Powerpoint slide decks that we have permission to share have been converted to pdf format and are hyperlinked with the title of the presentation. Enjoy!

Learn more about special tracks offered during the conference

Tuesday, March 6, 4:15 pm - 5:45 pm

Session 56yya

4:15 pm - 5:45 pm
Bayshore 5 ~ (90-minute Symposium)

Youth Engagement in the Design of Services and Research for Youth Mental Health and Addictions Services: Innovative Projects and Key Youth Contributions
Symposium Chair: Kristin Cleverley, RN, PhD,
Faculty of Nursing, University of Toronto; Centre for Addiction and Mental Health, Toronto, ON, Canada; Discussant: Michelle Munson, PhD, Silver School of Social Work, New York University, New York, NY

This symposium focuses on youth engagement in mental health and addictions services research. Three projects from the McCain Centre for Child, Youth and Family Mental Health will highlight the importance of including youth in the design and implementation of research. These projects demonstrate the feasibility and benefits of engaging youth across content areas and methodologies.

Engaging Youth in the Co-Design of an Instructional Video for an Online Delphi Survey to Prioritize Core Components of Child to Adult Mental Health Care Transitions
Kristin Cleverley, RN, PhD, CPMHN; Jessica Rong, Centre for Addiction and Mental Health, Toronto, ON 

Delphi’s are online surveys designed to achieve consensus among experts on an important issue. This method is being used increasingly in mental health research particularly with focus on engaging patients as experts. Youth co-designed a video which explains the Delphi process. This video is embedded in the online survey to facilitate participants understanding the research study. This presentation will provide an overview of the video placing an emphasis on its co-creation with youth.

Youth Engagement in a Pragmatic Randomized Control Trial: Integrated Collaborative Care Teams for Youth Mental Health and Addictions
Jacqueline Relihan; Joanna Henderson, PhD, CPsych; Lisa Hawke, PhD, Centre for Addiction and Mental Health, Toronto, ON, Canada; Gloria Chaim, MWS, RSW, Child, Youth and Family, Centre for Addiction and Mental Health, Toronto, ON, Canada; Kristin Cleverley, RN, PhD, University of Toronto, Centre for Addiction and Mental Health, Toronto, ON, Canada

YouthCan IMPACT is an implementation and research project testing an innovative model of integrated community-based service delivery for youth with mental health and addictions challenges. Youth have been engaged from the early project development phase to the full implementation and testing of the model. This project demonstrates the range of contributions youth can make to increase the feasibility and appropriateness of both the service pathway and the research project.

Youth Friendliness in Mental Health and Addictions Settings: a Scoping Review of the Literature
Joanna Henderson, PhD, CPsych; Jacqueline Relihan; Jessica Rong, Child,Youth and Family, Centre for Addiction and Mental Health, Toronto, ON, Canada; Kamna Mehra, MScCH, DNB, MBBS; Lisa Hawke, PhD, Centre for Addiction and Mental Health, Toronto, ON, Canada

A scoping review was conducted to explore the definition, characteristics, and expected impact of youth friendliness in mental health and addiction services. Youth contributed to the research design by helping to identify scoping review search terms and validating the results through focus group discussions. The final results can inform future research and youth-serving agencies aiming to enhance the youth friendliness of their service settings.  

Session 57ebp

4:15 pm - 5:45 pm 
Bayshore 6 ~ (90-minute Symposium)

Factors Related to Implementation of EBPs and Child Outcomes across Youth Service Systems
Symposium Chair: Jason M. Lang, PhD, Child Health and Development Institute, Farmington, CT; Symposium Discussant: George "Tripp" Ake, PhD, Duke University Medical Center, Durham, NC

Despite increasing efforts to disseminate evidence-based practices (EBPs), most children served in community settings still do not receive them. This symposium addresses emerging research and practice questions about EBP dissemination from large-scale initiatives in two states. These presentations examine the impact of EBPs compared to usual care in a state system, and the roles that training, consultation, supervision, and other implementation strategies have on implementation and child outcomes. 

The Effects of EBPs and Disparities in a Statewide Children’s Behavioral Health System
Phyllis Lee, PhD, Department of Psychological Science, Eastern Connecticut State University, Willimantic, CT; Jason Lang, PhD, Child Health and Development Institute, Farmington, CT; Tim Marshall, Connecticut Department of Children and Families, Hartford, CT 

This presentation compares EBPs with usual care in a statewide children’s behavioral health system. Data from over 48,000 youth served over four years showed that children receiving EBPs, particularly those disseminated with the Dissemination and Support Center model, had better outcomes than children receiving usual care. Disparities in race/ethnicity and age were observed, and overall rates of EBP use were higher than national averages but still modest. Recommendations for scaling EBPs will be discussed.

The Effects of Training Type and Consultation on Implementation Outcomes
Kellie Randall, PhD; Jason Lang, PhD, Child Health and Development Institute, Farmington, CT; Erum Nadeem, PhD, Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, NY  

This presentation describes data from a statewide dissemination of TF-CBT to 29 agencies that participated in a Learning Collaborative (LC). A total of 693 clinicians were trained through a LC, web-based training, or in-person trainings. Implementation outcomes are examined across the three types of training. LC clinicians initiated TF-CBT at a higher rate and saw more cases. However, the groups were similar on quality indicators, suggesting LC participation prepares agencies to successfully sustain the practice.

The Role of In-House Supervision for Evidence-Based Practice (EBP) implementation Across Youth Service Systems
Rochelle Hanson, PhD; Samuel Peer, PhD; Benjamin Saunders, PhD, Medical University of South Carolina, Charleston, SC  

Training alone is insufficient to sustain integration of EBPs in community settings. Pre- and post-implementation data on supervision and EBP practice from 224 therapists who participated in a learning collaborative are presented. Consistent with hypotheses, TF-CBT specific, but not general supervision, was related to changes in TF-CBT practice. However, neither was associated with changes in TF-CBT skills. Findings suggest that supervision is related to increased participation and EBP use. 

Session 58

4:15 pm - 4:45 pm 
Bayshore 7 ~ (30-minute Paper)

System Development Process Journals as a Qualitative Evaluation Strategy
Amy Starin, PhD, LCSW; Matthew Thullen, PhD, Illinois Children's Healthcare Foundation, Oak Brook, IL

The Illinois Children’s Healthcare Foundation provided private funding for four Illinois communities to establish systems of care. One aspect of the evaluation included qualitative journaling to uncover important process components that contributed to both strengths and weaknesses of each project. Ultimately, the System of Care Primer, second edition, was used as the organizing framework enabling a complete 'story' to be told.

4:45 pm - 5:45 pm 
Bayshore 7 ~ (60-minute Discussion Hour)

Bridging Research with Policy and Practice: a Discussion Around Key Considerations and Strategies for Collaboratively Integrating Research and Implementation Efforts in a State-Wide Juvenile Justice System
Erin Espinosa, PhD, Texas Center of The Institute for Innovation and Implementation, University of Maryland, Austin, TX; Jill Farrell, PhD, The Institute for Innovation and Implementation, University of Maryland, Baltimore School of Social Work, Baltimore, MD

Implementing and evaluating interventions within organizations can be complex. Often researchers and policy makers struggle with incorporating the research base related to implementing and sustaining evidence-based practices into the everyday work and infrastructure of human service systems. This discussion, led by the research team and leadership from the Maryland Department of Juvenile Services, will include critical considerations of installing and aligning a behavioral health intervention within a large state-wide organization while simultaneously studying the intervention’s effectiveness and feasibility. 

Session 59

4:15 pm - 4:45 pm
Esplanade 1 ~ (30-minute Paper)

Implementing Group Mindfulness Therapy (GMT) for Adolescents with Anxiety in an After-School Program: Results of an Open Trial
McCarthy, MS, OTR/L, Division of Occupational Therapy, American International College, Springfield, MA

The framework and results of a pilot study that introduces adolescents with anxiety to Mindfulness in a group after-school format will be presented. Significant improvements were observed in anxiety, internalizing, stress, and attention. The presentation demonstrates that Group Mindfulness Therapy for Anxiety (GMT)* is feasible and acceptable to adolescents with anxiety and presents a cost-effective way to deliver services in a school setting. This program and study were developed with Yale Child Study Center.

4:45 pm - 5:45 pm
Esplanade 1 ~ (60-minute Discussion Hour)

Fathers for Change: a Community-Based Approach for Families Impacted by Intimate Partner Violence and Substance Misuse
DiVietro, PhD, Injury Prevention Center, Connecticut Children's Medical Center, Hartford, CT; Carla Stover, PhD, School of Medicine Child Study Center, Yale University, New Haven, CT

The Fathers for Change model addresses the critical need for community-based approaches that tackle intimate partner violence and substance use simultaneously, while highlighting the abusive partner’s role as both co-parent and father. This session will describe the model as it has been applied in various contexts, will present the current evidence base, and will highlight its application within the Connecticut child welfare system. 

Session 60

4:15 pm - 4:45 pm
Esplanade 2 ~ (30-minute Paper)

Using Family Advocates to Understand the Impact on Families Caring for a Child or Youth with a Serious Mental Health Challenge: Time, Finances, Life Events, and Caregiver Employment
Zundel, MSW, Office of Behavioral Health, Denver, CO; Libby Stoddard, Federation of Families for Children's Mental Health, Colorado Chapter, Lakewood, CO

The Colorado Office of Behavioral Health conducted a prospective study with families across the state to understand the impact of their child’s mental health challenge on families’ time, finances, life events, and caregiver employment. Family advocates working in the System of Care recruited families to participate in the study. The results showed caregivers spent over $250 per week in out-of-pocket unreimbursed costs and over 90 minutes per day attending to their child’s mental health needs.

4:45 pm - 5:45 pm
Esplanade 2 ~ (60-minute Discussion Hour)

Advancing EBP Dissemination: Three State Approaches to Centers of Innovation
Stephen Phillippi, PhD, School of Public Health, Louisiana State University, New Orleans, LA; Eric Trupin, PhD, Department of Psychiatry & Behavioral Sciences, University of Washington School of Medicine, Seattle, WA; Suzanne Kerns, PhD, Graduate School of Social Work, University of Denver, Denver, CO

Three directors of university-based institutes/centers that advance EBPs for youth involved in behavioral health, juvenile justice, and/or child welfare systems in their states will present. Presentations will focus on translational science processes and products used to engage communities in the adoption, implementation, and sustainability of EBPs. This includes empirically driven legislation, using Medicaid financing, surveying services, offering solutions to identified gaps in care, developing workforce, and evaluating progress toward access and utilization of EBPs. 

Session 61wa

4:15 pm - 4:45 pm
Esplanade 3 ~ (30-minute Paper)

From Raw Data to Data-driven High Fidelity Wraparound and Well-informed Youth and Families
Monica PayneMAYouth and Family Training Institute, University of Pittsburgh, Monroeville, PA; Toni Wagner, MA, Allegheny Family Network, Pittsburgh, PA; Steven Freas, MSW, Human Services Administration Organization, Pittsburgh, PA

The Youth and Family Training Institute will highlight how training and coaching models are supported by an innovative data collection and visualization system of process and outcomes data for High Fidelity Wraparound. Allegheny County coaches from the Human Services Administration Organization (HSAO) and Allegheny Family Network will share how data guide their collaboration and how they developed a data-sharing tool with youth and families that is concise, accessible, and focused on progress toward the vision they want to achieve.

4:45 pm - 5:45 pm
Esplanade 3 ~ (60-minute Symposium)

National CANS-Wraparound Analysis: Site Level Discussion into Compelling Questions
Chair: Barbara Dunn, MSW, LCSW, 
Public Markets, Magellan Healthcare, Newtown, PA; Discussant: Nathaniel Israel, PhD, Chapin Hall, University of Chicago, Chicago, IL

The Wraparound Evaluation and Research Team created cross-site CANS profiles in 10 large multi-site samples of wraparound enrolled youth. The variation in CANS use, the impact in youth- and family-level ratings and trajectories of change, and other factors associated with differences in profiles lead to weighty questions in considering the implications of CANS local practices. A panel from several sites will dive into local answers to the UW findings to further the national analysis discussion. 

Using Cans for Wraparound Eligibility: Is Using the Cans for Eligibility Influencing the Data?
Betty Walton, PhD, LCSW, Indiana School of Social Work, Division of Mental Health & Addiction, Indiana Family & Social Services Administration, Indianapolis, IN; Wendy Bowlin, MS, LPC, MBA, Magellan Health in Louisiana, Baton Rouge, LA; Sarah Accomazzo, MSW, PhDSeneca Family of Agencies, Oakland, CA; Rachel Short, MPH, Youth Empowerment Services (YES) waiver, Texas Health and Human Services, Austin, TX

The Wraparound Evaluation Research Team’s (WERT) national benchmarking study found that sites using the CANS for eligibility had more needs, including more newly identified needs and fewer strengths. Does using the CANS for eligibility influence the data at initial assessment, during wraparound, and for outcomes? Using data-driven quality processes, three sites using the CANS for eligibility explored the validity of their data. In contrast, the fourth site used varied referral sources and consensus process.

Change Measurement in Wraparound: What Is Meaningful Change?
Betty Walton, PhD, LCSW, Indiana School of Social Work, Division of Mental Health & Addiction, Indiana Family & Social Services Administration, Indianapolis, IN; Wendy Bowlin, MS, LPC, MBA, Magellan Health in Louisiana, Baton Rouge, LA; Sarah Accomazzo, MSW, PhD, Seneca Family of Agencies, Oakland, CA; Rachel Short, MPH, Youth Empowerment Services (YES) waiver, Texas Health and Human Services, Austin, TX

The Wraparound Evaluation Research Team (WERT) considered meaningful change using difference in actionable needs and found, at six months, little difference in change scores regardless of initial youth severity.  What is meaningful change in wraparound, and what is the best way to measure change?  Four research sites discuss agreement on certain principles of meaningful change at individual, program, and system levels, explore different ways to measure change and compare results in wraparound programs.

Other Site Level Differences Which Impact CANS Variation: Programs, Policies, Strategies, and Fidelity
Betty Walton, PhD, LCSW, Indiana School of Social Work, Division of Mental Health & Addiction, Indiana Family & Social Services Administration, Indianapolis, IN; Wendy Bowlin, MS, LPC, MBA, Magellan Health in Louisiana, Baton Rouge, LA; Sarah Accomazzo, MSW, PhD, Seneca Family of Agencies, Oakland, CA; Rachel Short, MPH, Youth Empowerment Services (YES) waiver, Texas Health and Human Services, Austin, TX

WERT identified site characteristics including organizational type, duration of wraparound and CANS, funding source, and demographics as independent variables for researching site level differences. Yet, the complexity of variations obscured factor analysis. Four research sites will each propose considerations on site level variation in CANS results, including: within program difference, fidelity skill development, program and policy development, regional populations, and funding requirements.

Session 62yya

4:15 pm - 5:45 pm
Palma Ceia 1 ~ (90-minute Symposium)

Navigating the Ups and Downs of Caps and Gowns: Creating a Path to Academic Success for College Students with Mental Health Conditions
Symposium Chair: Maryann Davis, PhD,
 Psychiatry, Transitions Research and Training Center, University of Massachusetts Medical School, Shrewsbury, MA; Discussant: Dori HutchinsonScD, CPRP, CFRP, Boston University Center for Psychiatric Rehabilitation, Boston, MA

Young adults with mental health conditions make up a growing percentage of students on college campuses, yet they continually struggle academically and have one of the highest dropout rates of any disability group. This symposium will describe findings from a qualitative study that paints an intimate picture of the academic barriers college students face. This symposium will also share preliminary findings from implementation of an innovative peer-to-peer academic coaching intervention designed to mitigate challenges identified in the research findings.

Speaking Out: Qualitative Interviews with College Students with Mental Health Conditions, Faculty, and Staff
Laura GoldenBA; Amanda Costa, BS, Psychiatry, Transitions Research and Training Center, University of Massachusetts Medical School, Shrewsbury, MA

Qualitative interviews were conducted with college students with mental health conditions (MHCs), faculty, counseling center staff, and disability services staff were conducted to understand their perspectives on what students with MHCs need to achieve academic success. Sixty interviews were conducted at three large universities in the United States. Results reveal common academic experiences such as helpful and/or detrimental experiences affecting academic success and the level of usage and perceived effectiveness of on-campus academic services.

Developing the PASS Intervention: The Ins and Outs of Peer Academic Supports for Success (PASS) for College Students with Mental Health Conditions
Dori Hutchinson, ScD, CPRP, CFRP, Boston University Center for Psychiatric Rehabilitation, Boston, MA; Mary Huber, PhD, CRC, Wright State University, Dayton, OH

PASS is an academic peer coaching intervention, specified by combining results from the qualitative interviews reported in their first paper within this presentation, with aspects of two preexisting coaching models: Raiders on the Autism Spectrum Excelling (RASE) for students with Autism Spectrum disorders at Wright State University, and coaching for students with mental health conditions at Boston University. This paper will describe the logic model process used to combine information from these sources into a cohesive manualized approach.

PASS Academic Peer Coaching Implementation: How It's Going So Far
Maya Ingram; Paul Cherchia, MA, Boston University Center for Psychiatric Rehabilitation, Boston, MA; Laura Golden, BA, Psychiatry, Transitions Research and Training Center, University of Massachusetts Medical School, Shrewsbury, MA  

PASS has been implemented for two semesters at Boston University. This paper describes preliminary findings from the first semester of implementation including results from focus groups held with peer coach supervisors, academic peer coaches, and college students receiving coaching. Challenges to implementation will also be described. Implications for the final PASS model that will undergo a pilot randomized trial next academic year will be the focus of the discussion. 

Session 63yya

4:15 pm - 4:45 pm
Palma Ceia 2 ~ (30-minute Paper)

Transition Service Providers’ Training Needs, Preferences, and Challenges: Results of a National Survey
Eileen M. Brennan, PhD; Pauline Jivanjee, PhD; Leigh Grover, MSW, Research and Training Center for Pathways to Positive Futures, Portland State University, Portland, OR; Johanna Bergan, Youth MOVE National, Decorah, IA

What do transition service providers say about major training needs, preferred ways to participate in training, and their chief obstacles to training access? This presentation will discuss the results of Supporting You in Supporting Youth, an online survey conducted from June to July 2017 by Pathways RTC and YouthMOVE. Findings include 254 providers’ perspectives on key competencies, skills, training methods, and barriers. Participants will discuss survey findings in light of best practices and future training development.

 4:45 pm - 5:15 pm
Palma Ceia 2 ~ (30-minute Paper)

Findings from a Study of Web-Based Remote Training and Coaching to Increase Providers’ Skills for Working with Youth and Young Adults
Janet Walker, PhD; Caitlin Baird, BA, Research and Training Center on Pathways to Positive Futures, Portland State University, Portland, OR

In human services, skills learned during training are unlikely to be implemented in real-life practice situations unless follow-up coaching is provided. However, costs associated with coaching can make it impractical. This session reports on a study of a method for providing high-quality training/coaching via the internet, using video-recorded observations. Findings show significant improvements in trainee competencies for working with youth/young adults according to analysis of video-recorded practice, and according to trainees' perceptions.

5:15 pm - 5:45 pm
Palma Ceia 2 ~ (30-minute Paper)

Knowledge Translation through Online Training for Transition Service Providers: Assessing Outcomes of Promoting Positive Pathways to Adulthood
Jivanjee, PhD, Research and Training Center for Pathways to Positive Futures, Portland State University, Portland, OR; Claudia Sellmaier, PhD, Social Work Program, University of Washington, Tacoma, Tacoma, OR; Eileen Brennan, PhD; Leigh Grover, MSW, Research and Training Center for Pathways to Positive Futures, Portland State University, Portland, OR

Promoting Positive Pathways to Adulthood consists of ten research-based online modules designed to improve competencies of transition service providers working with youth experiencing mental health difficulties. Service providers participated in a knowledge translation study of two training conditions (online training only or online training plus team-based practice exercises). Both groups made significant gains in transition-related knowledge and self-rated transition competencies, with those receiving team-based exercises achieving greater knowledge gains. Key practice exercise characteristics are discussed. 

Session 64

4:15 pm - 5:15 pm
Palma Ceia 3 ~ (60-minute Discussion Hour)

Journey to Cultural & Linguistic Competency: Pennsylvania System of Care CLC Pilot Program
Leonard, JD, Pennsylvania Healthy Transitions Partnership and System of Care Partnership, Harrisburg, PA

Learn from the Pennsylvania System of Care on their experience developing a Cultural and Linguistic Competency Pilot Project. The session will share steps to incorporating culturally and linguistically competent methods into your System of Care CLC planning process by engaging youth, family, and system partners in the following core areas: (1) Assessment; (2) Planning; and (3) Implementation.

5:15 pm - 5:45 pm
Palma Ceia 3 ~ (30-minute Paper)

Use of a Community Survey to Inform the Public and Behavioral Health Community About Perceived Strengths, Needs and Stigmatization
Swenson, PhD, Department of Human Services, Salt Lake City, UT; Autumn Secody, Utah Navajo Health Services, Monument Valley, UT

A community survey was developed and administered to people in Utah’s Navajo communities. Results showed areas of strength, areas of challenge and areas of stigma within each community. The results have been used to inform the behavioral health workforce about community perceptions; to foster conversations within community coalitions; and to educate the public. It is anticipated that heightened mutual understanding among all stakeholders will increase capacity for coordinated community responses to behavioral health challenges.

Session 65

4:15 pm - 4:45 pm
Palma Ceia 4 ~ (30-minute Paper)

Transition Readiness, Mental Health Outcomes, and Health Services Utilization among Transitional Age Foster Youth Compared to Controls
Miller, PhD, RN, CPNP-PC, University of California, Los Angeles, Los Angeles, CA

Transitional age foster youth (TAFY) often emancipate from the child welfare system with little guidance on how to manage their health needs independently. This study utilized a validated tool to examine transition readiness and its relationship to mental health outcomes and health services utilization behaviors in TAFY. Findings from this study highlight the need for healthcare and child welfare professionals to work collaboratively to ensure the health and well-being of transitioning foster youth.

4:45 pm - 5:45 pm
Palma Ceia 4 ~ (60-minute Paper)

The Dialectics of Transition Age Youth Engagement and Practice: Introducing the Theory of Balance
Vanessa Klodnick, PhD, Marc Fagan, PsyD, Thresholds, Chicago, IL

Transition-age youth (TAY) team-based mental health service engagement is a complex and dynamic process that is inherently embedded within each young person’s developmental, social, and individual narrative. This paper leverages in-depth interviews with TAY clients (n=22); provider staff (n=12); and young person-identified social supports (n=10) to unpack the complexity of service engagement. A theory of balance is proposed that is composed of seven practice dimensions. Implications for a multidimensional model of TAY engagement are discussed.

Session 66

4:15 pm - 4:45 pm 
Garrison Suite ~ (30-minute Paper)

Young Adult Outcomes for Youth with EBD with Impairment by 16
Sloan Smith Huckabee, PhD; Maryann Davis, PhD, Department of Psychiatry, UMass Medical School, Shrewsbury, MA

Students with Emotional and Behavioral Disorders (EBD) experience the worst post-secondary outcomes of any disability group. Young-adult outcomes reported for students identified with EBD who receive special education services represent only 1% of the general student population. Conservative prevalence estimates suggest that 20% of students experience an EBD significant enough to warrant services. Examining a broader cross-section of outcomes for this group provides a more representative picture of the post-secondary experiences of individuals with EBD.

4:45 pm - 5:45 pm 
Garrison Suite ~ (Discussion Hour)

Youth-Guided Stigma Reduction: The Youth Ambassadors as an Effective Force for Change at the School District Level
Alex Jendrek, HPW Associates, LLC, Pittsburgh, PA; Maureen Hawk, Basswood Initiatives/Beaver County Rehabilitation Center, Aliquippa, PA; Kimberly Hall, HELPing SCORES System of Care Expansion Grant, Beaver Falls, PA; Beaver County School District Representative, Beaver Falls, PA

The Youth Ambassador Program is a transition-age youth guided effort to reduce stigma surrounding mental illness in Beaver County, Pennsylvania. Data collected through surveys and interviews during the first two years of the program demonstrate an impact on youth leadership skills, empathy, and school culture. This discussion hour will examine how engaging youth as leaders in stigma reduction generates positive outcomes manifested in changed attitudes and perceptions related to mental illness.

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