(—THIS SIDEBAR DOES NOT PRINT—)DESIGN GUIDE

This PowerPoint 2007 template produces a 36”x48” presentation poster. You can use it to create your research poster and save valuable time placing titles, subtitles, text, and graphics.

We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. To view our template tutorials, go online to PosterPresentations.com and click on HELP DESK.

When you are ready to print your poster, go online to PosterPresentations.com

Need assistance? Call us at 1.510.649.3001

QUICK START

Zoom in and outAs you work on your poster zoom in and out to the level that is more

comfortable to you. Go to VIEW > ZOOM.

Title, Authors, and AffiliationsStart designing your poster by adding the title, the names of the authors, and the affiliated institutions. You can type or paste text into the provided boxes. The template will automatically adjust the size of your text to fit the title box. You can manually override this feature and change the size of your text.

TIP: The font size of your title should be bigger than your name(s) and institution name(s).

Adding Logos / SealsMost often, logos are added on each side of the title. You can insert a logo by dragging and dropping it from your desktop, copy and paste or by going to INSERT > PICTURES. Logos taken from web sites are likely to be low quality when printed. Zoom it at 100% to see what the logo will look like on the final poster and make any necessary adjustments.

TIP: See if your school’s logo is available on our free poster templates page.

Photographs / GraphicsYou can add images by dragging and dropping from your desktop, copy and paste, or by going to INSERT > PICTURES. Resize images proportionally by holding down the SHIFT key and dragging one of the corner handles. For a professional-looking poster, do not distort your images by enlarging them disproportionally.

Image Quality CheckZoom in and look at your images at 100% magnification. If they look good they will print well.

ORIGINAL DISTORTEDCorner handles

Go

od

pri

nti

ng

qu

alit

y

Bad

pri

nti

ng

qu

alit

y

QUICK START (cont.)

How to change the template color themeYou can easily change the color theme of your poster by going to the DESIGN menu, click on COLORS, and choose the color theme of your choice. You can also create your own color theme.

You can also manually change the color of your background by going to VIEW > SLIDE MASTER. After you finish working on the master be sure to go to VIEW > NORMAL to continue working on your poster.

How to add TextThe template comes with a number of pre-formatted placeholders for headers and text blocks. You can add more blocks by copying and pasting the existing ones or by adding a text box from the HOME menu.

Text sizeAdjust the size of your text based on how much content you have to present. The default template text offers a good starting point. Follow the conference requirements.

How to add TablesTo add a table from scratch go to the INSERT menu and click on TABLE. A drop-down box will help you select rows and columns.

You can also copy and a paste a table from Word or another PowerPoint document. A pasted table may need to be re-formatted by RIGHT-CLICK > FORMAT SHAPE, TEXT BOX, Margins.

Graphs / ChartsYou can simply copy and paste charts and graphs from Excel or Word. Some reformatting may be required depending on how the original document has been created.

How to change the column configurationRIGHT-CLICK on the poster background and select LAYOUT to see the column options available for this template. The poster columns can also be customized on the Master. VIEW > MASTER.

How to remove the info barsIf you are working in PowerPoint for Windows and have finished your poster, save as PDF and the bars will not be included. You can also delete them by going to VIEW > MASTER. On the Mac adjust the Page-Setup to match the Page-Setup in PowerPoint before you create a PDF. You can also delete them from the Slide Master.

Save your workSave your template as a PowerPoint document. For printing, save as PowerPoint or “Print-quality” PDF.

Print your posterWhen you are ready to have your poster printed go online to PosterPresentations.com and click on the “Order Your Poster” button. Choose the poster type the best suits your needs and submit your order. If you submit a PowerPoint document you will be receiving a PDF proof for your approval prior to printing. If your order is placed and paid for before noon, Pacific, Monday through Friday, your order will ship out that same day. Next day, Second day, Third day, and Free Ground services are offered. Go to PosterPresentations.com for more information.

Student discounts are available on our Facebook page.Go to PosterPresentations.com and click on the FB icon.

© 2013 PosterPresentations.com 2117 Fourth Street , Unit C Berkeley CA 94710

posterpresenter@gmail.com

RESEARCH POSTER PRESENTATION DESIGN © 2015

www.PosterPresentations.com

In 2018, the NC General Assembly worked with the State Superintendent of the NC Department of Public Instruction to offer a new School Safety Grants Program for the 2018-2019 academic year, with the goal of improving safety in public schools. The awards were intended to build partnerships in communities through proving evidence-based and evidence informed crisis services and training to help students develop healthy responses to trauma and stress. As a result of receiving $117,000 in funding through Training to Increase School Safety grant, the UNCP departments of social work and counseling have developed and implemented a comprehensive school safety training program targeting key personnel within regional school district partners. An overview of the training program, along with outcomes from trainings and workshops conducted, will be provided.

Abstract

The culturally-rich region surrounding The University of North Carolina at Pembroke (UNCP) is prime for producing strong positive outcomes leveraged by existing UNCP/K-12 partnerships and strengthened by evidence-based models that increase school safety. Demographics from Bladen, Columbus, Robeson, and Scotland Counties, along with Whiteville City, reflect an enduring trend of income-related statistics, demonstrating resource insecurity and vulnerability faced by students. While North Carolina (NC) has a poverty rate of 15.4% (U.S. Census Bureau, 2017) and unemployment rate of 4.1% (Bureau of Labor Statistics, 2018), each of the areas targeted in this proposal struggle with poverty rates ranging from 24.6-36.8% (U.S. Census Bureau, 2017) and unemployment rates ranging from 5.0% (Whiteville City) to the highest in the state at 8.0% (Scotland) (North Carolina Department of Commerce, 2018).

The Youth Risk Behavior Survey (YRBS) indicates a growing need for mental health prevention and intervention in NC middle and high schools (Center for Disease Control and Prevention [CDC], 2018). Data from the 2013 and 2017 surveys demonstrate an increasing number of middle school students who experience bullying (1380 to 2477), have seriously thought about killing themselves (1392 to 2478), and have tried to kill themselves (1392 to 2483). Similarly, the 2013 to 2017 high school data demonstrates large increases in numbers of students who experience bullying (1831 to 3108), seriously consider attempting suicide (1824 to 3109), or have attempted suicide that resulted in an injury, poisoning, or overdose that had to be treated by a doctor or nurse (1825 to 2649; CDC).

Data from NC’s Department of Public Instruction (DPI; 2017) further demonstrates need in our targeted region. Reported school crime rates per 100 students, consisting of violent crimes such as assault, rape, and possession of a weapon or controlled substances, indicates that Scotland (.28) had a higher crime rate for elementary school students than the state (.22) and over twice (2.06) the state (.79) crime level in middle schools. Robeson (1.65) exceeded the state rate (1.21) at the high school level. Moreover, the 2016-2017 Consolidated Data Report (DPI, 2018) shows that Robeson County reported one of the highest short-term high school suspension rates in the state, while Bladen (17.47), Robeson (34.00), Scotland (1951), and Whiteville City (18.29) each had overall short-term suspension rates that far exceed the state rate (13.70). Finally, the need for mental health services and school supports is further evidenced by the fact that NC students with disabilities in the categories of serious emotional disability, specific learning disability, and other health impaired (all of which include students with behavioral health disabilities) experience higher rates of short term suspensions and placement in alternative settings than students identified as having disabilities in any other category of exceptionality (DPI, 2018). At 17% and 18.9%, Robeson and Scotland surpass the state average of 13.3% of students with disabilities (DPI, 2017).

The above data demonstrates the need for prevention and intervention efforts that will address factors related to systemic trauma and school violence. According to the National Education Association (2016), approximately 50-80% of students living in poverty have been traumatized. Further, previous research notes the positive correlation between elevated community poverty rates and school violence exposure (Carlson, 2006) and exposure to school violence and lower socioeconomic status (Jansen et al., 2012). As a result, school safety and crisis intervention trainings have the potential to transform students’ sense of safety, facilitate healthy coping mechanisms in response to trauma, increase capacity to manage stress, and promote access to wellness for students and their surrounding communities.

Needs Assessment

Training Outcomes

ConclusionUNCP’s School Safety Training Program has had a positive impact on addressing issues of school safety with student support professionals in NC’s southeastern region. Through increased partnerships and trainings with nearby school systems, the program has educated school personnel and mental health professionals about the importance of safety training and provided professionals with skills that will promote positive outcomes within homes, schools and communities. Data from recent evaluations indicates high satisfaction in training and enthusiasm to implement further training with colleagues, students and families. Through this program, 22 CALM participants and 7 CRM participants have become “trainers” and can continue to train others in these nationally-recognized practice models. Moving forward, it is expected that the program will continue to expand training and consultation offerings within both the current partnering school districts and additional NC school districts.

References Bureau of Labor Statistics. (2018). Economy at a glance: North Carolina. Retrieved from https://www.bls.gov/eag/eag.nc.htm

Carlson, K. T. (2006). Poverty and youth violence exposure: Experiences in rural communities. Children & Schools, 28, 87-96.

Center for Disease Control and Prevention. (2018). 2013 Youth Risk Behavior Survey. Retrieved from

https://www.cdc.gov/healthyyouth/data/yrbs/index.htm

Center for Disease Control and Prevention. (2018). 2017 Youth Risk Behavior Survey. Retrieved from

https://www.cdc.gov/healthyyouth/data/yrbs/index.htm

Chorpita, B. F., Weisz, J. R., Daleiden, E. L., Schoenwald, S. K., Palinkas, L. A., Miranda, J., … Gibbons, R. D. (2013). Long-term

outcomes for the Child STEPs randomized effectiveness trial: a comparison of modular and standard treatment designs with

usual care. Journal of Consultation in Clinical Psychology, 81, 999-1009. doi: 10.1037/a0034200

Department of Public Instruction. (2017). NC school report cards. Retrieved from:

https://ncreportcards.ondemand.sas.com/?viewSelect=counties&year=2017&type=Both&level=All&district=All&lang=englis

h&county=washington

Department of Public Instruction. (December 2017). Child Count [Data file]. Retrieved from

https://ec.ncpublicschools.gov/reports-data/child-count/reports/december-1

Jansen, P. W., Verlinden, M., Dommisse-Van Berkel, A., Mieloo, C., van der Ende, J., Veenstra, R., Verhulst, F. C., Jansen, W., &

Tiemeier, H. (2012). Prevalence of bullying and victimization among children in early elementary school: Do family and

school neighborhood socioeconomic status matter? BMC Public Health, 12, 494-504.

Mann J.J., Apter A., Bertolote J., Beautrais A, Currier D, Haas A…,. Hendin H. (2005). Suicide prevention strategies: A systematic

review. JAMA, 294, 2064-2074.

National Education Association. (2016). Teaching children from poverty and trauma. Retrieved from

https://www.nea.org/assets/docs/20200_Poverty%20Handbook_flat.pdf.

NC Department of Commerce. (2018). County and area employment figures. Retrieved from:

https://www.nccommerce.com/LinkClick.aspx?fileticket=041CGg7cPHs%3d&tabid=18 &mid=4733

NC Department of Commerce. (2018). July employment figures released. Retrieved from:

https://www.nccommerce.com/news/press-releases?udt_4733_param_detail=195219

Patton, D. V., Woolley, M. E., & Hong, J. S. (2012). Exposure to violence and low academic

achievement: African American males in the critical transition to high school. Children and Youth Services Review, 34,

388–395.

School Health Assessment and Performance Evaluation System. (2015). Retrieved from https://theshapesystem.com/

Trauma Resource Institute. (March, 2013). Veteran Extension Project (VEP) Project. Retrieved from

https://static1.squarespace.com/static/596cfecaebbd1ab34dadab1d/t/59ab4e1fe5dd5b69d4098633/1504398880644/CRM+VEP

-Evaluation-Report-03.11.13-v21.pdf

Trauma Resource Institute. (September, 2013). Community Resiliency Training Innovation Project. Retrieved from

https://static1.squarespace.com/static/596cfecaebbd1ab34dadab1d/t/59ab4d22579fb343a2ce7a68/1504398627341/Attachment

-1-CRM-Evaluation-Report-Includes-Holistic-Group-09.05.13-FINAL-VERSION-51.pdf

U.S. Census Bureau. (2017). Quick facts: North Carolina.. Retrieved from

https://www.census.gov/quickfacts/fact/table/nc/PST045217

Weisz J.R., Chorpita B.F., Palinkas L.A., Schoenwald S.K., Miranda J., Bearman S.K.,... Gibbons, R.D. (2012). Testing standard

and

modular designs for psychotherapy treating depression, anxiety, and conduct problems in youth: A randomized effectiveness

trial. Arch Gen Psychiatry, 69, 274–82. doi: 10.1001/archgenpsychiatry.2011.147

Contacts

Project Director: Summer Woodside, PhD, LCSW, LISW-CP summer.woodside@uncp.eduProject Evaluator: Tamara Estes Savage, PhD, MSW tamara.savage@uncp.edu

Whitney P. Akers, PhD, NCC, LPC, ACS whitney.akers@uncp.eduKi Byung Chae, PhD, LPCA, NCC kibyung.chae@uncp.eduVeronica L. Hardy, PhD, LCSW veronica.hardy@uncp.eduShenika J. Jones, PhD, LSC, NCC shenika.jones@uncp.eduCindy E. Locklear, DSW, MSW, LCSW cindy.locklear@uncp.eduNicole Stargell, PhD, LPCA, LSC, NCC nicole.stargell@uncp.edu

Departments of Counseling & Social Work, The University of North Carolina at Pembroke

Mr. Joshua Peele, Ms. Skyla Pryor, Dr. Summer Woodside, Dr. Tamara Estes SavageDr. Whitney P. Akers, Dr. Ki Byung Chae, Dr. Veronica L. Hardy, Dr. Shenika J. Jones, Dr. Cindy E. Locklear & Dr. Nicole Stargell

Addressing School Safety through a Student Support Lens

School District Partners

SustainabilityThe following sustainability efforts ensure continuous impact beyond the funding period:

❖ UNCP’s Comprehensive School Safety Training Program will become a package of trainings to offer all NC school districts, with in person and online availability. Current partners and all UNCP social work, school counseling, and mental health program students will have access to online materials immediately.

❖ Faculty will provide ongoing training and consultation to school districts and community partners as part of the UNCP mission to provide service to the surrounding region.

❖ The CALM, CRM, and MATCH-ADTC workshops will be integrated into social work and counseling curricula to promote ongoing student internships with partnering districts.

❖ Faculty will provide presentations at regional and state conferences targeting school social workers, school counselors, licensed clinical providers, and other educators.

❖ An annual UNCP College of Health Sciences Interdisciplinary Symposium will include School Safety and Mental Health breakout sessions.

❖ Faculty will engage in ongoing data collection for long-term evaluation purposes to inform districts’ ongoing training efforts and disseminate to state-level decision makers.

Key Personnel

Training Programs

Counseling Access to Lethal Means (CALM)

➢ Helps providers implement counseling strategies with clients at risk for suicide and their families to reduce access to lethal means.

Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC)

➢ Covers psychoeducation and practical interventions for addressing mood disorders, trauma, and/or behavior problems in youth.

Parent Management/Parent-child Interaction Therapy

➢ Aims to significantly improve internalized and externalized youth behaviors.

Community Resiliency Model (CRM) ➢ Educates school professionals in the biology of traumatic stress reactions, resiliency, and ways to reduce distress, anxiety, depression, and anger.

Advocacy & Counseling Practices with LGBTQ+ Youth

➢ Provides advocacy and counseling practices designed to meet the unique needs of LGBTQ+ youth

School Health Assessment & Performance Evaluation System (SHAPE)

➢ Allows schools to self-assess school mental health resources, develop a team-based strategic planning guide, and obtain free school mental health screenings and assessments.

Students & Families

Lead Teacher

SchoolSocial

Workers

School Admin. & Board Members

School Counselors

School Nurses

Schoo

l-base

d

Men

tal

Health

Provid

ers

Community

Men

tal

Health

Provid

ers

First Responders

SCHOOL SAFETY #1

PARTICIPANT FEEDBACK

Training Evaluation Instrument Outcome

CALM (n=21) The CALM 4T Evaluation was used to measure knowledge of CALM techniques and confidence in ability to talk about reducing access to lethal means. Response categories were 1=Strongly Agree, 2=Agree, 3=Neither Agree Nor Disagree, 4=Disagree, 5=Strongly Disagree

Average Score on CALM 4T Evaluation =1.3 (SD=.02)62% stated they planned on training staff using CALM33% stated that they would use CALM when counseling students/families

LGBTQ+ Liberatory and Affirming Practices (n=39)

Training Satisfaction Surveys with following response categories were used: 1=Excellent, 2=Very Good, 3=Good, 4=Fair, 5=Poor

Average score on training satisfaction survey=1.1 (SD=.04)

LGBTQ+ Advocacy Training (n=11)

Training Satisfaction Surveys with following response categories were used: 1=Excellent, 2=Very Good, 3=Good, 4=Fair, 5=Poor

Average score on training satisfaction survey=1.0 (SD=.01)