Functional Contextual Thinking (FCT) is a framework for addressing school related internalized and externalized problem behaviors by selecting effective strategies and supports for students. FCT is a user-friendly, brief, and informal method designed to quickly help school professionals hypothesize the function of the student’s behavior as part of their regular practice. Responding to challenging behaviors based on the scientific understanding of behavior rather than pre-existing assumptions will lead to better outcomes for students. Each module introduces new content and builds skills in a step-by-step fashion, along with opportunities to practice and helpful resources. Throughout the modules, application examples and case scenarios help attendees practice the use of the FCT framework. Strategies are provided to minimize and discourage problem behavior and teach replacement skills.   Download flyer

During this interactive, virtual training, participants learned more about the current state and federal funding utilized in New York for behavioral health in schools. Participants will identify needs, gaps, and opportunities to garner buy-in and leverage existing funding to implement and sustain school behavioral health efforts.

Participants will be able to define a school-wide crisis and an individual student emergency, understand incident management guidelines at each phase, and identify possible barriers to school emergency responses in order to positively engage leadership/staff during an emergency.

While schools serve as a natural setting for student mental health services, relying solely on school-based staff and resources may create system strains and inadequately meet all student needs. Building partnerships and utilizing collaborations with community health organizations can broaden access to mental health care. To support New Jersey schools and districts with identifying potential system partners, the Northeast & Caribbean Mental Health Technology Transfer Center (MHTTC) has developed the New Jersey School Mental Health Resource Directory. This directory includes nearly 200 organizations throughout the state of New Jersey that provide mental health services to children and adolescents. When utilizing the directory schools and districts may find it most helpful to: determine the types of services for which support is needed, use the directory key to identify the type of organizations that may be applicable, and search by county for organizations that fit your needs.

Session learning objectives: Provide an overview of the prevalence of mental health challenges among youth before and after the COVID-19 pandemic. Examine specific groups of youth that may be more vulnerable to mental health challenges post-pandemic. Explore pandemic-related changes in behavior patterns and coping mechanisms adopted by youth, including the role of technology. Describe ways in which schools can identify students who experience persistent challenges and implement school-based programs to best support these youth.  

En Español Stress Management in Children and Teens Worry and anxiety are regular parts of life, but they can also be indications that your child needs more support. The recognition of anxiety disorders in young people has increased significantly over the past 10 years. Approximately 30% of children and adolescents will experience an anxiety disorder at some point in their young lives. Knowing the signs and seeking professional help when needed will help to interrupt a progression that can lead to depression, poor school performance, and substance use. Anxiety in Children and Teens Worry and anxiety are regular parts of life, but they can also be indications that your child needs more support. The recognition of anxiety disorders in young people has increased significantly over the past 10 years. Approximately 30% of children and adolescents will experience an anxiety disorder at some point in their young lives. Knowing the signs and seeking professional help when needed will help to interrupt a progression that can lead to depression, poor school performance, and substance use. Depression in Children and Teens While people used to think that depression only occurred in adults, we now know that children and adolescents can also experience depression. In fact, on average, approximately 3% of children ages 3-17 have a diagnosis of depression. That rate increases by 6-10% during adolescence. While many children experience down moods, the symptoms of depression should not be ignored. Suicide Warning Signs in Children and Teens Suicide is a serious and real concern among children and teens. Suicide is the second leading cause of death among youth ages 10-24. Suicide attempts are often related to other mental health conditions, but not always. Particularly among younger children, suicide attempts can be impulsive. Warning signs of suicide or suicidal statements should always be taken seriously and evaluated by a mental health professional. Suicidal feelings are treatable with appropriate intervention and support.

Worry and anxiety are regular parts of life, but they can also be indications that your child needs more support. The recognition of anxiety disorders in young people has increased significantly over the past 10 years. Approximately 30% of children and adolescents will experience an anxiety disorder at some point in their young lives. Knowing the signs and seeking professional help when needed will help to interrupt a progression that can lead to depression, poor school performance, and substance use.

While people used to think that depression only occurred in adults, we now know that children and adolescents can also experience depression. In fact, on average, approximately 3% of children ages 3-17 have a diagnosis of depression. That rate increases by 6-10% during adolescence. While many children experience down moods, the symptoms of depression should not be ignored.

Worry and anxiety are regular parts of life, but they can also be indications that your child needs more support. The recognition of anxiety disorders in young people has increased significantly over the past 10 years. Approximately 30% of children and adolescents will experience an anxiety disorder at some point in their young lives. Knowing the signs and seeking professional help when needed will help to interrupt a progression that can lead to depression, poor school performance, and substance use.

Suicide is a serious and real concern among children and teens. Suicide is the second leading cause of death among youth ages 10-24. Suicide attempts are often related to other mental health conditions, but not always. Particularly among younger children, suicide attempts can be impulsive. Warning signs of suicide or suicidal statements should always be taken seriously and evaluated by a mental health professional. Suicidal feelings are treatable with appropriate intervention and support.

View session recording here.   Are you supporting individuals in returning to post-secondary education? If so, you may be interested in attending this training on assessing the need for and identifying the different types of assistive technology and accommodations available for students with mental health conditions in post-secondary settings. Assistive technology and accommodations can significantly improve academic success; however, accessing these supports can be cumbersome. Additionally, there are many types of assistive technology devices/tools that students can use for academic success that range on a continuum from low to high tech. We will define assistive technology and accommodations in the post-secondary setting as well as explore the types of accommodations and assistive technology used to improve performance in post-secondary school settings. Various types of assistive technology and apps will be demonstrated. A representative from Disability Rights’ Assistive Technology Advocacy Center will also be available to provide an overview of relevant legislation and how to access assistive technology. We will utilize a service conceptualization framework and peer/expert discussions to apply the skills learned. If you wish, please come prepared to discuss an individual participating in services (Please no names or other identifying information). This training is in collaboration with the Integrated Employment Institute (IEI) at Rutgers University.   Presenters: Joni Dolce, M.S., CRC  Joni Dolce is an assistant professor in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers School of Health Professions. Joni has many years of experience working in behavioral health services, specifically Supported Employment (SE), providing both direct services and supervising SE staff. She has authored and co-authored several articles and workbooks on employment and presents and provides webinars and trainings locally and nationally on a variety of employment related topics. She has provided training in SE on a national level, including at the NY Department of Mental Health and Hygiene, Washington State Healthcare Authority, the Veterans Administration, and SAMHSA’s Northeast and Caribbean Mental Health Technology Transfer Center (MHTTC). She has taught/co-developed the inaugural academic courses for Rutgers in SE and Supported Education. Joni was training coordinator for a Field Initiated National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) grant evaluating the implementation of SE into Supportive Housing environments. Joni has been invited to present to Human Resource professionals on the topic of mental health in the workplace and is listed in the Society for Human Resource Management (SHRM) as a recommended speaker on this topic. She is currently a member of the MHTTC’s Dissemination and Implementation working group and is a past president of the National Rehabilitation Association’s NJ affiliate chapter and past secretary of the NJ Psychiatric Rehabilitation Association. Joni is a doctoral candidate in Psychiatric Rehabilitation further exploring the impact of disclosure decision making in employment.     Amy Banko, M.S., LAC, NCC, CPRP Amy Banko is a Lecturer in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers University. In addition to providing course instruction, Ms.Banko is a trainer and consultant at the Integrated Employment Institute of Rutgers. Within this role, she facilitates trauma-informed, Supported Employment & Supported Education training and technical assistance to enhance practitioner competencies and program outcomes. Previously, Ms. Banko was a clinical contributor on three NIDILRR funded studies focused on education, employment,  and trauma for individuals with mental health conditions. Additionally, Ms. Banko is a co-author of a best practice manual for providing career services to transition-age youth with mental health conditions. She currently serves as Co-Investigator on two NIDILRR funded studies related to postsecondary education, mental health conditions, and trauma. Ms. Banko’s research agenda focuses on rehabilitation counseling and social/transformative justice as well as critical disability theory as she seeks to build interventions and counseling services that bolster the social determinants of health for those with mental health conditions. Her passion is addressing disability stigma, internalized stigma, ableism, and improving the social determinants of health for people with disabilities and those who experience the intersectionality of disability with other marginalized and oppressed identities. Additionally, Ms. Banko leverages her lived experience of a mental health condition to inform her research, course instruction, and counseling. Ms. Banko is currently attending her doctoral studies at Kean University for Counseling and Supervision with a focus on the treatment of trauma.

This webinar will examine the language we use to describe marginalized populations and how cultural bias, prejudice, historical trauma, and socialization can impact the words we use and how they impact our students.   Webinar Objectives: Recognize how cultural bias, socialization processes, and prejudice impact our use of language Identify ways in which language use can improve mental health among Latino youth   View presentation slides and transcript

The focus of this webinar is to provide the support and information that teachers, supervisors, BCBAs, therapists and other professionals supporting youth during Co VID 19 have been seeking. The challenges that Co VID 19 poses to clients and students will be discussed. Strategies for reaching and supporting clients via telehealth platforms and teaching students through the virtual classroom will be identified and discussed. The main focus will be on supporting individuals with developmental disabilities and autism during this difficult time. Individuals across the Autism Spectrum have specific needs and profiles that will be discussed and the supports and strategies needed to address their specific strengths and weaknesses will be explored.   View presentation slides and resource list

This webinar will provide strategies to facilitate culturally responsive supports for student mental health and affirming approaches that capitalize on student strengths and avoid reinforcing stigmatizing beliefs. Webinar Objectives: Recognize how cultural bias, socialization processes, and prejudice impact our use of language Identify ways in which language use can improve mental health among youth   View presentation slides and transcript