volume 30, number 3 president’s message - cssponline.org · president’s message ... to athe...
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President’s Message
www.cssponline.org Fall 2016 1
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In This IssuePresident’s Message..................................1
Editor’s Message .......................................2
Student Update ..........................................2
CDE Update ...............................................3
Colorado Bilingual MentalHealth Network ..........................................3
News from the CSSP CollaborativeRelations Committee .................................4
Pikes Peak Regional Update ......................4
NASP Update .............................................6
Trainer’s Corner .........................................6
Crisis Team Follow Up ...............................7
CSSP Board ...............................................7
CSSP Regional Representatives ..............14
Important Dates.......................................14
E-Newsletter Deadline..............................14
The mission of CSSP is to strengthen the effectiveness of school psychologists in addressingthe academic, social and emotional needs of children and youth in Colorado.
Fall 2016Volume 30, Number 3
By Lynette Pfeiffer, President
As Welcome backto the beginning of
a new school year! Itis exciting to thinkthat we have ahead ofus the span of a yearto change the lives ofstudents and families,one small step at atime. This model ofaction, “Small Steps Change Lives”, serves asthis year’s NASP presidential theme as well asthe 2017 NASP Conference theme. It offers usa way to approach and embrace the opportuni-ties, responsibilities, and the ever-expandingrole presented to us each day as school psy-chologists. We are continually mindful of ourpotential to positively impact thelives of students and families aswe practice advocacy, inform andinfluence systems, interface withstakeholders, and promote initia-tives and programs that createopportunities, positive outcomes,and success for all students.
As we begin this year, we rec-ognize that it is also a soberingtime in the broader landscape ofour country, our society, our edu-cational system, and our familysystems with often overwhelmingchallenges experienced daily bymillions of children and familiesacross our nation. We witnesschildren faced with hunger, homelessness, dev-astating poverty, violence, trauma, social injus-tice, mental health and behavioral challenges,and more. Our heightened recognition of these
circumstances and their impact on children andyouth often steals sleep from us as we wrestlewith the realities faced by so many children andfamilies in our society. As school psychologistswe deeply understand the devastating effectsthese economic and societal factors have onchildren and youth; their safety, well-being,resiliency, and their ability to learn and experi-ence success. We often view with a sense ofdread the potential compromises and changeswithin our government programs and policiesthat portend overarching and far-reaching impli-cations for children and families across ourentire nation. This is indeed a time when weneed to stand front and center as professionals,with our unique and highly specialized trainingand skills, our capacity and potential to effect
systems change, inform stakehold-ers and legislators, and shape pol-icy and practice on behalf of themillions of students and familygroups across our society. Now issuch an uncertain time across thefoundations of the macro-levelsystems of our society; making itan equally tenuous time for micro-level systems as well. Our schoolsand venues of education haveadopted and taken on increasinglyexpanded roles in the care andadvocacy of students as largerservice systems and family struc-tures have endured challengeswhich have, over time, eroded
resources and capacity. While this may presenta seemingly bleak perspective, the greater mes-sage is that it simultaneously presents to us, asschool psychologists, an imperitive opportunity
to utilize our unique skills and professionaladvocacy to greatly influence systems andpractice on behalf of the students we serve. Ourschools and places of education have become asafe haven for millions of children and youthacross our nation. Not only are they places oflearning, they are stations of stability, shelter,
“Schoolsofferstudentsa caringcommunity,a sense ofsafety andbelonging...”
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By Krista Helbing, Publications Chair
In this edition of the CSSP Newsletter, you willfind updates from CDE, NASP, and the Pikes
Peak Region. Enjoy!I’d like to introduce myself as the new
Publications Chair for CSSP. I graduatedwith my PsyD in May 2016 from the Universityof Colorado Denver, so I changed roles frombeing a UCD student representative to thepublications chair on the CSSP Board. I lookforward to seeing you at the fall conferencein Vail!
Editor’s Message
Please keep in mind that the submissionsdeadline for the winter newsletter will beJanuary 11, 2017. Your articles, photographs,questions, opinions and responses are alwayswelcome! �
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President’s MessageContinued from page 1food, clothing, caring, and support. Ourschools are micro-level communities thatprovide for many children what the family net-work, larger neighborhood community, andsometimes society cannot. Schools offer stu-dents a caring community, a sense of safetyand belonging, opportunities for learning,personal growth, success, and hope. Schoolsare, for many, the point of access to mentalhealth and behavioral support services, and inincreasing instances, physical health servicesas well.
Professionally, we have been given anamazing legislative instrument by which toinfluence systems change and expand ourdirect and substantial contributions tostudent mental health services and positivestudent outcomes. The Every StudentSucceeds Act (ESSA) legislation signed intolaw last year, serves to reauthorize andreplace ESEA/NCLB and provides us just sucha vehicle. ESSA will go into effect at thebeginning of the 2017-2018 school year andoffers significant opportunities for districtsand states to improve school system-leveland student outcomes through the implemen-tation of comprehensive school psychologicalservices within the framework of multitieredsystems of support (MTSS). We have longrecognized as school psychologists that ourunique and highly specialized training enablesus to provide a comprehensive range ofsupports and services to students. TheNASP Model for Comprehensive andIntegrated School Psychological Servicesprovides a framework reflecting the broadrange of services that school psychologistshave been trained for and are qualified to pro-vide. It is important for us to assist local andstate leaders and those who shape policy tounderstand the critical role and contributory
value of school psychologists in creating schoolsystems that help all students succeed. Schoolpsychologists are specifically identified anddefined in the language of ESSA as school-based mental health services providers as wellas specialized instructional support personnel.ESSA recognizes the expansive evidence avail-able relative to the impact of school climate,school safety, and the importance of compre-hensive learning supports to improved studentoutcomes. School psychologists are in a unpar-alled position to assist schools as they addressprograms with concomitant funding whichstates and districts may utilize for implementa-tion of positive behavior interventions andsupports; social-emotional learning; trauma-informed practices; mental health first aid;school climate and safety initiatives; crisis pre-vention, intervention, and response; compre-hensive school mental health services, as wellas improved and expanded school-communitypartnerships. We are in an effectual position toguide the implementation and sustainability ofpractices, programs, and policy provisions thatwill assist districts and schools as they movetoward broadened student outcomes.
I believe that now, more than at any otherprevious point in educational or societal histo-ry, our skills as school psychologists arecritically needed to navigate this complexlabyrinth of institutional capacity versus need inthe provision of educational and mental healthservices to children and youth. The magnitudeof need across this nation cannot be underrec-ognized. Current statistics from the NationalInstitute of Mental (NIMH) as well as theCenters for Disease Control (CDC) reflect 1 in 5or fully 20 percent of children as currentlyexperiencing or having previously experienceda debilitating mental disorder. Studies are sug-gesting that the prevalence of depression, anx-iety, autism spectrum disorders and otherchildhood mental health issues is rising. Our
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roles and contributions are pivotal to advo-cating for students and their families. Wehave the responsibility and privilege to utilizeour skills and expertise to effect significantchange on behalf of students within ourschools, our locales, and our nation. Schoolpsychologists will be instrumental in shapingthe face of mental health service provision inour schools. It is a complex evolution of soci-etal events and legislation that has placedbefore us an opportunity unlike any previous-ly seen. Join with school psychologistsacross our state and nation as we shapeadvocacy and services within schools andcommunities to support children and youthwho are experiencing in their daily lives thegreatest need, overwhelming challenges andhardships, less than adequate or absent sys-tems of support, and very often the loss ofhope. We can be the steady beacon of caringand support, guidance, protection, and advo-cacy. We have the opportunity to change thelives of millions of children one step at atime, one day at a time, one caring action ata time, and one intentional and far-reachingeffort at a time. �
Wynne Bosik
The students of CSSP are looking for-ward to gathering at the networking
breakfast and the student happy hour atthe annual fall conference. We aim to con-nect students with representatives andcurrent practitioners across districts, and,to facilitate student relationships witheach other at these events.
We look forward to seeing you in Vail!
Student Update
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By Julia Wigert, CDE Representative
Greetings from CDE!
Iam Julia Wigert, the School Psychology andMental Health Consultant at CDE. At CDE, I
represent school psychologists, social workersand other mental health professionals onstate systems change and education reforminitiatives, including Multi-Tiered System ofSupports, which integrates RtI and PBIS, aswell as working to improve linkages betweenschools and the state Behavioral Healthsystem. The focus of my work is to improveoutcomes and reduce barriers to learningfor students with social, emotional and behav-ioral challenges.
There is a lot happening within CDE.Here are some upcoming highlights:• The Colorado Department of Education hascreated the Serious Emotional DisabilitiesTask Force that is charged with creating quali-ty indicators for SED programming. This taskforce will review progress made, identify areasfor improvement, and revise and/or create newresources in serving students with SED.
• The 2016 Youth Suicide Prevention andIntervention Symposium is October 26th inColorado Springs. The plenary topics are suicidecontagion and intervention in schools. This sym-
CDE Updateposium is good for administrators, teachers,safety teams, and mental health professionals.
• The 2016 Parents Encouraging Parents(PEP) Conference will be held October 27-29thin Vail. Parents of students with a disability orschool-based, healthcare, or other profession-als who are interested in increasing theirknowledge and understanding of family-profes-sional partnerships are encouraged to attend.
• Family, School, and CommunityPartnering (FCSP) is offering three onlinecourses this fall and spring. The courses areFamily, School, and Community PartneringHigh Impact Strategies: Communicating andDesigning Homework “Two-Way”, Multi-TieredFamily, School, and Community Partnering,and Family-School Partnering at the SecondaryLevel. Each course has a specific focus, sug-gested audience, and time frame.
• The School Mental Health and BehaviorListserv is a great way to stay current onupcoming trainings, webinars, and resourcesrelevant to school psychologists. Please emailKrista Klabo, [email protected], ormyself, Julia Wigert, [email protected],if you would like to be added to the listserv.
• The Colorado School Mental HealthProfessionals LinkedIn Page is a place to bring
together school mental health professionals inthe state. Become part of this group and shareideas, tools/resources, discuss relevant newsand learn about different opportunities. Meetschool mental health professionals in ColoradoClick the link to join! Colorado School MentalHealth Professionals
We are excited to introduce our new SchoolPsychology Intern and Intensive SupportsCoordinator, Krista Klabo. Krista is currentlycompleting her Ph.D. in Child, Family andSchool Psychology at the University of Denver.She is also working part-time as a SchoolPsychology Intern in Ricks Center for GiftedChildren this year.
We both are looking forward to working withyou for the remainder of the year!
Julia Wigert at [email protected] Klabo [email protected] �
CSSPColorado Society
Of School Psychologists
gual mental health practitioner is either the onlyspecialist in a district or part of an overworkedgroup that seldom has - time for professionaldialog" (Harris, et al., 2011). Members of theCBSMHN are encouraged to address the chal-lenges of serving culturally and/or linguisticallydiverse students, engage in discussion and pro-fessional development activities, and increasetheir personal and collective competencies bylearning from other members of the networkand professional sources.
The Colorado Bilingual School Mental HealthNetwork (CBSMHN) focuses on three maintasks: advocating for the mental health and spe-cial education needs of bilingual students in the
By Angela Restrepo, Bilingual SchoolPsychologist, JeffCo Public Schools andBy Margarita Cordero, Bilingual SchoolPsychologist, Denver Public Schools
Anew resource for CSSP members and schoolpsychologists in Colroado has been formed.
The Colorado Bilingual School Mental HealthNetwork (CBSMHN) grew out of a community ofpractice that saw a need to examine issues ineducation that impact culturally and/or linguisti-cally diverse students in the state of Colorado.The CBSMHN works to "provide a knowledge-able, solution-focused forum to move theseissues forward and can ameliorate some of theprofessional isolation that occurs when a bilin-
Colorado Bilingual Mental Health Networkschool system; providing professional develop-ment related to best practices with bilingual stu-dents, and facilitating networking for schoolprofessionals working with bilingual students.Be sure to check out their website at:http://coloradobilingualnetwork.wee-bly.com
Angela Restrepo,[email protected]
Margarita Cordero,[email protected] �
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State anti-discrimination laws also impactthe rights of transgender students. Courts haveinterpreted state anti-discrimination laws torequire schools to respect and affirm students’gender identity in all aspects of the educationalexperience. The cases involved access toappropriate facilities as well as other issuesthat affect transgender students, includingharassment and dress code enforcement.Transgender students have the right to becalled by their preferred pronoun and name.Schools have sometimes claimed that they arerequired to use the name corresponding to thestudent’s birth certificate, which is true for tran-script and diploma purposes, but not for year-book, being addressed in class, class rosters,attendance and announcement at graduation.
Lastly, the final layers of protection arerooted in the US Constitution’s rights to freespeech, privacy and equal protection, whichare particularly important for transgender stu-dents. Schools can’t restrict a transgenderstudent’s appearance beyond the dress codeunless the student’s appearance causes a“substantial disruption” at school.
Regardless of legal protections of trans-gender students, courts view best practicesand the reasonableness of the school’s con-duct to determine whether a student’s rightshave been violated. Naturally, the conclusion ofthe Schools in Transition document ends withthe statement, “…Schools should collaboratewith students, parents and other stakeholdersto create a safe and supportive school environ-ment for all students.”
Food for thought,Kathy Sievering, School Psychologist,“Jeffco,”(retired and returned, for better or forworse) Co-Coordinator of the CSSP State-Wide Crisis Response Team
Julie Bolding, School Psychologist, Jeffco,Legislation/President Elect
Sacha Mittelman, School Psychologist, BVSD,Legislative/Collaborative Relations �
Recently, I was in need of prudent resourcesrelated to LGBTQ plus students and their
legal rights. CSSP President Elect, JulieBolding, and I brainstormed at the most recentboard meeting. We decided to contact ToddSavage, Past President of NASP, to ask for hisguidance. Todd sent us several links to greatresources and he spoke with us personally,offering to share additional information fromthe great state of Minnesota where he residesand works.
My favorite resource Todd offered was theGuide for Supporting Transgender Students inK-12 Schools. I especially appreciated thisresource because Chapter 6 of the guide, enti-tled “The Legal Landscape,” reminded me of thesignificance of Title IX for the LGBTQ plus pop-ulation. Many of you may not remember or beaware of Title IX. Title IX is a federal law thatprohibits discrimination based on sex in anyeducational program or activity receiving feder-al financial assistance. Courts have recognizedthat prohibition on sex discrimination encom-passes protection against discrimination andharassment on the basis of failure to conform tosex stereotypes and gender identity. The U.S.Department of Justice (DOJ) filed a Statementof Interest in G.G. v. Gloucester County SchoolBoard, a lawsuit filed on behalf of a transgenderstudent seeking to enforce his rights to use theboys’ bathroom at school. The DOJ concludedthat “prohibiting a student from accessing therestrooms that match his gender identity is pro-hibited sex discrimination under Title IX.”
The U.S. Department of Education’s Officefor Civil Rights (OCR) has also enforced Title IXto require school districts to treat transgenderstudents in accordance with their gender iden-tity, even in the context of sex-separatedspaces such as bathrooms, locker rooms andovernight field trips. It also includes privacyprotections to transgender students.
Then there’s FERPA….FERPA prohibitsschools from releasing “personally identifiableinformation” which also applies to any infor-mation that would allow a person in the schoolcommunity to identity the student(s). The defi-nition of “personally identifiable information”also applies to any information that wouldallow a person in the school community toidentity the student. Additionally, according tothe ACLU a student’s transgender status, legalname, and gender assigned at birth are all con-fidential information. If the school reveals thatinformation to anyone without the student’spermission, it could be violating federal law.
News from the CSSP CollaborativeRelations Committee
By Jane Moon, Pikes Peak Region Representative
The school year is off and running across thefront range. Once again, we have plans for a
minimum of three meetings for the SouthernColorado School Psychologists group. The firstmeeting is September 28, 2016 from 1-3:00 PM.Julia Wigert, our CDE school psychology special-ist will be here with current information from theDepartment of Education so that we start the yearwith cutting edge information. The Septembermeeting will be held at the Administrative Officesof Pikes Peak BOCES, 2883 South Circle Drive,Colorado Springs, 80906.
Currently, we have additional meetings sched-uled on January 26, 2017 and April 12, 2017.Both meetings will be from 1-3:00PM. So markyour calendars now! I know how quickly sched-ules fill up. If anyone has specific topics of inter-est or ideas for speakers that you would like tosee incorporated into our schedule this year,please contact me. [email protected]
I hope to see you on September 28th.Have a great year. �
Pikes PeakRegional Update
CSSPColorado Society
Of School Psychologistswww.cssponl ine.org
6 Fall 2016 CSSP
district/BOCES? I would really appreciate it, andI will keep CSSP informed about strategies thatwe can use to train more professionals as wellas to bring more school psychologists to ourstate. We continue to reach out to SP’s acrossthe country through our Western RegionRecruitment Social at the NASP convention.
NASP Convention 2017“Small Steps Change Lives” is the theme of
the 2017 Convention in San Antonio, which issituated right on the famous River Walk. Markyour calendar for February 21 – 24. This is exact-ly the time of year when we’d all like a littlesunshine, and San Antonio should not disap-point. Register by November 9th for discountedrates, and then look forward to the KeynoteSpeaker, Tererai Trent, PhD, a world-renownedspeaker who will share her inspirational life storywith us, and who Oprah Winfrey described asher “all-time favorite guest.”
It’s Time to Renew!Now that we are back in the thick of the
school year, please take a few minutes to renew
By Andrea Clyne, CO Delegate
NASP Key InitiativesA couple of years ago NASP identified some
critical issues facing the field, and formulatedthese into the following key initiatives:• Address critical shortages in school
psychology• Advance the role of school psychologists
as qualified mental and behavioral health providers
• Advance nationwide recognition and imple-mentation of the NASP Practice Model
• Develop leadership skills and qualities ofschool psychologists
Each of these initiatives resonates inColorado, but the shortages issue is particularlyrelevant. A special task force has been assem-bled in order to tackle this serious problem. Inan effort to inform NASP about our shortage cri-sis, I’d like to gather some information fromCSSP members. If your district or BOCES stillhas an open position, would you please emailme at [email protected] and let me knowhow many openings there are and with which
NASP Updateyour NASP membership. Take advantage of the3-month installment plan by joining or renewingby November 9th at nasponline.org. If youhaven’t done so recently, please visit the websiteand note how many rich resources are availablewith just a click or two. The NASP PracticeModel Implementation Guide alone has enoughinformation and guidance in it to reinvigorateyour practice or to provide some new ideas topump up the new school year. NASP has devel-oped ESSA resources that you may use to helpkey stakeholders and local communities under-stand key parts of the new legislation.
School Psychology Awareness WeekNovember 14 – 18… how about using this
week to do something special in your school(s)?Stop by the NASP table at the CSSP Conferencein Vail for some ideas that will inspire your stu-dents as well as the whole school communitywhere you practice your craft. �
Berk, 2005; Cummings & Druss, 2011). This isalso true for most suicidal youth (Farand, Renaud,& Chagnon, 2004; Freedenthal, 2007).
For those who do receive treatment, it usual-ly is not accessed for at least a year followingthe onset of mental health symptoms (Wang,Bergland, Olfson, & Kessler, 2004). Barriers totreatment for adolescent depression and suici-dality examined in the literature include insur-ance limitations (Glied et al, 1998; Glied, Hoven,Moore, & Garrett, 1997) and lack of knowledgeregarding the availability and effectiveness oftreatment (Van Voorhees et al. 2006).
Second Wind Fund (SWF) is a non-profitorganization dedicated to preventing youth sui-cide by removing financial and social barriers totreatment for at-risk youth and creating a net-work of local providers to provide such servicesin their own communities. Uninsured and under-insured suicidal adolescents who come to theattention of school personnel are referred toSWF for up to 12 sessions of counseling that isprovided by a licensed mental health profession-al and paid for by SWF.
By Franci Crepeau-Hobson, PhD, NCSPUniversity of Colorado Denver
IntroductionAccording to the Centers for Disease Control
(CDC), suicide is the second leading cause ofdeath among American youth ages 10-14 andages 15-24 (CDC, nd). In addition to deaths bysuicide, suicidal ideation and attempts must alsobe major concerns. For example, data from the2015 National Youth Risk Behavior Survey(YRBS), the largest survey of U.S. youth thatmonitors health risk behaviors, suggests thatapproximately 17% of all American high schoolstudents report having seriously considered com-mitting suicide in the previous 12 months and 8%actually have attempted suicide (CDC, 2016). Riskfactors for suicidality in adolescents include a his-tory of psychiatric disorders (Gould, Greenberg,Velting, & Shaffer, 2003), especially depression(Burns & Patton, 2000). Although a variety ofpsychosocial interventions known to be effectivein treating depressed and suicidal youth are avail-able, most adolescents suffering from depressiondo not receive treatment (Asarnow, Tompson, &
Trainer’s CornerRemoving Financial and Social Barriers to Treatment: Evaluation of theSecond Wind Youth Suicide Prevention Program
The literature related to the prevention ofyouth suicide has provided a great deal of infor-mation about risk factors associated with youthsuicide, the effectiveness of various interven-tions, and the barriers to accessing treatment.However, there are no published studies exam-ining the impact of free and readily accessiblepsychotherapeutic service provision on adoles-cent suicidality. To fill this need, this study: (1)examined treatment effectiveness examined byanalyzing pre- and post-treatment suicidalideation questionnaire data, as well as qualita-tive follow-up data, and (2) examined the demo-graphics and degree and extent of suicidalideation of youths referred for SWF services.
MethodParticipants
The sample consisted of 99 youth referredfor counseling following a suicide risk assess-ment conducted at school. Each of these indi-viduals had been deemed at risk of suicide and
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incidents of school violence that occurred on orafter the effective date of the bill. For incidentsthat occur before July 1, 2017, the bill allowsdiscovery, but prohibits declaratory judgementor the award of damages.
SB 214 Safe Schools Youth MentalHealth, Sens. Scheffel andCadman/Reps. Duran andHullinghorst Summary:
This bill creates the School Safety and YouthMental Health Committee to study issues relatedto school safety and the prevention of threats tothe safety of students, teachers, administrators,employees, and volunteers present on thegrounds of public and private schools. The com-mittee will study and evaluate programs andmethods for identifying and monitoring studentsin crisis and develop standardized criteria forschool personnel to use in assessing potentialthreats. The committee will make recommenda-tions to the General Assembly concerningpotential legislation to enhance school safety.The committee will include eight voting legisla-tive members and eight nonvoting non-legisla-tive members representing various professionsand backgrounds addressed in the bill.Appointments must be made by June 1, 2015,and each member may serve indefinitely. Theeight voting legislative members may receiveper diem and necessary travel and subsistenceexpenses and non-legislative members willserve without compensation or reimbursementof expenses. Legislative Council Staff will pro-vide staff support to the committee and thecommittee will meet at least four times each leg-islative interim and may meet as necessarythroughout the year.
Mark your calendar.November 3rd, 2016,
4:00-6:00 pm
Don’t miss thisimportant session!
By Kathy Sievering Co-Coordinator of theCSSP State-Wide Crisis Response Team
Chris Harms, Director of the Colorado SchoolSafety Resource Center, will update the audi-
ence on the outcome and recommendations ofthe SB 15-214 Committee, who reviewed thesafety issues/recommendations from the threeArapahoe High School shooting reports. Chrishas been a member of the legislative committeesince its inception. She will share the most cur-rent suggestions and activities of the committeeand discuss implications for school psycholo-gists and mental health workers who areemployed by school districts.
For those who didn’t attended last year’ssession on the topic, a panel discussed possibleimplications of Senate Bill 15-213 and 214which are described below.
SB 213 Waive GovernmentalImmunity for Acts of SchoolViolence, Sens. Cadman andScheffel/Reps. Hullinghorst andDuran Summary:
This bill allows school districts and charterschools to be held liable if they fail to exercisereasonable care in protecting students, faculty,or staff from reasonably foreseeable acts ofviolence while at the school or engaged inschool activities. The bill applies only to inci-dents of school violence that include certaincrimes, consisting of murder, first degreeassault, and sexual assault. While school dis-tricts and charter schools may be held liableunder the bill, individual teachers, administra-tors, and other employees may be held liableonly if their acts or omissions are willful andwanton. The bill provides an exception to theColorado Governmental Immunity Act (CGIA)when a school district or charter school is neg-ligent in this duty. In such a case of negligence,a court may award up to $350,000 for attorneyfees and costs associated with the case, in addi-tion to damages as allowed by the CGIA.However, expulsion or suspension on a studentdoes not by itself support a finding of negli-gence. A plaintiff is able to compel the judicialdiscovery process, including disclosure ofrelevant school records, even if the schooldistrict or charter school does not answer thelegal complaint in a way that would normallytrigger the discovery process. The bill concerns
Crisis Team Follow UpAnnouncing a follow-up presentation on the ClaireDavis Act, SB 15-213/214 at the CSSP ConferenceThursday, November 3, 2016, 4:00-6:00 pm
CSSP Board2015/2016Executive OfficersLynnette Pfeiffer, PresidentJulie Bolding, President-AppointedLisa Bartilotta , Past PresidentTiffani Martin, SecretarySuzanne Delap, Treasurer
ProgramsAdvocacy: Julie Bolding, Program [email protected]• Sacha Mittelman, Legislative• Debbie Bassett, Wellness Coordinator• Susy Ruof & Kathy Sievering, Crisis Team• Sacha Mittleman, Collaborative Relations
Professional Development: Natalie Koncz& Elly Baker, Program [email protected] [email protected]• Julie Stonis, Conference• Lois Christensen, Courage to Risk• Natalie Koncz/Elly Baker, Professional
Relations• Rachel Baker & Alison McGrath,
Students/New Practitioner Representative• Student Representatives
• Anne van Grondelle, AleksandraMatysek & Sayani Chaudhuri, DU
• Anita Ferell & Wynne Bosik, UCD• Bentley Werner, UNC
Information Services: Franci Crepeau-Hobson, Program [email protected]• Krista Helbing, Publications• Beth May, Membership Outreach• Jeanine Morrow Charlton, Research• Franci Crepeau-Hobson, Technology• Logan Sheets, Media Relations
Professional Standards: David Hulac,Program Manager, [email protected]• University Trainers
• Franci Crepeau-Hobson, UCD• David Hulac, UNC• Tanya Talapatra, DU
• Julia Wigert, CDE Representative• Heather (Leeman) Hodge, Independent
Practice • Franci Crepeau-Hobson, Ethics• Margarita Corder & Angela Restrepo,
Multicultural Advisory Committee
8 Fall 2016 CSSP
Trainer’s CornerContinued from page 6
2) Has the client undergone any suicide riskassessments since the referral for services?
3) Has the client received additional mentalhealth treatment since the referral?
Results and DiscussionDemographic data was collected for a total
of 99 Second Wind Fund (SWF) clients referredduring the 2015-16 academic year. Ninety-threeof the clients completed a baseline SIQ-Jr ques-tionnaire. Of these, 78 completed a follow-upSIQ-Jr and 43 completed a third SIQ-Jr. The agerange of these 93 clients was between 8 and 18years, with a mean age of 14.4 (SD= 1.99)years. In the sample, 37% were male clients and63% were female clients. Caucasians made up58% of the sample, 25% of the clients wereLatino, 3% were African American, 11% were ofmixed race, and 1 client was Asian American.Due to small sample sizes, African American,Asian American, and mixed race were collapsedinto one “Other” variable for the analyses.
The scores for the first administration of theSIQ-Jr (SIQ-Jr-1) ranged from 2 to 81 with amean of 38.2 (SD = 21.6; median=36). A secondSIQ-Jr (SIQ-Jr-2) was completed by 84% of thesample (n =78) and 46% of the sample (n= 43)completed a third SIQ-Jr (SIQ-Jr-3). The rangeof scores for the SIQ-Jr-2 was 0-70 and themean score was 29.6 (SD = 17.9; median=29.5).The scores for SIQ-Jr-3 ranged from 0 to 70.with a mean score of 24.3 (SD= 17.6; medi-an=20). ANOVA indicated no statistically signifi-cant differences on any SIQ Jr measure basedon gender, age or race/ethnicity. The results ofT-tests demonstrated a statistically significantdifference between SIQ-Jr-1 and SIQ-Jr-2, t (77)= 5.408, p < .000 and a statistically significantdifference between SIQ-Jr-1 and SIQ-Jr-3, t (42)= 4.217, p < .000. Scores on the SIQ-Jr-2 andthe SIQ-Jr-3 were significantly lower than SIQ-Jr-1 scores. Follow-up survey results indicatethat subsequent to the referral, 21% (N=21) ofthe 99 clients referred for SWF services had asuicide risk assessment, 11% (N=11) requiredadditional mental health treatment, and 2%(N=2) were known to have attempted suicide.No SWF client in this sample went on to take hisown life. Analyses comparing SIQ-Jr scoresbased on follow revealed significantly higherSIQ-Jr-3 scores for clients who had requiredadditional mental health treatment subsequentto SWF services, F(1,11) = 6.182, p. < .05. Noother significant differences were observed.Collectively, results suggest that SWF servicesare effective in reducing suicidal ideation andbehaviors. Though a small number of clientsclearly need more than what the 12 free ses-sions provided them, the vast majority had sig-nificantly reduced suicidal ideation and required
in need of mental health treatment; however,each was determined to be uninsured, underin-sured , or to have some social barrier (e.g., notransportation) to treatment.
ProcedureClients referred for SWF services were
matched with a licensed mental health profes-sional in their geographic region and received upto 12 counseling sessions free of charge.Therapists administered questionnaires to clientsat the beginning and at end of treat-ment. At theend of the schoolyear, referring school personnelwere emailed a follow-up survey to examinelonger term effectiveness of SWF counseling.
MeasuresDemographic Information.
School mental health personnel providedinformation related to the client’s age, gender,and race/ethnicity.
Suicidal Ideation.The Suicide Ideation Questionnaire (SIQ-Jr;
Reynolds, 1987) contains 15 items that arescored on a scale of zero to six. The scores standfor the following: 0 = I never had this thought; 1= I had this thought before but not in the pastmonth; 2 = I had this thought about once amonth; 3 = I had this thought a couple of times amonth; 4 = I had this thought about once a week;5 = I had this thought a couple of times a week;and 6 = I had this thought almost every day.Items are scored in a pathology direction, so thata high score is indicative of numerous suicidalcognitions occurring with significant regularity.The maximum total on the SIQ-Jr is 90. A cut-off score was developed to define a level of suici-dal ideation that indicates potentially significantsuicide risk. The cutoff score for the SIQ-Jr is 31.The SIQ-JR has high score reliability and validity.The reliability coefficient is.94. Content and con-struct validity are consistently supported in pub-lished clinical studies (e.g., Gutierrez & Osman,2009; Reinecke, Du Bois, & Schultz, 2001).
In an effort to maximize the amount of datathat could be analyzed, the SIQ-Jr items wasanalyzed for all clients. As noted above, the SIQand SIQ-Jr share 14 items; thus, clients whocompleted the SIQ had missing data for the oneadditional SIQ-Jr item.
Follow-up Data.The electronic survey emailed to referring
sources included the following three items:1) When was the last time you had contact with
the client?
no further intervention. By removing potentialsocial and financial barriers to treatment, suchservices have the potential to save lives.
ReferencesAsarnow, J. R., Tompson, M. C., & Berk, M. S.
(2005). Adolescent depression: Family-focusedtreatment strategies. In W. Pinsof & J. Lebow(Eds.) Family Psychology: The Art of the Science(pp. 425-450).New York: Oxford University Press.
Burns, J. M., & Patton, G. C. (2000). Preventive inter-ventions for youth suicide: a risk factor-based approach. Australian & New Zealand Journal ofPsychiatry, 34(3), 388-407.
Centers for Disease Control. (nd). 10 Leading causesof death 2014. Retrieved from: http://www.cdc.gov/injury/wisqars/pdf/leading_causes_of_death_by_age_group_2014-a.pdf.
Centers for Disease Control. (2014). Youth riskbehavior surveillance – United States, 2015.MMWR Surveillance Summaries, 65(6); 1-180.Retrieved fromhttp://www.cdc.gov/healthyyouth/data/yrbs/pdf/2015/ss6506_updated.pdf
Cummings, J. R., & Druss, B. G. (2011). Racial/ethnicdifferences in mental health service use amongadolescents with major depression. Journal of theAmerican Academy of Child and AdolescentPsychiatry, 50(2), 160-170.
Farand, L., Renaud, J., & Chagnon, F. (2004).Adolescent suicide in Quebec and prior utilizationof medical service. Canadian Journal of PublicHealth, 95, 357-.
Freedenthal, S. (2007). Racial disparities in mentalhealth service use by adolescents who thoughtabout or attempted suicide. Suicide and Life-Threatening Behavior, 37, 22-34.
Glied, S., Garrett, A., B., Hoven, C. W., Rubio-Stipec,M. Regier, D., Moore, R. E., Bird, H. (1998). ChildOutpatient Mental Health Service Use: Why Doesn’tInsurance Matter? Journal of Mental Health Policyand Economics, 1, 173–187 .
Glied, S., Hoven, C. W., Moore, R. E., & Garrett, A. B.(1997). Children's access to mental health care:does insurance matter? Health Affairs, 16(1),167-174.
Gutierrez, P. M., & Osman, A. (2009). Getting the bestreturn on your screening investment: An analysisof the Suicidal Ideation Questionnaire andReynolds Adolescent Depression Scale. SchoolPsychology Review, 38(2), pp. 200-217.
Reinecke, M. A., Du Bois, D. L., & Schultz, T. M.(2001). Social problem solving, mood, and suici-dality among inpatient adolescents. CognitiveTherapy and Research, 25, 743–756.
Reynolds, W. M. (1987) Suicidal IdeationQuestionnaire Professional Manual. Odessa, FL:Psychological Assessment Resources, Inc.
Van Voorhees, B. W., Fogel, J., Houston, T. K.,Cooper, L.A., Wang, N.,& Ford, D. E. (2006).Attitudes and illness factors associated with lowperceived need for depression treatment amongyoung adults. Social Psychiatry & PsychiatricEpidemiology, 41(9), 746-754.
Wang, P. S., Bergland, P. A., Olfson, M., & Kessler, R.C. (2004). Delays in initial treatment contact afterfirst onset of a mental disorder. Health ServicesResearch 39(2), 393-416. �
10 Fall 2016 CSSP
Eastern PlainsCindy [email protected]
Western RegionKris [email protected]
Metro RegionJulie [email protected]
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CSSP Regional Representatives
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