Dr. Reeves' programs are sorted by topic below. Click each title for a summary.

SCHOOL CLIMATE & MENTAL HEALTH/WELLNESS

addressing mental health needs in the schools

1.5 - 3 hour workshop

This workshop discusses the impact of mental health on academic achievement and social-emotional functioning. Participants will learn the developmental indicators of mental health challenges and identify the barriers that schools face in addressing mental health needs. Multi-tiered strategies that can be delivered in the classroom, via small group, or individually with a focus on proactive approaches to addressing mental health needs and interventions to promote skill building will be discussed. In addition, how schools can provide intensive supports and utilize community services to supplement school-based services and programs will be reviewed

SEL for classroom teachers and/or
​school mental health professionals

1 - 2 hours

Participants in this workshop will learn how to integrate the 5 key SEL areas of social-emotional learning into their curriculum to include self-awareness, self-management, social awareness, relationship skills, and responsible decision making.  Classroom, small group, and individualized interventions will be discussed that can help to facilitate better identification, understanding, and management of emotions while facilitating relationships and building a sense of community. 

TRAUMA

Trauma and adverse childhood experiences

1.5 - 3 hours

Trauma interferes with the executive functions required to be successful in the classroom; and it impacts our ability to trust our environment and others. This workshop explains trauma and provides an understanding of behaviors associated with trauma and why they occur. In addition, a variety of strategies for school mental health professionals, teachers, and administrators will be offered along with practical resources.  This workshop accompanies the book authored by Dr. Reeves titled Trauma and Adverse Childhood Experiences  https://ncyi.org/product/trauma-and-adverse-childhood-experiences-15-minute-focus-series/
Participants will:

• be able to identify the different types of stress and symptoms that accompany trauma exposure.
• explain the commonalities between externalizing disorders and trauma and stressor-related disorders
• learn practical strategies to use school-wide, in the classroom, with individual students, and in partnering with parents
• be provided additional resources to further understanding and implementation of concepts learned.

conduct disorder vs. complex trauma... or can it be both?

1.5 - 3 hours

Youth who demonstrate behaviors consistent with a conduct disorder are often seen as socially maladjusted, impossible to reach, and are often prevented from accessing specialized supports due to not having an “emotional disability”. This presentation will compare and contrast behaviors consistent with conduct disorder and complex trauma to better understand the etiology of their challenging behaviors. Participants will better understand how complex trauma impacts behaviors, social-emotional development, academic achievement, and the ability to connect with others. The negative outcomes of ineffective interventions will be highlighted and interventions on how to reach these students and address the underlying complex trauma will be shared.

Helping Trauma-Exposed Students
​through grief and loss: strategies for educators

1.5 - 3 hours

This workshop is designed to enhance participants’ existing knowledge base about trauma, grief, loss, and mourning. Participants will increase their levels of comfort in dealing with trauma and grief; better understand the differences between normal and complicated grieving, acute trauma versus toxic stress; and achieve a better understanding of factors that influence the development of trauma, grief, and mourning. Multitiered interventions are emphasized to help children and adolescents cope more successfully with these intensely felt emotions. In addition, the role of teachers and other support staff in the recovery process is emphasized, with a specific focus on trauma informed care and schools. 

The identification, assessment, and treatment of trauma and ptsd at school

​(1.5 – 3 hours)

This workshop will provide participants with contemporary best practices with regard to identifying, assessing, and treating trauma and Post Traumatic Stress Disorder in students at school. Participants will deepen their understanding of the impact of traumatic events on children and adolescents, learn academic and social-emotional interventions to support those exposed to trauma, become familiar with specific symptoms to look for when trauma exposure and PTSD is suspected, and differentiate between PTSD and other disorders. This presentation will highlight up-to-date, research based school and therapeutic interventions that are most beneficial to traumatized children and adolescents.

CRISIS PREVENTION & INTERVENTION

FOUNDATIONAL TRAINING

Behavioral threat assessment and management (BTAM): Best practices for k-12 Schools

6 - 6.5 hours
This workshop will focus on the process and procedures needed to establish a consistent school/district-wide approach to behavioral threat assessment and management.  The roles and responsibilities of a multidisciplinary team following best practices established by the United States Secret Service National Threat Assessment Center (USSS/NTAC) and United States Department of Education will be taught. In addition, current statistics, legal cases, post-incident reviews, early identification of warning signs, primary prevention strategies to "break the code of silence”; screening and assessment procedures; and strategies for interventions, postventions, and working with difficult parents will be integrated. Case study examples and forms will also be shared to illustrate the process.  This workshop accompanies the book authored by Dr. Reeves titled Behavioral Threat Assessment and Management: K-12 Schools.  https://ncyi.org/shop/landingpages/15-minute-focus-series/
Participants will learn:

• how to establish a consistent school/district-wide approach to BTAM using the 8-steps identified by USSS/NTAC
• the critical risk factors and warning signs contributing to risk
• best practice guidelines and lessons learned from prior legal cases reports
• primary prevention strategies to break the code of silence
• how to assess for risk using best practice guidelines and procedures established by the US Secret Service and US Dept of Education
• strategies for interventions and postvention
• strategies for working with difficult parents

• how to conduct a BTAM screening and full assessment utilizing case study examples

 
It is highly recommended that school/district BTAM teams attend the training together.  Critical team members include administrators (principals/assistant principals/deans), school psychologists, counselors, social workers, school resource officers, and law enforcement. Other important professionals also include behavioral interventionists, special education professionals/case managers, nurses, and community mental health professionals and law enforcement officers providing services in the schools and/or those who may help work threat assessment cases. 

CONTINUING TRAINING

behavioral threat assessment & Management: legal and best practice updates

1 - 2 hours

This workshop will discuss how to make your school/district’s BTAM process more legally defensible. Dr. Reeves will share lessons learned from her experience in serving as an expert witness in a threat assessment case for a large school district. Important findings will be discussed with an emphasis on the critical importance of establishing multi-disciplinary threat assessment teams, the factors to consider when conducting a threat assessment on a student receiving special education services, and the systemic barriers that complicate information sharing, documentation, and follow-up planning and supports. Specific recommendations for improving the fidelity of implementation of best practice threat assessment protocols will be provided. [Note: This workshop is more of an overview whereas the workshops below cover information more in-depth.]
Participants will:

• identify current best practices to improve their school’s threat assessment process
• understand how special education protocols and procedures are separate, yet can be complimentary to, threat assessment protocols and procedures
• identify the impact biases can have on the interpretation of warning signs
• learn how to increase effective communication to ensure the fidelity of the BTAM process and outcomes. 

advanced threat assessment training

3 - 3.5 hours

This workshop will examine the most current research and recommendations to ensure your school’s threat assessment process incorporates the most recent best practice guidelines. Participants will learn current best practices, the importance of investigating social media posts, and how our own biases can cloud judgment. In addition, post incident reports will be reviewed that provide an analysis of lessons learned from prior threat assessment cases and school shootings. Dr. Reeves will also share lessons learned from her experience in serving as an expert witness in court cases involving threat assessment and targeted school violence. Important findings will be discussed with an emphasis on the role of the school mental health professionals and SRO’s, the critical importance of establishing a multi-disciplinary threat assessment team, and the systemic barriers that complicated information sharing, documentation, and follow-up planning and supports. Participants will also analyze the reports to identify risk factors, warning signs, and missed opportunities for intervention. Specific recommendations for improving the fidelity of implementation of best practice threat assessment protocols will be provided.  This workshop accompanies the book authored by Dr. Reeves titled Behavioral Threat Assessment and Management: K-12 Schools.  https://ncyi.org/shop/landingpages/15-minute-focus-series/
Participants will:

• identify current best practices to improve their school’s threat assessment process
• learn the importance of searching for online threatening social media posts
• identify the impact biases can have on the interpretation of warning signs
• analyze case study data to identify opportunities missed when determining severity of a threat
• discuss specific strategies that need to be implemented to improve a school/district threat assessment process

Behavioral Threat Assessment & Management (BTAM): Best Practices for K-12 Schools

1.5 - 3 hours

This workshop will discuss how to make your school/district’s BTAM process more legally defensible. The most current research and recommendations will be discussed with an emphasis on the critical importance of establishing multi-disciplinary threat assessment teams and how to address the systemic barriers that complicate information sharing, documentation, and follow-up planning and supports. The importance of addressing bias, equity, and disproportionality within the BTAM process will also be explained. Knowledge gained in serving as an expert witness in court cases involving threat assessment, targeted violence and suicidal ideation will be highlighted. Specific recommendations for improving the fidelity of implementation of best practice threat assessment protocols will also be provided.
Participants will:

• learn how to build a high-quality behavioral threat assessment and management program utilizing best practice strategies to build a legally defensible process.
• understand how to conduct a threat assessment using strategies that increase equity while decreasing bias and disproportionality.
• learn the clear distinction, yet complementary aspects, between threat assessment and suicide risk assessment.
• be provided best practice guidance regarding parent permission vs notification, information sharing, discipline, and change in programming and/or placement decisions
• be provided recommendations for improving the fidelity of implementation of the BTAM process

behavioral threat assessment & Management: special education considerations

1 - 1.5 hours

This workshop will discuss the special consideration necessary to ensure your threat assessment processes do not violate special education protocols and procedures. How IDEA, 504, and ADA Title II “Direct Threat Standard” intersect with threat assessment and the considerations needed to ensure districts are complying with federal law will be presented. Best practice guidance regarding parent permission vs notification, information sharing, discipline, and change in programming and/or placement decisions will be discussed.  In addition, knowledge gained in serving as an expert witness in court cases involving threat assessment, targeted violence and suicidal ideation will be highlighted. 
Workshop participants will:

• discuss special considerations to be considered when conducting threat assessments with students with disabilities or suspected of having a disability.
• understand the clear distinction, yet complementary aspects, between threat assessment and special education policies and procedures.
• learn how IDEA, 504 and ADA Title II “Direct Threat Standard” intersect with threat assessment and the considerations needed to ensure districts are complying with federal law.
• be provided best practice guidance regarding parent permission vs notification, information sharing, and discipline
• identify the critical actions that need to be taken in the threat assessment process if a change of placement or programming is to be recommended.
• identify data points to be collected to identify and mitigate disproportionality

behavioral threat assessment & management (BTAM): best practices for a defensible process and special education considerations

2.5 - 3.5 hours

This workshop will discuss how to make your school/district’s BTAM process more legally defensible and the considerations necessary to ensure your threat assessment processes do not violate special education protocols and procedures. Current research and recommendations will be discussed with an emphasis on the critical importance of establishing multi-disciplinary threat assessment teams, addressing bias, equity, and disproportionality within the BTAM process, and how to address the systemic barriers that complicate information sharing, documentation, follow-up planning and supports, and implementation fidelity. Federal laws also require the “Direct Threat Standard” be met for any threat assessment that is conducted on students receiving specialized services or accommodations. IDEA, 504, and ADA Title II considerations that must be addressed within the threat assessment process to ensure districts are complying with federal law will be presented. Best practice guidance regarding parent permission vs notification, information sharing, discipline, and change in programming and/or placement decisions will also be discussed. In addition, knowledge gained in serving as an expert witness in court cases involving threat assessment, targeted violence and suicidal ideation will be highlighted
Participants will:

• learn how to build a high-quality behavioral threat assessment and management program utilizing best practice strategies to build a legally defensible process.
• understand how to conduct a threat assessment using strategies that increase equity while decreasing bias and disproportionality.
• learn the clear distinction, yet complementary aspects, between threat assessment and suicide risk assessment, and special education policies and procedures
• be provided best practice guidance regarding parent permission vs notification, information sharing, discipline, change in programming and/or placement decisions, and implementation fidelity
• learn how IDEA, 504 and ADA Title II “Direct Threat Standard” intersect with threat assessment and the considerations needed to ensure districts are complying with federal law.
• identify the critical actions that need to be taken in the threat assessment process if a change of placement or programming is to be recommended.

suicide prevention through postvention: developing a proactive and consistent approach to evaluating risk

6 - 6.5 hours
​
This workshop will discuss the essential processes and procedures needed to establish quality programs that address suicide prevention through postvention. Critical factors discussed include current statistics and legal cases, early identification of warning signs, primary prevention strategies,  how to screen for suicide risk and conduct a more in-depth school suicide safety assessment suicide risk assessment, and strategies for intervention and postvention activities. Case study examples and forms will be shared with the school mental health professional taking a leadership role.
Participants will learn:

• how to establish a consistent school- or district-wide approach to suicide risk assessment.
• the critical risk factors and warning signs contributing to risk
• best practice guidelines as established by prior legal cases and lessons learned reports
• primary prevention strategies to break the code of silence

• how to conduct screenings and school-based suicide safety assessments
• strategies for interventions and postvention
• strategies for working with difficult parents
• from case study examples and shared forms that illustrate the suicide risk assessment process

SUICIDE AND NON-SUICIDAL SELF-INJURY: PREVENTION, INTERVENTION, AND POSTVENTION

2 -3 hours

This workshop will discuss the similarities and differences between suicidal and non-suicidal self-injurious behaviors. Critical factors discussed include etiology, early identification of risk factors and warning signs, and primary prevention strategies to break the code of silence. School-based intervention strategies will include cognitive, affective, behavioral, biological, environmental, and psychological interventions and postvention activities that address contagion and “rites of togetherness.” Participants will also better understand how to talk to teachers and parents about suicide and NSSI.

Suicide and Non-Suicidal Self-Injury: Prevention, Intervention, and Postvention

1.5 - 2 hours

This workshop will discuss critical factors related non-suicidal self-injury (NSSI).  Practical universal suggestions will be provided for addressing contagion and “rites of togetherness.” Participants will also better understand individual interventions for students engaging in episodic and repetitive NSSI; assessment instruments for assessing the functions and severity of NSSI; etiology of NSSI and developing intervention plans to include practical cognitive, affective, behavioral, biological, environmental, and psychological interventions.  Strategies for talking to teachers and parents about NSSI will also be highlighted.

School-based crisis prevention and intervention

1.5 - 4 hours

This advanced-level workshop will assist you in enhancing the crisis procedures already in place in your school district. Specifically, learn cutting-edge tips on conducting crisis exercises and drills in the school setting. In addition, strategies for using social media, dealing with the press, and planning memorials will be offered. The legal ramifications of crisis response and how to meet the needs of your school community the recovery process will be highlighted. Lessons learned from previous school crisis, to include natural disasters and school shootings, will be discussed.

COUNSELING

HELPING THOSE EXPERIENCING GRIEF AND ANXIETY: UTILIZING AN MTSS APPROACH

1.5 - 2 hour workshop
​
Utilizing an MTSS model, this presentation will provide participants with specific intervention strategies and resources to support children and adolescents experiencing grief and anxiety. 
Participants will learn:

• the difference between typical grief and traumatic grief
• how to distinguish among the various types of anxiety
• how to conduct psychological triage to determine need
• specific activities that can be conducted with students to help cope with grief and/or anxiety
• how to integrate and generalize skills to the educational setting and academic instruction, including virtual settings

COGNITIVE-BEHAVIORAL STRATEGIES FOR CHILDREN AND ADOLESCENTS: EVIDENCE-BASED INTERVENTIONS FOR THE SCHOOL SETTING

3 - 6 hours

This workshop will provide participants with specific cognitive-behavioral intervention strategies to utilize with children and adolescents in a school setting.  Specific topics to be covered can include anxiety, school refusal, depression, ADHD, aggression, traumatic stress, bullying. Specific workshop objectives include an overview of the components underlying cognitive-behavioral therapy (CBT), how to utilize and teach cognitive-behavioral strategies in a school setting, and the integration and generalization of skills to the educational setting and academic instruction.  Specific examples of techniques and activities will be shared. 
Participants will learn:

• The components, basic tenets, and goals of CBT
• Understand the research-base and efficacy underlying specific components to CBT 
• How to utilize and teach cognitive-behavioral strategies in a school setting

• Specific types of activities that can be conducted with students

• How to integrate and generalize skills to the educational setting and academic instruction

NASP PREPaRE Crisis Prevention & Intervention Curriculum (co-author)

PREPaRE Workshop 1 - Comprehensive
​School Safety Planning: Prevention through Recovery

• 7 contact hours (full day), NASP Approved; 6.5 hours of in-person training + completion of a 30-minute pre-workshop online module, pretest, posttest, and evaluation
• Materials fee for each participant = $45; Materials are ordered directly through NASP.

Participants will learn how to establish and sustain comprehensive school safety efforts advocated for by the US Departments of Homeland Security, Education and Federal Emergency Management Agency (FEMA). The workshop addresses critical components needed to develop, exercise, and evaluate safety and crisis teams and plans and conduct building vulnerability assessments. The model also integrates school personnel and community provider roles in providing school-based crisis preparedness and response activities to include various functional annexes such as: security (physical and psychological safety), lockdown, shelter-in place, evacuation, accounting for all persons, communications (to include social media), reunification, public health, medical and mental health, recovery, and continuity of operations. Special topics also include students with special needs and memorials. After this workshop, participants will be better prepared to improve their school’s climate, student resilience, crisis preparedness, and crisis response capabilities. With updated research and strategies, this workshop makes a clear connection between ongoing crisis prevention, protection, mitigation, response, and recovery. This workshop accompanies the book co-authored by Dr. Reeves titled School Crisis Prevention & Intervention: The PREPaRE model (2nd Edition). https://www.nasponline.org/books-and-products/products/books/titles/school-crisis-the-prepare-model-2nd-edition
 
Learner Objectives
This workshop will help participants acquire increased knowledge, skills, and confidence to:

• identify the importance of comprehensive safety planning and preparedness
• facilitate crisis preparedness
• establish a safe school climate to prevent and protect from crisis incidents
• develop an emergency operations plan (EOP) to mitigate traumatic impact and promote recovery
• define the key components of effective school emergency operations plans (EOPs)
• identify the five mission areas of crisis preparedness
• understand how crisis response teams use the Incident Command System to respond to multiple emergencies.
• exercising and evaluate EOPs
• articulate specific strategies to address challenges associated with media/social media, communication, reunification, and memorials
• meet diverse needs, including various cultures and students with disabilities

PREPaRE Workshop 2 - Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools

• 13 contact hours (2 days), NASP Approved; requires completion of online pretest, posttest, and evaluation
• Materials fee for each participant = $55; Materials are ordered directly through NASP.

Participants will develop the knowledge and skills required to conduct psychological triage and provide immediate multi-tiered mental health crisis interventions to the students, staff, and school community members who have been exposed to an acute traumatic stressor. The skill set learned will also help to build a bridge to the psychotherapeutic and trauma informed mental health response sometimes required to address challenges associated with trauma exposure. While this workshop is designed primarily for school mental health professionals and community mental health professionals who will work alongside school professionals to provide crisis intervention services, it is also valuable to anyone who will be supporting the delivery of school crisis interventions. This workshop accompanies the book co-authored by Dr. Reeves titled School Crisis Prevention & Intervention: The PREPaRE model (2nd Edition).  http://www.nasponline.org/books-and-products/products/books/titles/school-crisis-the-prepare-model-2nd-edition
Learner Objectives
This workshop will help participants acquire increased knowledge, skills, and confidence to:

• identify variables that help to estimate the number of individuals traumatized by a crisis.
• recognize the differences between common crisis reactions and mental illness.
• identify the elements of school crisis preparedness specified by the PREPaRE acronym.
• recognize risk factors that predict psychological trauma.
• identify the warning signs that indicate psychological trauma.
• match degree of psychological trauma risk identified through psychological triage to the appropriate school crisis interventions.
• provide school mental health crisis interventions utilizing a multi-tiered approach.

 
*Note: If virtual delivery of the PREPaRE workshop is chosen, it is important to note that participant(s) are not eligible for the corresponding PREPaRE training-the-trainers (ToT) workshop(s) until they observe the PREPaRE workshop(s) being delivered in-person and either audit the workshop in person or view the In Person Delivery Demonstration Videos and pass the TOT Eligibility Test.

PREPARE 3rd Edition - training of trainers (tot) Ws1 Tot & Ws2 TOT 

PREPaRE Training-the-Trainers (ToT) workshops provide participants with the information and practice needed to become NASP PREPaRE workshop trainers. Districts that develop their own cadre of PREPaRE trainers can develop a sustainable, common framework and foundation for crisis prevention through recovery.
 
Training of Trainers Eligibility

1. You are eligible for a TOT workshop if, within the past three years, you:

1. Completed corresponding in person core workshop OR
2. Completed corresponding virtual core workshop and either
   1. audited the workshop in person OR
   2. viewed the In Person Delivery Demonstration Videos and passed the TOT Eligibility Test

1. If it has been more than 3 years since you attended the virtual or in-person core workshop, you need to register for and retake the core workshop to become eligible for a ToT.
2. Please note that individuals eligible to take the ToT for the first time must factor in the time needed to read the PREPaRE Model book and past the corresponding Mastery Test and complete the pre-workshop requirements before taking the ToT itself.

 
Individuals considering taking the ToTs should be highly motivated and organized, possess good presentation skills, and have solid knowledge of the school crisis field.  If interested, ask Dr. Reeves for additional information that further describes the commitment, costs, and requirements.
 
WS1 ToT = 1.5 days, in-person only
WS2 ToT = 2 days, in-person onl

For more information on PREPaRE visit: www.nasponline.org/prepare

Want to talk with us about Melissa Reeves?

Fill out this inquiry form and we will reach out within the next business day.