Scott Poland
Dr. Scott Poland is a Professor at the College of Psychology and is Co-Director of the Suicide and Violence Prevention Office at Nova Southeastern University. Dr. Poland is a licensed psychologist internationally recognized as an expert on youth suicide, self-injury, school violence, school safety, threat assessment and school crisis. He has authored or co-authored five books—including Suicide in Schools, published in 2015—along with many chapters and articles on these subjects. He co-authored the Suicide Safer Schools Plan for the state of Texas, and directed psychological services for a large Texas school system for 24 years.
Dr. Poland's new virtual programs are listed below.. Click each title for a summary. Click his photo to learn more about all of his offerings.
Dr. Scott Poland is a Professor at the College of Psychology and is Co-Director of the Suicide and Violence Prevention Office at Nova Southeastern University. Dr. Poland is a licensed psychologist internationally recognized as an expert on youth suicide, self-injury, school violence, school safety, threat assessment and school crisis. He has authored or co-authored five books—including Suicide in Schools, published in 2015—along with many chapters and articles on these subjects. He co-authored the Suicide Safer Schools Plan for the state of Texas, and directed psychological services for a large Texas school system for 24 years.
Dr. Poland's new virtual programs are listed below.. Click each title for a summary. Click his photo to learn more about all of his offerings.
Coping With the Pandemic: the C. A. L. M. Approach
60-minute keynote + Q&A
Many adults– and especially parents– are struggling to manage their own stress and maintain a positive outlook for their family. They are unsure what to say to children, and it becomes tougher when you have several kids, each at a different level of development. Children are now doing schoolwork and extra-curriculars at home, while the adults are trying to establish a home-office. With so much turmoil, it is critical for adults to remain calm and to model coping for children—and that’s where the C.A.L.M. Approach comes in.
As he explains the meaning of that acronym and how to apply it to your own day-to-day life, Dr. Scott Poland discusses how to develop and maintain a schedule for children, as well as the importance of conducting family meetings. Children who are being home-schooled need structure, balanced activities, and active engagement. Even amidst a pandemic, it’s more than possible for children to recall their time spent at home with positive memories of family togetherness.
Scott brings 26 years of experience as a school psychologist to the topic, and has led multiple crisis teams in the wake of tragedies, including the Oklahoma City Bombing and 9/11, along with school shootings and suicide clusters. He recently received the Helping Parkland Heal Award from the city of Parkland, Florida.
Many adults– and especially parents– are struggling to manage their own stress and maintain a positive outlook for their family. They are unsure what to say to children, and it becomes tougher when you have several kids, each at a different level of development. Children are now doing schoolwork and extra-curriculars at home, while the adults are trying to establish a home-office. With so much turmoil, it is critical for adults to remain calm and to model coping for children—and that’s where the C.A.L.M. Approach comes in.
As he explains the meaning of that acronym and how to apply it to your own day-to-day life, Dr. Scott Poland discusses how to develop and maintain a schedule for children, as well as the importance of conducting family meetings. Children who are being home-schooled need structure, balanced activities, and active engagement. Even amidst a pandemic, it’s more than possible for children to recall their time spent at home with positive memories of family togetherness.
Scott brings 26 years of experience as a school psychologist to the topic, and has led multiple crisis teams in the wake of tragedies, including the Oklahoma City Bombing and 9/11, along with school shootings and suicide clusters. He recently received the Helping Parkland Heal Award from the city of Parkland, Florida.
School Re-Entry After Covid-19: A Trauma-Informed Approach to Managing Wellness
COVID-19 forced all schools to go virtual in March 2020, creating unprecedented times for educators and students. Educators, parents and students all experienced high levels of stress, fear and anxiety. Resuming school and attending to the safety and social and emotional needs of students will be a challenge. Every student has a story to tell about their experience being quarantined at home. Many students will have anxiety about returning to schools and self-care strategies for students are very important. Additionally all students missed out on many important school activities that were scheduled for the spring of 2020. This session by a former national school crisis team leader will focus first on helping school staff with their anxiety about school resuming. The presentation provides action steps for school administrators as they plan for reopening school. All registrants will receive a Teachable Moment Lesson Plan that outlines for all teachers how to conduct classroom discussions to restore a sense of safety and security for students as they reenter their schools for the fall semester of 2020. The keys to resiliency and how to help students develop a self-care plan to deal with their stress and anxiety will be shared.
Melissa Reeves
Workshop Offerings
Dr. Melissa Reeves, Ph.D., NCSP, LPC is the past-president of the National Association of School Psychologists (2016-17). She is also a national certified school psychologist, licensed special education teacher, licensed professional counselor, and former district coordinator of social/emotional/behavioral services.
Dr. Reeves's new virtual programs are sorted by topic below.. Click each title for a summary. Click her photo to learn more about all of her offerings.
Workshop Offerings
Dr. Melissa Reeves, Ph.D., NCSP, LPC is the past-president of the National Association of School Psychologists (2016-17). She is also a national certified school psychologist, licensed special education teacher, licensed professional counselor, and former district coordinator of social/emotional/behavioral services.
Dr. Reeves's new virtual programs are sorted by topic below.. Click each title for a summary. Click her photo to learn more about all of her offerings.
CRISIS PREVENTION & INTERVENTION
Conducting Threat Assessments in the Virtual Environment
1 - 2 hours
Moving to virtual instruction does not mean that potential threats have ceased. Schools are still responsible for overall school safety and protocols must still be followed if potential harm to others is expressed via threatening actions, behaviors, or social media posts. This session will quickly review the 8 steps to establishing a good behavioral threat assessment and management process (BTAM). Participants will then learn how modify the threat assessment process to use virtual platforms for assessment and communication, and the importance of establishing community partnerships to help mitigate risk. Conducting Suicide Risk Assessments in the Virtual Environment
1 - 2 hours
The rates of suicidal ideation are increasing with the stressors associated with COVD-19. Schools are still responsible for overall school safety and protocols must still be followed if potential self-harm is expressed. This session will quickly review the steps to establishing a good suicide risk assessment process (BTAM). Participants will then learn how modify the suicide risk assessment process to use virtual platforms for assessment and communication, and the importance of establishing community partnerships to help mitigate risk. Behavioral Threat Assessment and Management (BTAM): Best Practices for K-12 Schools
4 - 6 hours; 6-hour program recommended
This workshop will focus on the process and procedures needed to establish a consistent school/district-wide approach to behavioral threat assessment and management utilizing a multidisciplinary team. Critical factors discussed will include: current statistics, legal cases, post-incident reviews, and early identification of warning signs, primary prevention strategies to "break the code of silence; an overview of threat and risk assessment models and tools; assessment procedures; and strategies for interventions, postventions, and working with difficult parents. Case study examples and forms will be shared to illustrate the process. Participants will learn:
Threat and Suicide Risk Assessment: Best Practices for K-12 Schools
6 hours
This workshop will focus on the process and procedures needed to establish a consistent school/district-wide approach to threat and suicide risk assessment utilizing a multidisciplinary team. Critical factors discussed will include: current statistics, legal cases, post-incident reviews, and early identification of warning signs, primary prevention strategies to "break the code of silence; an overview of threat and risk assessment models and tools; assessment procedures; and strategies for interventions, postventions, and working with difficult parents. Case study examples and forms will be shared to illustrate the process. Participants will learn:
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Advanced Threat Assessment: Current Best Practice Updates and a Case Study Review
2 - 3 hours
This workshop will examine the most current research and recommendations to ensure your school’s threat assessment process is incorporating the most recent best practice guidelines. Information learned in regards to current best practices, strategies for investigating social media posts, and how our own biases can cloud judgment will be shared. In addition, a review of post incident reports that provide an analysis of lessons learned form prior threat assessment cases and school shootings will be conducted. Important findings will be discussed with an emphasis on the role of the school psychologist and SRO, 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 implementation of best practice threat assessment protocols will be provided. Participants will:
Suicide Prevention through Postvention: Critical Skills for School Psychologists
3 - 5 hours
This workshop will discuss the essential processes and procedures needed to establish quality suicide prevention programs through postvention activities. Critical factors discussed will include: current statistics and legal cases, early identification of warning signs, primary prevention strategies to "break the code of silence”; an overview of suicide assessment models and procedures; and strategies for intervention and postvention activities. Case study examples and forms will be shared to illustrate the process with the school psychologist taking a leadership role. Suicide and Non-Suicidal Self-Injury: Prevention, Intervention, and Postvention
3 hours
This workshop will discuss the essential processes and procedures needed to establish quality suicide prevention programs through postvention activities. Critical factors discussed will include: current statistics and legal cases, early identification of warning signs, primary prevention strategies to break the code of silence, an overview of suicide assessment models and procedures, and strategies for intervention and postvention activities to prevent contagion. Case study examples and forms will be shared to illustrate the process. Emphasis will also be placed on school-based response and intervention on behalf of students who engage in nonsuicidal self-injurious (NSSI) behavior. Practical universal suggestions will be provided for addressing contagion and “rites of togetherness.” Participants will 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 treatment plans to include practical cognitive, affective, behavioral, biological, environmental, and psychological interventions; and strategies for talking to teachers and parents about NSSI. Non-Suicidal Self-Injury: Prevention, Intervention, and Postvention
3 hours
This workshop will discuss critical factors related non-suicidal self-injury (NSSI) and is similarities and key differences in relation to suicidal behaviors. 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 treatment plans to include practical cognitive, affective, behavioral, biological, environmental, and psychological interventions; and strategies for talking to teachers and parents about NSSI. Next Steps in Crisis Management Planning for Schools: Ensuring Seamless Recovery and Reunification Procedures
3 - 6 hours
This workshop will examine best practices and current reunification models to prepare schools for successful reunification planning and preparation. It will begin with an overview of reunification within the context of comprehensive safety planning and then specific planning considerations, details, and lessons learned based upon real life school crisis events will be covered. Participants will be provided with specific planning forms and tools to help facilitate the development and execution of an effective reunification protocol. |
COVID-19
A New Normal: SEL Considerations for Reopening Schools
1.5 - 2 hours
The current COVID-19 pandemic has shaken our traditional educational system to its core. The sudden shift to remote learning has been traumatic for students, staff, and parents. For many students, adverse childhood experiences such as this can negatively impact their attention, decision-making, and response to stress. Likewise, the return to in-person learning may also be a difficult adjustment for many. Participants in this webinar will be introduced to key elements in developing a comprehensive SEL plan for reopening schools. Specifically, participants will:
Mental Health and COVID-19: Caring for Others and Yourself in Times of Change and Uncertainty
1 - 2 hours
The current COVID-19 pandemic is one of the greatest challenges this country and our educational system have ever faced. The sudden shift to remote learning has been traumatic for many, yet has also opened doors for new opportunities and exploration. With the eventual return to in-person learning, there are many personal and professional adjustments to be made. This keynote will explore how to recognize the signs/symptoms of stress among amongst staff, students, and ourselves, while also providing concrete strategies to help identify, understand, and manage emotions. Resources that prioritize relationships, human connections, and balancing physical and psychological safety will be emphasized. |
TRAUMA
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 more effectively reach these students and address the underlying complex trauma will be shared. The Identification, Assessment, and Treatment of Trauma and PTSD at School
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, researched based school and therapeutic interventions that are most beneficial to traumatized children and adolescents. Particular emphasis will be placed on the impact of COVID-19 and interventions and supports to facilitate reintegration and recovery. Helping Traumatized Students and Those Who Experience Grief, Loss and Mourning
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, and learn intervention strategies to address both. Participants will also achieve a better understanding of factors that influence grief and mourning, and develop specialized skills for helping children and adolescents cope more successfully with these intensely felt emotions. Particular emphasis will be placed on the impact of COVID-19 and interventions and supports to facilitate reintegration and recovery. Psychological Safety: How Can We Help? The M-PHAT Approach
3 - 5 hour workshop
The M-PHAT approach involves a Multi-Phase, Multi-Hazards, Multi-Agency, and a Multi-Tiered approach to establishing a comprehensive plan for a safe schools’ environment that aligns with current response to intervention and positive behavior supports initiatives. This session will emphasize the leadership role of the school psychologist and teach specific skills to assist in: understanding the legal issues that necessitate balancing physical and psychological safety; helping to develop school and district safety and crisis teams and plans; understanding the different components to a comprehensive school safety plan vs. a crisis plan; conducting psychological and physical safety assessments, and establishing a data collection system to make data-driven decisions based on district and individual school safety statistics (i.e., PBS data, threat and suicide assessment data, discipline data, etc.). In addition, specific initiatives for prevention efforts through intervention services will be highlighted, with particular emphasis on the impact of COVID-19 and interventions and supports to facilitate reintegration and recovery. |
NASP PREPaRE Crisis Prevention & Intervention Curriculum (co-author)
PREPaRE WS1: Comprehensive School Safety Planning: Prevention through Recovery
7 contact hours, NASP & APA Approved; 6.5 hours of in-person training + completion of a 30-minute pre-workshop online module, pretest, posttest, and evaluation
Participants will learn how to establish and sustain comprehensive school safety efforts that attend to both physical and psychological safety. 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. Additional topics addressed also include media/social media, communication, reunification, students with special needs, culture, and memorials. After this workshop, participants will be better prepared to improve their school’s climate, student resilience, crisis preparedness, and crisis response capabilities of school personnel. With updated research and strategies, this workshop makes a clear connection between ongoing crisis prevention, mitigation, protection, and response. Learner Objectives This workshop will help participants acquire increased knowledge, skills, and confidence to:
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PREPaRE WS2: Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools
13 contact hours, NASP & APA Approved; requires completion of online pretest, posttest, and evaluation
Participants will develop the knowledge and skill 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 simultaneously 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. Learner Objectives This workshop will help participants acquire increased knowledge, skills, and confidence to:
*Additional materials fee for each participant; $45 for WS1 and $55 for WS2. Materials are ordered directly through the National Association of School Psychologists |