explain how a “spirit of excellence” can lead to data-‐driven solutions. The intended audience is both new and veteran school social workers who want to promote school social work as an integral component to student achievement.
Addressing Our Needs: “Mindfully” Understanding Compassion Fatigue: PART 2 Shelly Dohlby, MSW Continuation of workshop started at 1:00 PM
New Directions in Leadership? Early Lessons from Chicago’s PLC Project Andrew Brake, PhD, MSW, Northeastern Illinois University Over the last decade, the field of education has largely embraced Professional Learning Community (PLC) models as an effective means for enhancing the collaborative, pedagogical, leadership, and capacity building efforts of schoolteachers. In an effort to support the MTSS goals and efforts of school social workers, the School Mental Health Professional Learning Community Project (The PLC Project) began in 2015. The PLC Project provides monthly online professional development workshops with a collaborative mentorship design to improve the leadership and capacity building efforts of its participants over a two-‐year intervention. Examining participants’ experiences with workplace burnout, evidence-‐based practice, and professional self-‐efficacy, analysis of the first year of qualitative interviews conducted with the Project’s 12 participants will be presented. The structural constraints and opportunities they faced will be sketched as well as the early lessons learned for enhancing their leadership and capacity building efforts.
Threat Assessment in Schools: An Adaptation of the Salem-‐Keizer System Katie Smith, LICSW, Intervention Counselor, Hoover High School, Alabama Repeated Session -‐ see workshop description for same presentation made at 10:15 – 11:45 AM on Monday, January 30th.
4:30 – 5:30 PM Plenary David J Schonfeld, MD, FAAP, Professor of the Practice in the Suzanne Dworak-‐Peck School of Social Work and Pediatrics at the University of Southern California and Children's Hospital Los Angeles, Director of the National Center for School Crisis and Bereavement Speaking on… Supporting the Grieving Student
4:30 – 5:30 PM -‐ NEW Additional Workshop
Addressing the Needs of Military Affiliated Students in the School Setting Umeka Franklin, LCSW, PPSC, Clinical Assistant Professor, Co-‐Coordinator -‐ Military Social Work Field Education & Russana Rowles, LCSW, PPSC, Clinical Associate Professor, Military SW Field Education Coordinator, USC Suzanne Dworak-‐Peck School of Social Work, University of Southern California
Approximately two million military children have experienced a parental deployment since 2001. One third of school-‐age military children show psychosocial behaviors such as being anxious, worrying often, and crying more frequently. Military service members, veterans and their spouses struggle to create a new normal for their families following multiple and protracted absences, and abnormal experiences of war. Often times, parents and their children rely upon school support personnel services to address their needs and offer support. This presentation will provide school support personnel with methods for identifying, assessing and supporting military affiliated school-‐aged students. Participants will gain awareness of the strengths embodied and challenges encountered by students of military parents. Lessons learned as to how school support personnel may take a leadership role in building restorative bridges from school to home will also be shared.
TUESDAY, January 31, 2017
10:15 – 11:45 AM Interactive Workshops 1.5 CEU School Social Development in Times of Crisis: A Grand Challenge Implementation Vivien Villaverde, PPSC, LCSW, Clinical Associate Professor, Marleen Wong, PhD, LCSW, PPSC, Associate Dean; Steve Hydon, MSW, EdD, Clinical Professor, USC School of Social Work, Robin H. Gurwitch, PhD, Instructor, Center for Child and Family Health, Duke University Medical Center Disaster preparedness can improve community resilience and enhance social development in the face of disasters. This presentation will highlight USC partnership with the Philippine Department of Education in implementing the tiered-‐approach model for disaster preparedness. It will discuss preparedness, response, and recovery using the model derived from the accepted Grand Challenge for The Academy of Social Work & Social Welfare on Climate Change and Protection of the Human Environment. This model identifies priorities at various levels to build comprehensive and integrated plans to assure resilience in communities. Tier I priorities are environmental and must consider the community infrastructure. Tier II focuses on the community level. Community leadership, interventions, and sustaining gains play a major role in actions for Tier II. Tier III priorities are those at the individual level to address the needs of the most vulnerable populations including Psychological First Aide, Healing After Trauma Services and Secondary Traumatic Stress.
Shhh… don’t tell! Ethics and Confidentiality in School Social Work, Part 1 Rachel S. Lahasky, LCSW, Clinical Instructor, School of Social Work, Southern Miss School of Social Work This workshop CONTINUES at 1:00 PM. See description from same workshop presented on Monday, January 30th.
Interactive Workshops Continued for Tuesday, Jan 31, 10:15 – 11:45 AM… School-‐Based Supports for Immigrant Youth: Essential Evidence-‐Based, Trauma-‐Informed Interventions Diana Franco, LCSW-‐R, DSW Candidate, School Social Worker, HS for Community Leadership, NYC Dept. of Education This presentation will address the psychological and emotional effects of being an immigrant youth in the school system. Recent statistics indicate that the number of unaccompanied immigrant youth, both documented or not, continues to rise. Concomitantly, research indicates that immigrant youth, ages 13-‐18, frequently present symptoms of PTSD, anxiety, and depression as compared to non-‐immigrant youth. This calls for reform of the ways in which school-‐based services are delivered, including understanding the migration process through a trauma-‐informed lens. The migration process includes events that act as factors such as violence, poverty, and homelessness, in addition to experiences endured during the migration journey. The use of evidence-‐based trauma interventions, such as Trauma-‐Focused CBT, have been effective in supporting these youngsters. School social workers play a vital role in providing professional development for school staff to help them understand how trauma-‐informed strategies may offer perspective in the classroom.
Toxic Stress: Understanding Its Effects on Relationships, the Brain and School Performance Monica Conversion, LMSW, LSSW, Dir. of School Social Work, Maribeth Gambill, LCSW, LSSW, Coordinator Of Social Work, & Keith Ekhator, LSSW, Coordinator of Social Work, Metro Nashville Public Schools Adverse Childhood Experiences (ACE’s) are the great equalizer for all students entering the school building. The effects of toxic stress on children are complex due to the yet to be fully developed brain. Schools are often the first line of defense since children spend a majority of their time at school. Unfortunately for some children, the school experience can be re-‐traumatizing. School Social Workers have the unique opportunity to be the relationship change agent to provide the safe, stable, nurturing relationships and environments to buffer the impacts of toxic stress.
Swimming With Sharks: Innovative Conflict Resolution With Tough Adversaries Philip Chard, MS, Psychotherapist, Out of My Mind, President/CEO of Empathia, Inc. What can you do when mediation, crucial conversations and other “Let’s be reasonable” approaches fail to resolve workplace conflict? How can you manage intimidating, manipulative and mean-‐spirited people? Dealing with the tough adversaries requires innovative, high-‐impact tactics that bypass resistance, deflect verbal attacks and unbalance interpersonal aggressors. Using video vignettes and concrete examples, this presentation illustrates highly effective, non-‐traditional methods for managing conflict with the most obstreperous people in your workplace.
Collaboration in Schools: The Good, Bad and the Ugly Enrique Garcia, Assistant Principal, Karla Salas, LMSW, Social Service Specialist, & Alicia Jones, LPC-‐1, Communities in Schools Program Manager, Lyndon B. Johnson Early College High School This presentation will focus on the ins and outs of collaborating with various social service agencies providing wrap around services to students and families on a High School campus. This presentation will consist of tips and strategies on how to align services already offered on your campuses in order to provide purposeful and intentional services tailored to the campus needs.
1:00 – 2:30 PM Interactive Workshops 1.5 CEU Child-‐Adult Relationship Enhancement (CARE): Addressing Behavior Concerns in Schools: PART I Robin H. Gurwitch, PhD, Professor, Duke University Medical Center, Erika Wray, LCSW, Social Worker, Center for Child and Family Health, Durham, NC This workshop CONTINUES at 2:45 PM
Behavior concerns in the classroom interfere with learning and development of pro-‐social skills. School social workers are a primary source for guidance related to these issues in both school and home. Child Adult Relationship Enhancement (CARE) is a set of skills designed to improve interactions of any adult and child/teen. Based on several strong evidence-‐based parenting programs (e.g., Incredible Years, Parent-‐Child Interaction Therapy, and Parent-‐Management Training-‐Oregon model), CARE fills an important gap in services for children/teens with sub-‐clinical concerns who are considered at-‐risk for significant behavioral problems. It can improve the overall learning environment. While CARE is not therapy, CARE is designed to improve positive engagement with children/teens and reduce mild to moderate behavioral challenges. CARE trainings have been provided in school settings across the United States. School Social Workers can easily incorporate CARE into the school setting, improving services and outcomes in students and classrooms.
Shhh… don’t tell! Ethics and Confidentiality in School Social Work: Part 2 Rachel S. Lahasky, LCSW Continuation of workshop started at 10:15 AM
Engaging Field Instructors to Develop Evaluations of Students Learning School Social Work Robert Ayasse, LCSW, Field Consultant and Lecturer, UC Berkeley, School of Social Welfare The foundation of providing high quality school social work services rests upon developing high quality school social workers in our MSW programs. To that end, the Council on Social Work Education (CSWE) has emphasized the development of student competencies and furthermore has made a strong declaration that field education is the signature pedagogy of the social work profession (CSWE, 2008). Since the NASW code of ethics encourages practitioners to engage community stakeholders in the decision making processes, the presenter advocates for social work educators to partner with field supervisors to develop ways to observe those skills and a formative process by which they will be taught and evaluated. This presentation describes the process of such a partnership to decide what "excellent" school social work practice looks like and developing an evaluation tool to measure it. The initial data and outcomes that resulted from utilizing that tool will also be discussed.
Creativity & Storytelling: Becoming a Change Agent: PART 1 Leonora Foels, PhD, Associate Professor & Joyous Bethel, PhD, Assistant Professor, Millersville University This workshop CONTINUES at 2:45 PM Transformative learning is enhanced by expressive activities. Davis-‐Manigaulte, Yorks, & Kasl (2006) state our artwork provided a pathway for surfacing our underlying thinking. The resulting insights helped people act in new ways. Recognizing that individuals learn outside the traditional classroom, this workshop begins with an introduction to differing manifestations of oppression followed by a discussion on the intersectionality of identities. Participants will engage in a creative hands-‐on project (supplies provide) that represents and brings to consciousness their journey towards becoming a change agent. Knowing that story telling is a way of building community and solidifying learning, participants then share their stories. It is intended that these creative self-‐expressive projects will enhance social advocacy. Strategies for transferring these activities o the classroom will be discussed.
Interactive Workshops Continued for Tuesday, Jan 31, 1:00 – 2:30 PM…
Homelessness & Trauma: Meeting the Needs of Some of Our Most Vulnerable Students Claire Johnson, APSW, LSSW, Homeless Education Program Coordinator, Milwaukee Public Schools WARNING! This session may change what you thought you knew about trauma and homelessness. In this workshop participants will learn about current trends in youth and family homelessness as they relate to the McKinney-‐Vento Act; current research and data on trauma and homelessness; and how one Midwestern public school district is tackling those issues.
Means Restriction Suicide Safety Planning Interventions: PART 1 Danita LeBlanc, LCSW-‐BACS, Program Manager/Suicide Prevention, Office of Behavioral Health, Baton Rouge This workshop CONTINUES at 2:45 PM Suicide safety intervention planning and restriction of access to lethal means are two important components of suicide prevention. Learn what a safety plan is, and how to engage the individual at risk for suicide in the process of keeping him/herself safe. The six steps for collaboratively creating a safety plan with an individual at risk of suicide will be presented along with appropriate follow up after the plan is created. The roles of impulsivity, ambivalence and differing lethal methods in contributing to suicide attempts and deaths will be covered. How to ask clients about their access to lethal means and how to work with them to reduce access will also be addressed.
2:45 – 4:15 PM Interactive Workshops Child-‐Adult Relationship Enhancement (CARE): Addressing Behavior Concerns in Schools: PART 2 Robin H. Gurwitch, PhD & Erika Wray, LCSW Continuation of workshop started at 1:00 PM
Children and Trauma: Providing Support Following a Traumatic Event, Bridgette Wade, EdD, MSW, LCSW-‐BACS, CSSWS, ACSW, School Social Worker, Team Leader, Carolyn N. Hill, MSW, C-‐SSWS, School Social Worker, East Baton Rouge Parish School System Traumatic events may impact children in a number of ways. Children often respond by demonstrating fear, sadness, confusion, or insecurity. Many of the responses observed represent normal reactions to abnormal events. In most cases, distressing responses are temporary with symptoms decreasing over time. However, some children may be at risk for prolonged psychological distress. Direct exposure to violence, evacuation experience, death of a loved one or ongoing stress may exacerbate risk factors. It is important to assess both past and current trauma exposure to determine the level of support needed. Parents and teachers play a major role in helping children cope with traumatic events. They are the frontline supports to children as they are able to readily recognize changes in behavior. This workshop is designed to define trauma, identify common reactions to trauma, and recommendations to support healthy trauma responses in children.
Looking at PBIS & Restorative Justice Through an Implementation Lens Joe Zima, LMSW, Behavior Specialist, St. Clair County RESA The use of effective interventions without the use of implementation strategies is like serum without a syringe; the cure is available but the delivery system is not" (Fixsen, Blase, Duda, Naoom, & Van Dyke, 2010). This session will explore the interconnection between PBIS and Restorative Classroom Circles, as well as current implementation examples from St Clair County.
Creativity & Storytelling: Becoming a Change Agent: PART 2 Leonora Foels, PhD & Joyous Bethel, PhD Continuation of workshop started at 1:00 PM
Beyond Grants 101: Aligning SMART Goals to Successful Evaluation & Logic Models Laura L. Reagan, MS, Creative Alignment Consulting, South Padre Island, Texas Beyond Grants 101 is an interactive session which will show participants how to align well-‐written SMART Goals to the development of successful evaluation measures for competitive grant proposals. The session will have two parts. In the first part, presenter and sociologist Laura L. Reagan will introduce a step-‐by-‐step alignment process and use funded grants to demonstrate the alignment tenants. Examples of funded proposals with and without logic models will be utilized for demonstrations. For the second part, participants will have an opportunity to write SMART Goals for their program and use the steps for alignment to develop effective evaluation measures. Reagan will mentor participants throughout the process for guided learning. To maximize learning, participants may bring their working proposals to the session.
Means Restriction Suicide Safety Planning Interventions: PART 2 Danita LeBlanc, LCSW-‐BACS Continuation of workshop started at 1:00 PM
4:30 – 5:30 Plenary Session Tuesday, Jan 31
Laura Richard, PhD, LCSW, Assistant Professor School of Social Work, University of Southern Mississippi
Speaking on… Setting the Stage for School Social Work Evaluation & Development in Your School
Interactive Workshops Continued for Tuesday, Jan 31…
WEDNESDAY, February 1, 2017
8:30 – 10:00 AM Interactive Workshops Resilience Can Be Taught! 10 tools to Motivate ANY Student: PART I Christian Moore, LCSW, MSW, Founder of WhyTry Organization Utah This workshop CONTINUES at 10:15 AM. Discover 10 tools to help you foster resilience in even the most unmotivated students. Once you understand them, you won’t go another day without using them! Whether you work with students in one-‐on-‐one, small group, or classroom settings, you’ll gain the skills you need to deliver the life-‐changing power of resilience to students of any background and learning style. Christian is a renowned author, speaker, and licensed clinical social worker. Christian spent most of his childhood years on the streets near Washington, D.C. Due to learning disabilities, counselors informed him that college wasn’t an option. However, Christian became a well-‐respected recipient of a master's degree. As a social worker in education, youth corrections, and a homeless program, Christian saw the need for a new approach and created WhyTry. He now speaks at over 100 conferences a year and consults with thousands of school districts on lowering dropout rates, improving school climate, preventing bullying, and closing the achievement gap by teaching social and emotional education.
Human Diversity and Dialogue: Building Bridges and Transforming Lives Leonora Foels, PhD, Associate Professor & Joyous Bethel, PhD, Assistant Professor, Millersville University
This presentation explores how school social workers can adapt Living Room Conversations (LRC) in their work with students to create dialogue groups to build bridges, extend community and facilitate transformation. Increasingly, the convenience of social media eclipses the importance of authentic human relationships. Students tend to learn and live in silos of segregated disciplines; operating in fragments rather than in wholeism. While most students want the world to be a better place and value equality in theory, they may be ill-‐equipped whenever they graduate to bring unity and problem solving capacities to their communities. They may have forgotten (or never known) dialogue as a way to manage or mitigate conflict. There is consensus in social justice research that dialogue, social relationships, and engagement are key to transformation (Guthrie & McCracken, 2010; Ibrahim, 2010; Pease & Fook, 1999).
The Traumatic Effects of Parental Incarceration: A School Social Work Perspective Karla B. Horton, PhD, LMSW, Assistant Professor, Southern Illinois University, School of Social Work This workshop will be offered again at 10:15 AM on Wednesday, February 1st.
Parental incarceration can have traumatic effects on school-‐age children, one effect being antisocial behavior (Murray, Farrington, & Sekol, 2012). The subfactors of antisocial behavior are physical aggression, rule breaking, and as of late, relational aggression (Tackett et al., 2013). The goals of this workshop are to examine the traumatic effects of parental incarceration, and discuss the school social worker’s role in trauma-‐informed care. This workshop will help school social workers understand the unique needs of this population, and develop and implement interventions. Implications for evidence based practice and trauma-‐informed practice will be discussed.
10:15 – 11:45 AM Interactive Workshops Resilience Can Be Taught! 10 tools to Motivate ANY Student: PART 2 Christian Moore, LCSW, MSW, Founder of WhyTry Organization Utah Continuation of workshop started at 8:30 AM.
The Slave Next Door -‐ What Schools Need to Know about the Commercial Sexual Exploitation of Children Maria C. Hu, LCSW Clinical Associate Professor & Holly Priebe-‐Sotelo, MSW, PPSC Clinical Assistant Professor, University of Southern California This workshop will also be offered at 3:00 PM on Wednesday, February 1st. The objectives for the commercial sexual exploitation of children (CSEC) training are: 1) To increase awareness of the human trafficking and commercial sexual exploitation of children; 2) to recognize the risk factors and proliferation; 3) to recognize recruitment tactics by exploiters; 4) identify evidence-‐based practices to addressing CSEC in schools and district-‐wide (micro and macro). This training will include interactive activities, videos and lecture.
The Traumatic Effects of Parental Incarceration: A School Social Work Perspective Karla B. Horton, PhD, LMSW, Assistant Professor, Southern Illinois University, School of Social Work This workshop is also offered at 8:30 AM on Wednesday, February 1st.
Parental incarceration can have traumatic effects on school-‐age children, one effect being antisocial behavior (Murray, Farrington, & Sekol, 2012). The subfactors of antisocial behavior are physical aggression, rule breaking, and as of late, relational aggression (Tackett et al., 2013). The goals of this workshop are to examine the traumatic effects of parental incarceration, and discuss the school social worker‚ role in trauma-‐informed care. This workshop will help school social workers understand the unique needs of this population, and develop and implement interventions. Implications for evidence based practice and trauma-‐informed practice will be discussed.
1:15 – 2:45 PM Interactive Workshops Childhood Traumatic Grief: Providing Hope & Healing in Schools: PART I Lisa Moore, LSW, HSV, Program Dir., & Megan Ellow, MSW, Multi Tiered Systems of Support Specialist for School Climate, School Dist. Of Philadelphia This workshop CONTINUES at 3:00 PM. Children who experience the loss of a loved one are impacted in all areas of their life, especially learning. When the loss was traumatic, a child becomes unable to function normally. Children suffering from traumatic grief often become labeled by their extreme behavioral challenges, and the underlying effects of trauma are overlooked. School Social Workers play a key role in the school’s ability to provide hope and healing to students. The loss of a loved one to a violent act, drug overdose or incarceration adds complexity to the grief process. The underlying feelings of shame and fear make it more difficult to identify and support those students. Participants will learn how and why school wide interventions such as restorative practices, PBIS and morning meetings are especially important. Participants will also discuss targeted interventions: trauma focused grief group counseling, case management and support for parents and families that work.
Interactive Workshops Continued for Wednesday, February 1st…
Interactive Workshops Continued for Wednesday, Feb 1… Treating Oppositional Defiance Disorder in Children and Adolescents Andrew Z. Williams, M.D.—Child/Adolescent/Adult Psychiatrist, Children’s Hospital Directory of Psychiatry Medical Director Children’s Hospital Behavioral Health Unit, New Orleans
Dr. Williams will provide an overview of the symptoms of oppositional defiance disorder in children and adolescents, co-‐morbidities of this disorder, and medications utilized in the treatment of this disorder. Participants will learn strategies to both manage and assist parents in managing this disorder. Dr. Williams is a popular past ACSSW New Orleans presenter. We welcome him back for NOLA 2017!
How to Raise Respectful Parents Laura L. Reagan, MS, Heart2Heart Parents Consultant, Texas
The interactive session will first inform participants of a research based co-‐creation matrix of engagement to improve tween-‐teen and parent relationships. Using the co-‐creation matrix, school social workers will learn how to assist teen and parents to engage in empowered communication for improved outcomes. The communication matrix will then be applied to develop parent engagement strategies for school based positive youth development strategies that can also improve educational outcomes. Participants will also learn how parent educators, parent involvement specialists and other school staff can utilize the co-‐creation matrix in developing effective parent engagement strategies. Presenter will share real school examples. The session will culminate in a practical list of co-‐created school engagement strategies.
Resilience as a Career Strategy: A Marathon, Not a Sprint Jane Parker, PhD, LCSW, MPH, Assistant Dean for Academic Affairs, Clinical Associate Professor and Director, Institute for Psychosocial Health Tulane School of Social Work.
Resilience for the long haul and those challenging days is discussed to give us all strength for our days in this highly informative and interactive workshop. School Social Workers, in particular, can benefit from integrating specific strategies for self-‐care to promote personal resilience. Participants will have opportunity to engage in learning the historical research on “resilience”, how it can be tapped and enhanced, and how to write a personal Resilience Plan.
3:00 -‐ 4:30 PM Interactive Workshops Childhood Traumatic Grief: Providing Hope & Healing in Schools: PART 2 Lisa Moore, LSW, HSV, Program Dir., & Megan Ellow, MSW, Multi Tiered Systems of Support Specialist for School Climate, School Dist. Of Philadelphia Continuation of workshop started at 1:15 PM
Cognitive Behavioral Therapy: I Thought It, I Felt It, Now I’m doing It! Mark Allen Schexnaildre, PhD, MA, Postdoctoral Fellowship, Cognitive Behavioral Therapy Center of New Orleans
Cognitive Behavior Therapy (CBT) has been used to treat people suffering from a wide range of disorders, including anxiety, phobias, depression, and addiction. CBT is one of the most researched types of therapy, in part because treatment is focused on highly specific goals and results can be measured relatively easily. One of the greatest benefits of cognitive-‐behavior therapy is that it helps clients develop coping skills that can be useful both now and in the future. This hands-‐on presentation will give the participant ideas/activities that they can take with and implement immediately to assist in getting clients to start thinking more positively! Students diagnosed with anxiety, depression and disruptive behaviors are so much easier to teach when they have the tools to regulate their own emotions. We will briefly introduce what CBT is, and why it is such an effective technique for anyone guilty of negative self-‐talk. (And isn’t that all of us at some time or another?) Come ready to have fun while you learn evidence-‐based interventions! Emphasis on working with young adolescents.
The Slave Next Door -‐ What Schools Need to Know about the Commercial Sexual Exploitation of Children Maria C. Hu, LCSW Clinical Associate Professor & Holly Priebe-‐Sotelo, MSW, PPSC Clinical Assistant Professor, University of Southern California This workshop will is also offered at 2:45 PM Monday, January 30th. The objectives for the commercial sexual exploitation of children (CSEC) training are: 1) To increase awareness of the human trafficking and commercial sexual exploitation of children; 2) to recognize the risk factors and proliferation; 3) to recognize recruitment tactics by exploiters; 4) identify evidence-‐based practices to addressing CSEC in schools and district-‐wide (micro and macro). This training will include interactive activities, videos and lecture.
Current Best Practices in the Treatment of Child and Adolescent Traumatic Stress Douglas W. Walker, PhD, Clinical Director, Mercy Family Center, New Orleans Over the past decade, major advances in the prevention and treatment of Child Traumatic Stress (CTS) have created a constellation of “Best Practice” mental health interventions and treatment protocols designed to prevent, diminish or eliminate the threat of long-‐term chronic and debilitating mental health issues. This session will review a stepped trauma pathway comprised of the following preventive programming and trauma treatment interventions: How’s Your 5?, Psychological First Aid, Skills for Psychological Recovery, Cognitive Behavioral Intervention in Schools, and Trauma-‐Focused Cognitive Behavioral Therapy. Key and common features of the programs and interventions will be discussed. Participants will also learn how and when each is used to help children and adolescents exposed to traumatic events. Finally, access to these best practices will be discussed in terms of training for mental health professionals, and international school families seeking treatment for CTS.
Interactive Workshops Continued for Wednesday, Feb 1…
Conference Hotel...Drury Inn & Suites New Orleans, 820 Poydras Street - New Orleans, 504-529-7800, www.druryhotels.com Located one block from the famous St. Charles trolley, you have easy access to the regal beauty of the Garden District and the vibrant nightlife of the French Quarter. In a location so close to the action, our free extras and rooftop pool have some tough competition. Complimentary hotel amenities also include: Hot QUIKSTART® Breakfast, 5:30 Kickback® with hot food & cold beverages, wireless internet, 60 minutes of long distance and soda/popcorn in lobby (daily 3-10 pm). Reserve by January 6th to ensure getting the low conference rate of $139 per night plus taxes for single/double/triple/quad. Special hotel rates available at the Drury Inn & Suites New Orleans through Jan 6th, 2017. Call 1-800-325-0720. ACSSW Group #2278759. $139 per night for 2 double bed deluxe or 1 king bed deluxe. Parking $28/night plus taxes. www.druryhotels.com
Drury Inn & Suites New OrleansCONFERENCE ROOM RATE $139/ Night - Reserve Now!
1(800)325-0720 • ACSSW Group #2278759
REGISTRATION TYPERegular Registration Thru January 22, 2017
Late RegistrationAfter January 22, 2017
Full Three Day Conference Rate - Jan 30 - Feb 1 Individual - Employed $430 $445
Team Rate (3 or more from same employer) $405 per person $420 per person
Partial Conference Rate - Two Full Days of your choice Jan 30, 31 or Feb 1 Individual Employed - 305 $320Team Rate (3 or more from same employer) $290 per person $305 per person
One Day Conference Rate - One Full Day of your choice Jan 30, 31 or Feb 1Individual - Employed $140 $155
Retired & MSW Student RatesFull Conference - 3 days $180 $190Partial Conference - 2 days $120 $130One Day $60 $70
New Orleans 2017 ACSSW Conference Registration
www.acssw.com • Online RegistrationHOW TO REGISTERAll conference registrations must be completed online at www.acssw.com
Enter ALL requested information online at www.acssw.com • After entering all requested information - click the “Pay Online” button if you wish to pay immediately
with a credit card, otherwise click “Invoice Me” to receive an invoice via email. Immediate payment is NOT required. ACSSW accepts online credit card payments, check payments and purchase orders.
• Watch for immediate email and invoice from ACSSW confirming your registration. If not received, you are NOT registered.
• Please forward the invoice to your employer’s business office to process payment for your registration.• Purchase Orders can be submitted via email to [email protected] or by Fax to 224-649-4408 or
mailed to Sally Carlson c/o ACSSW, 5011 W. Fairy Chasm Crt., Milwaukee, WI 53223• When check payment or credit card payment is received by ACSSW registrants will receive an immediate
email confirming payment was received.• Registrations received must be confirmed with payment or purchase order no later than January 22nd to
avoid increase to late registration rate. If not received, registration fee will increase to late registration rate.• Registrations canceled after January 22nd will be subject to a 50% cancelation fee.• Registration fees include continental breakfast & lunch buffet each day of attendance, professional
resources and a complimentary ACSSW 6 month membership. Current ACSSW members will receive additional 6 months added to their current membership cycle.
• QUESTIONS?ContactSallyCarlsonat414-659-5853
Checks and purchase orders made out to: ACSSW or American Council for School Social Work.
CONFERENCE HOTELS - located in Central Business Districthttp://www.neworleansonline.com/tools/maps/neighborhoods/downtown/CBD.pdfBoth hotels are a short walking distance to the French Quarter!
Drury Inn and Suites New Orleans • (504) 529-7800820 Poydras St, New Orleans, LA 70112 • www.druryhotels.com1-800-325-0720 Refer to ACSSW group reservation #2278759 to obtain conference rate of $139/night plus taxes.Guest Parking - $28 plus taxes per day.
CONFERENCE LOCATION - located in Uptown/Carrollton http://www.neworleansonline.com/tools/maps/neighborhoods/uptown/Uptown.pdf
Tulane University - Lavin Bernick Center (LBC)All conference proceedings will be held on the 2nd floor of the LBC starting in the Kendall Cram Lecture Hall. Continental Breakfast 7:30 - 9:30 AM. Conference starts promptly at 8:30 AM each day of the conference.Tulane University - 6823 St. Charles Avenue, New Orleans, LA 70118Lavin Bernick Center (LBC) - http://tulane.edu/studentaffairs/lbc/ Campus Map - LBC is building #29 near corner of Freret and McAlister Pl.http://tulane.edu/studentaffairs/campus-map.cfm. See additional information on parking options below.
AIRPORT SHUTTLE - Louis Armstrong International AirportShuttle service is available from the airport to the hotels in the Central Business District for $24.00 (per person, one-way) or $44.00 (per person, round-trip). Three bags per person. Call 1-866-596-2699 or (504) 522-3500 for more details or to make a reservation. Advance reservations are required 48 hours prior to travel for all ADA accessible transfers. Please call in advance of your travel date for the specially-equipped shuttle to be reserved. Ticket booths are located on the lower level in the baggage claim area. www.airportshuttleneworleans.com.
TAXICABS - http://www.taxifarefinder.com/ Airport Taxis - estimated $41 one way for 1 - 2 personsPick-up is on the lower level, outside the baggage claim area.
Taxicabs to/from Conference Hotels and Tulane - estimated $19 one way for 1 - 2 personsAsk to be dropped off at corner of Freret, Law Rd. and McAlister Place. From Freret St. walk north on McAlister Place to Lavin Bernick Center.
Driving Directions to Tulane Uptown Campus & Parking Optionshttp://tulane.edu/tulane/about/visiting/driving.cfmNOTE: There are 2 parking options on campus - see detailed descriptions pages 3 & 4. Review carefully before making your decision about parking on campus.Estimated driving time from hotels to campus is 15 minutes.
Transportation and Parking Information - ACSSW New Orleans Conference Jan 30, 31 & Feb 1, 2017New Orleans Maps: http://www.neworleansonline.com/tools/transportation/maps.html
Getting around New Orleans via the New Orleans Streetcar Line can be a great way to see the city. Plan your trip using the New Orleans RTA Streetcar Line - http://www.norta.com/
LEAVE EARLY if you choose this option to get to Tulane from your hotel - it will take approximately 50 minutes from the Holiday Inn Superdome and 40 minutes from the Drury Inn & Suites. Plan to leave no later than 7:10 AM from the Drury Inn. Conference registration including continental breakfast starts at 7:30 AM. Conference proceedings start in the Kendall Cram Lecture Hall on the second floor or the Lavin Bernick Center at 8:30 AM each day of the conference. The Streetcar makes frequent stops along the way and is a leisurely way to travel between destinations.
To/From Drury Inn & Suites & Tulane:From Drury Hotel Walk two blocks to corner of St. Charles and Poydras St. Board the St. Charles Streetcar via Garden District. Departs from this location every 10 minutes and arrives 30 minutes later at Tulane Campus- see map below of location to depart the streetcar and 5 minute walk to Lavin Bernick Center.To Return to Drury Hotel - Walk back to St. Charles St. and board the St. Charles Streetcar. Departs every 7 minutes & arrives 30 minutes later at Carondelet and Poydras near hotel.
Lavin Bernick Center
St. Charles New Orleans Streetcar Line Fare: $1.25 each
Depart streetcar near Gibson Hall and walk approximately 5-7 minute to the Lavin Bernick Center.
Location to de-board St. Charles Streetcar at Tulane Uptown Campus
Tulane Campus Map Link: http://tulane.edu/about/visiting/uptown-campus-map.cfm
Parking at Tulane - OPTION 1
ACSSW “Social Work Conference” Shuttle to the Lavin Bernick Center. Pick Up at University Square Parking lot on the Tulane Campus
Link to map showing location of University Square Parking lot:http://tulane.edu/about/visiting/university-square-map.cfm
Participants may park at University Square on the Uptown Tulane Campus and take a special conference shuttle to within a block of the Lavin Bernick Center where all conference proceedings will be held - specifically dropping off at the corner of Freret and McAlister Pl. (see map below). University Square is a free parking lot (located 1 mile from the Lavin Bernick Center). Look for a shuttle at the parking lot with a lead board showing “Social Work Conference.” You will not be able to board the Blue line campus shuttle.
• The “Social Work Conference” shuttle will make several early morning runs (every 20 minutes) between University Square Parking lot and the LBC starting at 7:15 AM both days of the conference until 9:30 AM. • This same shuttle will make at least three runs returning participants to University Square parking lot at the end of each day leaving from the corner of Freret and McAlister Pl. starting at 4:35 PM until 5:45 PM. • NOTE: There is no shuttle service between 9:30 AM and 4:35 PM.
Shuttle drops off and picks up at corner of Freret and McAlister Place. From Freret St. walk north on McAlister Place to Lavin Bernick Center
“Social Work Conference” shuttle will pick up near corner of Broadway and Perrier.
University Square Parking Lot Lavin Bernick Center
Parking at Tulane - OPTION 2DIBOLL COMPLEX / PARKING GARAGE
NOTE: The Diboll Parking Garage opens at 8:00 AM.
For larger copy of map below go to.... http://tulane.edu/about/visiting/uptown-campus-map.cfm
Participants may chose to park at the Diboll Complex Parking Garage for $5 per day. See link to map above or see below for copy of a section of this map – building 103 is the Diboll Parking Garage. Building 29 is the Lavin Bernick Center. Park on the upper levels in the garage and purchase a parking permit for $5 from the police division on the 1st floor of the garage – NOTE: this permit will need to be displayed in your vehicle after purchasing. Plan for a 5 minute walk to the Lavin Bernick Center after parking your vehicle.
From I-10As you enter the downtown area, follow the signs to Hwy 90 Business/West Bank.Exit at St. Charles Avenue/Carondelet Street (do not cross the bridge).At the second traffic light make a right onto St. Charles Avenue.Follow St. Charles Avenue for four miles.Turn right on BroadwayTurn right on Willow St. Turn left on Ben Weiner - watch for Diboll Parking Garage on left side of road - see building #103 below.
Diboll Parking Garage - Building 103Lavin Bernick Center - Building 29
