Recordings of sessions can be accessed by clicking on the title of the session below in blue. Recordings will be available within 48 hours following the session.
July 27 12:00 pm – 1:00 pm
What Colleges Need to Know About Cannabis: Emerging Science, Lessons Learned, and Implications for Prevention
This presentation will review current science related to cannabis use, with an emphasis on findings relevant on college campuses. Lessons learned after legalization in Washington State will be discussed, as will suggestions for prevention efforts.
Jason Kilmer, PhD, University of Washington School of Medicine
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July 28 12:00 pm – 1:00 pm
Mental Impact of Covid: How Schools Can Prevent & Respond
The world for schools was abruptly turned upside down impacting students, families, staff, and the surrounding communities. The mental health impact will far outlast the virus itself, so schools play a pivotal role in preventing and responding to negative mental health outcomes. Dr. Ulie-Wells will discuss how covid is impacting the mental wellness of students, families, and staff. She will provide an action plan and tangible strategies for educators and schools to consider to begin with over the summer. The more we do now the less the impact later.
Jennifer Ulie-Wells, Please Pass the Love
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July 29 12:00 pm – 1:00 pm
Starting Tomorrow, We Can Act Rapidly to Reverse, Prevent and Even Heal Historic Disparities Using Prevention that Originated at the University of Kansas
Children’s behavioral disorders are now the single most costly category for Medicaid/ Medicare —growing a billion dollars a year. Special education costs for school districts are crushing budgets. And now with recent events of the virus, violence, arrests, despair, mental illness, joblessness, addictions, poor educational outcomes, and family problems will further multiply. Treating these problems after they happen is costly in time, money and human empathy. Doing more of what we have been doing will not bail out social boat nor our broke bank accounts.
Amazingly, right here in Lawrence, Kansas where I was an undergraduate, a graduate student and even a program director after my Ph.D., we developed, tested, and published simple strategies that were then tested in powerful randomized trials. Along the way, that led to other scientists and studies that furthered the work to improve wellbeing, safety, academic success, and other positive outcomes. n the middle of this journey that began in Kansas, I learned that my ancestors—my great, great grandmother and my great grandfather and his siblings who were freed slaves—came to Lawrence just before the Civil War lived through Quantrill’s Raid.
Now, today, great and powerful science exists to mitigate the historic disparities—much that was developed here in Lawrence. Now, for those of who enjoy privilege of being white (or at least partly) must join with others, institutions, businesses, and leaders to use powerful, cost-effective proven methods to create true freedom, true equality, true liberty for all. It is time, yes, it is time!
Dennis D. Embry, Ph.D., president/senior scientist, PAXIS Institute, Tucson, AZ; National Advisory Council, U.S. Center for Mental Health Services; scientific advisor for the Children’s Mental Health Network; and Board member of the Federation of Families for Children’s Mental Health
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July 30 12:00 pm – 1:00 pm
Addressing Barriers to Learning During a Pandemic
There are many unanswered questions about schools and what they might look like next fall. After preparing basic physical safeguards, issues related to behavioral and mental health will become a priority. Students can’t learn when they feel unsafe, are fearful, are concerned about parents losing their jobs, loss of friends or family members, etc. Students will need a variety of supports to help them re-engage in school and refocus on learning. This presentation outlines key components of a comprehensive system of learning supports that can effectively and efficiently address student needs as they arise. The goal of this presentation is to offer a framework for organizing learning supports in your school and community, to offer a few concrete examples of actions that could be planned for the fall and to identify those who can help implement these plans.
Jane Todey, Representative, UCLA Center for Mental Health in Schools and Private Consultant, JT Associates
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July 31 12:00 pm – 1:00 pm
Working with Youth who Engage in Self-Harm
In this session, we will explore the primary functions of self-harm among youth, delineate between nonsuicidal self-injury and suicidal behaviors, identify risk and protective factors related to self-harm, and discuss helpful approaches when responding to and working with youth who engage in self-harm.
Michael Riquino, KU School of Social Welfare
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August 3 12:00 pm – 1:00 pm
Marijuana Policy and Prevention: The Importance of Marijuana Policy Literacy in Your Prevention Approach
This session will provide a focus on state-level marijuana legalization policies and how they impact public health and prevention. The session will discuss the different stages of marijuana policy and how it evolves, with a discussion of how aspects of these stages intersect with risk factors we address in prevention. The session will discuss the different layers of policy that need to be considered by prevention professionals: federal, state, municipal, and organizational. Participants will learn about unintended consequences that can arise from policy not informed by the science of marijuana, addiction, and public health. Finally, participants will learn the importance of marijuana policy literacy amongst prevention professionals, and how to use that knowledge to educate their communities, and craft prevention responses to the public health risks posed by state and local marijuana laws and policies.
Scott Gagnon, New England Prevention Technology Transfer Center
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August 4 12:00 pm – 1:00 pm
Brain Science & Trauma: Our Biochemical Dimmer-Switches
Many of us are experiencing a level of unprecedented uncertainty in our daily lives. Uncertainty can become worry, which can transition quickly into anxiety, and if anxiety becomes overwhelming, it becomes trauma. Our distress is like a light, which we have learned to handle at several high-beam settings, but, when it becomes blinding, we can find it overwhelming and traumatizing. Fortunately, anxiety and trauma do not exist in an event or circumstance, they are a combination of sensations and emotions that reside inside us, and like lights, are under our control. Our internal “controllers” act much like “dimmer switches”, which are set just a bit differently for each of us. We can control our sensations and emotions only if we know where our dimmer switches are located, and how quickly and easily they adjust. This session covers both the location of our bio-chemical switches and an overview of several “quick calming fixes” (QCF).
Karen Williams, Consultant/Trainer in Private Practice
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August 5 12:00 pm – 1:00 pm
Prevention in the Age of Vape
Do you want to know more about e-cigarettes and the youth vaping epidemic? Are you curious about the status of the vaping associated lung injury cases? Confused about the laws that have been passed related to Tobacco 21 and flavors? Join this session to find out the latest! Information on Resist and other KDHE youth prevention and cessation efforts will also be highlighted
Jordan Roberts, Kansas Department of Health and Environment
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August 6 12:00 pm – 1:00 pm
Turning the Tables: Change is Student Led
Tired of coming up with new ways to motivate students? Tired of telling them about the same dangers, only to see no change? Attendees will learn a new way of empowering students, and discover that sometimes it is the adults who get in the way of positive change.
John Calvert, Kansas State Department of Education
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August 7 12:00 pm – 1:00 pm
Handle With Care
This workshop offers innovative best practices for helping to mitigate the negative effects experienced by children’s exposure trauma and highlights a promising initiative, Handle With Care between schools/ child care agency, law enforcement and treatment providers. “Handle with Care” provides the school with a “heads up” when a child has been identified by law enforcement at the scene of a traumatic event. Schools are responding with interventions to help mitigate the trauma and mental health providers are co-locating at the school to provide services. Handle with Care programs promote safe and supportive homes, schools, and communities that protect children, and help traumatized children heal and thrive.
Andrea Darr, Director, West Virginia Center for Children’s Justice
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