$50 – $175

2019 School Psychology Conference at UC Berkeley - Anxiety in Schools

Event Information

Share this event

Date and Time

Location

Location

Lawrence Hall of Science

1 Centennial Drive

Berkeley, CA 94720

View Map

Event description

Description

52nd Annual Conference
UC Berkeley School Psychology

Anxiety in Schools

Friday, April 12, 2019
8:30AM - 3:30PM

Lawrence Hall of Science
1 Centennial Drive, Berkeley, CA 94720

6 CEUs available from CASP for $20 extra. See below for details.

ABOUT THE CONFERENCE

Anxiety disorders are the most common psychiatric diagnoses among youth, with prevalence rates ranging from 10 to 20%. This conference brings together four experts to help attendees identify and address the socioemotional needs of students who experience anxiety. Dr. Lauren Haack (Assistant Professor, University of California, San Francisco), Michael Lombardo (Co-Coordinator, California PBIS Coalition), Dr. Michael Tompkins (Co-Director and Co-Founder, San Francisco Bay Area Center for Cognitive Therapy), and Dr. Alisa Crovetti (Clinical Supervisor and Psychologist, Piedmont Unified School District) are passionate about supporting students with anxiety. They will provide attendees with cutting-edge information and practical tools in order to better address this widespread challenge.

Dr. Lauren Haack will open the conference with a talk on differentiating anxiety from other disorders, and how to conduct a functional behavioral analysis to learn more about ways that the environment can unintentionally reinforce anxious behaviors. Next, Michael Lombardo will discuss how school services such as the multi-tiered system of support (MTSS) and positive behavioral interventions and supports (PBIS) can help address the complex needs of students experiencing anxiety. After a catered lunch, Dr. Michael Tompkins will share his expertise in using cognitive-behavioral therapy to treat anxiety disorders in school settings, and Dr. Alisa Crovetti will close the conference with a presentation on developing wellness centers in schools.


DIGITAL MATERIALS

Handouts and slides for the presentation will be available in digital form by April 1, 2019. You will be notified of handout availability via email. If you have someone else registering you for the conference, please make sure that person uses your email address so that you receive all relevant information.


STUDENT RATE

We have a rate for current students. If you are not a UC Berkeley School Psychology student, you will be asked to submit an email from your professor verifying your status as a student.


TICKET PRICES

Non-Students
$125 - discounted price for early registration; ends 3/15/2019
$150 - general registration

Students
$50 - discounted price for early registration; ends 3/15/2019
$75 - general registration

Registration - day of the event
$175




SCHEDULE

8:00 - 8:30 Registration (Coffee and Pastries Available)

8:30 - 8:45 Welcome; Conference Team & Dr. Frank Worrell

8:45 - 10:00 Dr. Lauren Haack

10:00 - 10:15 Break

10:15-11:00 Michael Lombardo

11:00 - 12:30 Dr. Michael Tompkins

12:30 - 1:15 Lunch

1:15 - 3:15 Dr. Alisa Crovetti

3:15 - 3:30 Wrap Up and Farewell


SESSION DESCRIPTIONS

Session 1: “I’m so worried, I’m spacing out! Or is it the other way around?” Differentiating Between ADHD, Anxiety, and Other Mental Health Conditions in School Contexts

Lauren Haack, Ph.D.
Assistant Professor, Psychiatry
University of California San Francisco

Mental health conditions most often begin in childhood; however, they typically are not recognized or treated until years after symptoms emerge, if at all. Anxiety and ADHD are among the most common mental health disorders in school-age youth, and although many students experience both, sometimes one is better explained by the other or by another condition entirely. There are several considerations when distinguishing if a student has ADHD and/or anxiety, including the chronology of symptom manifestation, as well as genetic loading and environmental reinforcement of symptoms. Utilization of a Functional Behavior Analysis (FBA) also can help by determining the “function” of problematic behaviors and a subsequent course of action. It is important to recognize that there are several factors influential to mental health conceptualization, evaluation, and service utilization spanning various socioecological levels, including factors related to the youth, the family, and the community.

Session Objectives:

  • Understand considerations for differentiating between ADHD, anxiety disorders, and/or other mental health conditions in school contexts

  • Learn how to conduct a Functional Behavior Analysis to determine the “function” of problematic behaviors and course of action

  • Recognize factors related to mental health conceptualization, evaluation, and service utilization


Session 2: Supporting Environments for Student Mental Health and Wellness

Michael Lombardo, M.A.
Executive Director Prevention Supports and Services
Placer County Office of Education

Children, youth and families face a number of life challenges, traumatic experiences and mental illness. It is well established that these challenges impact learning, social interactions, behaviors, safety and overall sense of wellbeing in our school communities. This presentation will focus on how participants can use a multi-tier system of support (MTSS) framework for integrating a continuum of mental health supports to create a "Wellness Campus.” Together, we will explore how a site can establish MTSS to promote student wellness, including what features should be in place, who should be involved, and how data can be used for integrated team decision making. Participants will learn what tools and systems they can use to build a continuum of support as well as identify data potential data systems for making decisions.

Session Objectives:

  • Participants will learn what tools and systems they can use to build a continuum of support

  • Identify data potential data systems for making decisions

  • Who should be included on a team creating student a wellness campus

  • Specific strategies for integrating with PBIS and MTSS


Session 3: Cognitive-Behavior Therapy With Anxious Youth in School Settings

Michael Tompkins, Ph.D., ABBP
Co-Director
San Francisco Bay Area Center for Cognitive Therapy

Anxiety disorders affect 10-20% of school-age youth. The long-term consequences of untreated anxiety disorders include increased risk of substance abuse, depression, and school-refusal behavior. Cognitive-behavior therapy (CBT) is the psychological treatment of choice for anxious youth and is an efficacious and durable treatment approach. The lecture presents an overview of the empirical evidence of the approach, the key treatment strategies, and suggestions for engaging youth, parents, and classroom teachers in the treatment approach.

Session Objectives:

  • Attendees will learn the empirical evidence for the efficacy of cognitive-behavior therapy (CBT) for anxiety disorders in youth.

  • Attendees will learn key treatment strategies for anxious youth in school settings.

  • Attendees will learn the cognitive model and strategies to engage youth, parents, and classroom teachers in the treatment process.


Session 4: Prevention and Treatment of Anxiety Disorders in Youth: The Role of School-Based Wellness Centers

Alisa Crovetti, Ph.D.
Clinical Supervisor and Psychologist
Piedmont Unified School District, High School and Middle School Wellness Center
Associated Faculty, Licensed Psychologist, UC Berkeley

This workshop will provide the theoretical rationale for school-based wellness centers and share public health data that point to an urgent need for mental health prevention and treatment efforts in schools. Attendees will be provided with practical information on how to create or improve wellness centers at their schools. Dr. Crovetti, who assumed clinical leadership over her district's fledgling wellness center in 2011 and serves as clinical supervisor and training director, will take attendees through the history of her district's wellness center, including discussion of maintaining stakeholder support, budget and fundraising, the model of tiered service delivery, the value of solution-focused therapy in a school-based setting, supervision and training of staff, consent to treatment and confidentiality issues under FERPA and HIPAA, improving collaboration between mental health and other school staff, record keeping, and reducing stigma. Each year the PUSD Wellness Center receives multiple requests from administrators and counselors from other school districts in the greater Bay Area who are seeking guidance in creating their own Wellness Centers. While Dr. Crovetti and her staff enjoy meeting with individual school district representatives, she is even more excited to have this opportunity to share information and guidance in a group workshop!

Session Objectives:

  • Attendees will be able to explain to stakeholders how school-based wellness centers are theoretically grounded in one or more of the following models: Core Competencies, Response to Intervention, Risk and Protective Factors, Ecological Systems Theory.

  • Attendees will be able to state at least three benefits of using solution-focused therapy approaches at a school-based wellness center.

  • Attendees will be able to state at least one strategy for increasing interdisciplinary collaboration among mental health staff and teachers, guidance counselors, and administrators.




SPEAKERS:


Dr. Lauren HaackLauren Haack, Ph.D.
Assistant Professor, Psychiatry
University of California San Francisco

Dr. Lauren Haack currently is an Assistant Professor and Attending Psychologist in the UCSF Department of Psychiatry. She completed her graduate training at Marquette University in Milwaukee with a particular focus on ADHD conceptualization and assessment for Latinx youth of Spanish speaking families. For her dissertation, she developed and validated a culturally-informed ADHD assessment tool to evaluate impairment related to attention and behavior concerns in Latino youth: the ADHD-FX scale. Dr. Haack completed her clinical psychology internship at UCSF under the mentorship of Dr. Linda Pfiffner, extending her multicultural ADHD focus to psychosocial treatment. After internship, she completed a National Institute of Health (NIH) Ruth L. Kirschstein National Research Service Award for Individual Postdoctoral Fellows entitled Culturally Sensitive School-Home Behavioral Program for Latino Children with ADHD (F32MH101971-03), followed by an NIH Fogarty Global Health Fellowship with a project entitled School-Home Program for Mexican Children with Attention and Behavioral Concerns (NIH/FIC 5R25TW009343) in Culiacan, Sinaloa, Mexico. In this work, Dr. Haack gained experience adapting an existing empirically-supported treatment for implementation and evaluation in schools, collaborating with multidisciplinary stakeholders to ensure relevance and feasibility of services, and building capacity of providers in established systems to faithfully deliver manualized, evidence-based treatment in Spanish. Most recently as faculty, when not continuing clinical research with vulnerable populations, she collaborates with the Juvenile Justice Behavioral Health (JJBH) research team and provides clinical services within the Mood/Anxiety and Hyperactivity Attention and Learning Problems (HALP) clinic at Langley Porter Psychiatric Hospitals and Clinics (LPPHC).


Michael LombardoMichael Lombardo, M.A.
Executive Director Prevention Supports and Services
Placer County Office Of Education

Michael Lombardo is an Executive Director with the Placer County Office of Education and Coordinates the California Positive Behavior Interventions and Supports (PBIS) Coalition. His primary areas of interest focus on creating environments where our children can achieve their very best, feel engaged, safe and supported. In these roles he works locally and nationally as a leader in early prevention, student wellness, social-emotional skills development, breaking down barriers to learning, collaborative strategies, and family/youth involvement. Michael is a member of the California Department of Education School Attendance Review Board and Student Mental Health Policy Workgroup. He has presented at numerous local, state and national conferences and professional meetings. Directing several grant projects integrating mental health in schools, systems development, suicide prevention, and school climate, Michael has brought innovation to school mental health. He has extensive experience in the implementation and scaling up of evidence-based practices, multi-tier systems schools, juvenile justice, and human services environments. His diverse professional background includes leadership positions in Education, Juvenile Justice, Health and Human Services, Mental Health and System of Care. Michael is a member of Placer County, System Management Advocacy Resource Team, an integrated leadership team, representative of the Courts, Probation, Child Welfare, Schools and Public Health who guide the integration of services in Placer County with a mission of keeping children safe, healthy, at home, in school and out of trouble. He feels his most significant accomplishment is being a father of two children who are now embarking on their own journey as adults impacting the world around.



Michael-TompkinsMichael A. Tompkins, Ph.D., ABPP
Co-Director
San Francisco Bay Area Center for Cognitive Therapy

Michael A. Tompkins, PhD, ABPP is a licensed psychologist and board certified in Behavioral and Cognitive Psychology. He is co-director of the San Francisco Bay Area Center for Cognitive Therapy and Assistant Clinical Professor at the University of California at Berkeley. Dr. Tompkins is a Diplomate and Founding Fellow of the Academy of Cognitive Therapy and an adjunct faculty member of the Beck Institute for Cognitive Behavior Therapy. He specializes in the treatment of anxiety disorders, mood disorders, obsessive-compulsive spectrum disorders, and sleep disorders in adults, adolescents, and children. He is the author or co-author of nine books, including My Anxious Mind: A Teen’s Guide to Managing Anxiety and Panic (with Katherine Martinez) (Magination Press, 2010), which is a Magination Press bestseller, and The Insomnia Workbook for Teens: Skills to Help You Stop Stressing and Start Sleeping Better (with Monique Thompson) (New Harbinger, 2018). Dr. Tompkins serves on the Advisory Board of Magination Press, the children’s press of the American Psychological Association and has presented over 500 workshops, keynotes, and lectures on cognitive-behavior therapy and related topics to national and international audiences.


Alisa CrovettiAlisa Crovetti, Ph.D.
Clinical Supervisor and Psychologist
Piedmont Unified School District, High School and Middle School Wellness Center
Associated Faculty, Licensed Psychologist, UC Berkeley

Dr. Crovetti is a licensed psychologist and credentialed school psychologist with over 20 years of experience as a psychologist in public schools. Dr. Crovetti has served as clinical faculty in the School Psychology Graduate Program at UC Berkeley since 2007; provides consultation and child, adolescent, and adult assessment services in private practice in Berkeley; conducts neuropsychological assessments of adolescent and adult criminal defendants and provide expert testimony to educate the court on the value and need for mental health and cognitive supports for these individuals; and in 2011, was hired as Training Director and Clinical Supervisor of the Piedmont Unified School District’s Wellness Center, which currently provides multi-tiered levels of mental health support to middle and high school students in the district. The Wellness Center was in its nascent form at the time, transitioning from contracted services under HIPAA to in-house services under FERPA, and Dr. Crovetti was tasked with bringing the center into legal and ethical compliance. This included refining the Center’s supervision and service delivery models and record keeping and referral processes, expanding and formalizing the training program, and training school-wide staff on issues of confidentiality and consent to treatment. Under Dr. Crovetti, the Wellness Center has expanded its reach, with over one-third of the high school and one-quarter of the middle school students now using its services each year.




Who Should Attend This Conference?

School Psychologists
School Counselors
School Nurses
Clinical Psychologists
Teachers
Social Workers
Administrators
Educational Therapists
Marriage and Family Therapists
Speech and Language Therapists
Occupational Therapists
Education and Psychology Students
Other Healthcare Professionals


Continuing Education Units (CEUs) and Certificates of Attendance

This course meets the qualifications for 6 hours of continuing education credit for LEPs, LPCCs, LMFTs and LCSWs. This course also qualifies for 6 hours of continuing professional development for Nationally Certified School Psychologists, under Provider Number 1025. The California Association of School Psychologists maintains responsibility for the program and its content.

When you register you will be able to add the CEUs to your cart. This will add an extra $20 to your registration fees.



Registration Information:

Spaces are reserved on a first-come, first served basis. Mail-in registration forms must reach our campus office by March 29, 2019 (mail-in form will be available soon). Allow at least 5-7 days for mail to campus location. Use online registration to guarantee a seat.

To ensure availability of the complimentary lunch,
please register by March 29, 2019.

Meals and Disability Accommodations
Registration includes coffee, tea, and pastries in the morning and lunch in the afternoon. Please let us know if you have any specific dietary requirements or require any accommodations.

Confirmations & Receipts
Confirmations of registration are sent via email automatically when you register online. If you have not received confirmation within five days of registering, please contact us at ucbschpsyc@gmail.com.

Pay by Purchase Order
To pay through a district purchase order, please complete this form. We can then send you an invoice, which you can use to make a purchase order through your district.

Refunds and Transfers
We reserve the right to change any elements of the conference. Refunds will be made if a written request is received by March 29 addressed to ucbschpsyc@gmail.com. Registration fees will be refunded minus a $25 processing fee. No refunds will be made after March 29. Substitutions are permissible but you must notify the conference in writing.


Event Location Information and Parking:

Public Transit and Parking Information: The parking lots at the Hall are monitored by UC Berkeley's Parking Office, and participants with UC Parking Pass "C', "F" and "H" may park by displaying their parking hangtags. Other guests without a parking permit will need to pay $1/hour via the self-service parking machines.

The Lawrence Hall of Science is accessible by the Hill shuttle that departs in front of Evans Hall (UC Berkeley) to the Lawrence Hall of Science, but it has limited space especially in the mornings and at the end of the day. AC Transit bus #65 is available from downtown Berkeley.

Please see the Lawrence Hall of Science site for more detailed information on parking, including how to download the parking machine app they use.


Conference Mailing Address:

ucbschpsyc@gmail.com Contact is preferred by email. Attn: School Psychology Conference. UC Berkeley Graduate School of Education
 School Psychology Program
, 2121 Berkeley Way
, Berkeley, CA 94704

Share with friends

Date and Time

Location

Lawrence Hall of Science

1 Centennial Drive

Berkeley, CA 94720

View Map

Save This Event

Event Saved