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Seminar Detail

Self-Harm, Suicide and Depression in Schools: An Identification, Prevention & Postvention Guide for Educators and All School Based Professionals

Where:
NEW ROCHELLE, NY
When:
Wednesday, January 22, 2020 at 8:00 AM - 4:00 PM

This event is not currently available for purchase.

For more information: Call (800) 844-8260
Course Description:

The school years are fraught with turmoil and strife for kids. In addition to the usual unrest, many of your students will be affected by emotional and/or mental health issues. They may present with dropping grades, decreased class participation and negative acting-out behavior. For some students, these issues escalate into more severe and complex behaviors that cause harm to both themselves and others. These students often become emotionally withdrawn, exhibit extreme mood swings, become severely depressed and may even resort to self-harm and/or suicide. These issues pose a serious challenge to you and your school.

As an educator, you are in the unique position to identify, help and support these struggling students. This seminar will examine the best strategies for identification, prevention and postvention among students with depression, self-harm and suicidal ideation. Emphasis will be placed on understanding how to detect and respond to at-risk students at the individual level, classroom level and school-wide level. You will learn strategies, techniques and interventions to provide the appropriate support and effectively help students cope. Whether you are a classroom teacher, school counselor/psychologist/social workers, administrator or support staff, you will leave this seminar armed with tools you need to connect with and help students who most need your help.
Objectives:

  1. Integrate techniques to build students’ social/emotional skills, thus increasing the likelihood to establish positive relationships.
  2. Recommend effective methods to detect the hidden signs of depression, self-harm & suicide and put to practical use in the schools.
  3. Implement techniques that promote resiliency among all students thus improving their social and academic success.
  4. Explore a collaborative approach to integrate SEL into the curriculum.
  5. Ascertain the underlying reasons for self-harm & suicide in order to improve your connection with the student.
  6. Provide guidelines for notifying and engaging parents.
  7. Specify a suicide intervention team and delineate the role of each member.
  8. Establish best practices for postvention plans in the aftermath of a suicide.
OUTLINE

Today’s Mental Health Issues in our Classrooms
  • Prevalence of depression, self-harm and suicide
  • The first line of defense: Role of teacher & school
  • Confidentiality & sharing of information
  • A collaborative approach
  • Limitations of the research and potential risks
Depression: Identify and Reach At-Risk Students
  • Telltale and hidden warning signs
  • Key factors determining susceptibility, vulnerability and recovery
    • Emotional reserve
    • Emotional resiliency
  • Creative strategies to reach at-risk students
    • Sorry 7 & Super 7
    • Activities to enhance connection
    • Techniques to increase engagement
  • Classroom & school-wide accommodations
Self-Harm: Develop a Protocol for Handling the Silent School Epidemic
  • Modes of self-harm: Similarities and differences
  • Understanding the “why” of self-harm
  • Protective factors & risk factors
  • The interconnected role of addiction, self-harm & suicide
  • Approaching and connecting with the student
  • Strategies to support the at-risk student
    • Techniques to engage the disengaged
    • Methods to build coping skills
  • Notifying and engaging the parents
Create a Suicide Crisis Team: Guidelines to Recognize and Respond to Suicidal Behaviors
  • Recognizing the underlying reasons
  • Risk factors: Low/medium/high level of risk
  • Imminent warning signs – the strongest predictors
  • What to do when you suspect or hear of ideation
  • Approaching and connecting with the student
  • Strategies to:
    • Address and respond to ideation
    • Cope with a suicide attempt
    • Mobilize staff
  • Notifying and engaging the parents
  • Is suicide contagious?
Prevention Toolkit: A Guide to help Prevent Depression, Self-Harm and Suicide
  • The role of Social/Emotional Learning (SEL) in preventing depression, self-harm and suicide
  • A collaborative, strategic approach to integrate SEL into the curriculum
    • Empower students
    • Promote connection
    • Case example: Effective K-12 SEL approach to prevention
After Suicide: Postvention Plans for Schools
  • Short-term strategies
  • Long-term, school-wide interventions
  • Minimizing risk of self-harm & suicide contagion
  • Case example: Successful postvention plans
Target Audience

  • Classroom Teachers
  • Special Education Personnel
  • Principals
  • School Administrators
  • School Psychologists
  • School Counselors
  • Social Workers
  • School Nurses
  • School Safety Specialists
  • School Resource Officers
  • Educational Paraprofessionals
  • Other Helping Professionals Who Work with Children

DR. MARGERY J SHUPE, LPCC-S

Dr. Margery J. Shupe, LPCC-S, has extensive experience providing direct consultation to assist school mental health teams in identifying and treating mental health problems in children in public and private school settings. She has developed professional programming presentations for school mental health teams, school personnel, teachers and administrators. Dr. Shupe has extensive consultation experience in working with discipline in the schools as well as providing strategies for the IEP Team.

The clinical director of her own private practice, Dr. Shupe specializes in assessing and treating children and adolescents with behavioral and emotional disorders. She has 25 years of clinical experience in the counseling psychology field. She has worked in an adolescent behavioral medicine clinic as a counseling psychologist and served as a supervisor and clinical therapist of a residential/outpatient children’s/adolescent facility. Dr. Shupe has presented regionally, nationally and internationally on a broad range of topics, primarily focused on clinical treatment of children/adolescents, parent training, family counseling, treating children/teens with chronic illness, and assessment and diagnosis of emotional/behavioral and learning disabilities.

Dr. Shupe has published extensively in professional journals, research manuals and book chapters. Dr. Shupe has been teaching in graduate counseling programs for 17 years and is a contributing faculty member in the Walden University College of Social and Behavior Sciences’ Mental Health Counseling Program. She earned her Ed.D. from the University of Cincinnati and her M.A. in counseling psychology from Western Michigan University.



Speaker Disclosures:

Financial: Margery J Shupe maintains a private practice. She is a professor at Walden University. She receives a speaking honorarium from PESI, Inc.

Nonfinancial: Margery J Shupe is a member of the American Counseling Association.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

The planning committee and staff who controlled the content of this activity have no relevant financial relationships to disclose. For speaker disclosures, please see speaker bios.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




Counselors
This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

New Jersey Counselors: This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.

New York Counselors: CE credit is available. PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Mental Health Practitioners as an approved provider of continuing education for Licensed Mental Health Counselors. #MHC-0033. This activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


Educators/Teachers
This activity qualifies for 380 minutes of instructional content as required by many national and state licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

New Jersey Educators, Administrators & Education Services Personnel: This activity will offer 6.0 Actual Professional Development Hours. PESI, Inc., powered by MEDS-PDN, is a registered New Jersey Professional Development Provider with the NJ Dept. of Education.

New York Educators: PESI, Inc. is an approved sponsor of CTLE with the New York State Education Department's (NYSED) Office of Teaching Initiatives. Provider #23567. This activity will qualify for 6.25 Approved Continuing Teacher and Leader Education (CTLE) Hour(s), in the area of Pedagogy. Hours are based on full attendance. Board required certificates will be sent after the program.


Nurses, Nurse Practitioners, and Clinical Nurse Specialists
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PESI, Inc. is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation. Nurses in full attendance will earn 6.3 contact hours. Partial contact hours will be awarded for partial attendance.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. PESI is offering this activity for 6.25 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.


Social Workers
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PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2020 - January 27, 2023. Social Workers completing this course receive 6.25 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

New Jersey Social Workers: Self-Harm, Suicide and Depression in Schools: An Identification, Prevention & Postvention Guide for Educators and All School Based Professionals, Course #2786, is approved by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program to be offered by PESI, Inc. as an individual course. Individual courses, not providers, are approved at the course level. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. ACE course approval period: 01/08/2020 - 01/08/2022. Social workers completing this course receive 6.25 Clinical continuing education credits. Full attendance is required; no partial credits will be offered for partial attendance.

New York Social Workers: PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0008. This activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


Other Professions
This activity qualifies for 380 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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