Anxiety, Depression and School Avoidance: Creating Plans for Middle and High School Students
Adolescents continue to struggle with alarming rates of anxiety and depression, and middle and high schools are on the front lines. While educators work to support academics, they are also tasked with building overall skills of connection and emotional management, understanding diagnoses and working with outside providers. At a time when disinformation is rampant and young people report ever-higher rates of loneliness, what do educators, students and their parents need to know? How do we create effective plans that don't "do the disorder"? Is it possible to work better with parents? Can we de...Read morevelop an "umbrella approach" to handling anxiety and depression that will decrease school avoidance? If you are a clinician, how can you work with schools and parents to foster consistency, teach "umbrella" skills, and help our teens move forward?
Whether you've been to trainings with Lynn before or are new to her approach, this program will ADD skills that both address existing anxiety/depression patterns and prevent them from taking hold. Special attention will be paid to the movement of anxiety into depression. Less...
Learning Objectives
- Describe the overlapping patterns of anxiety and depression.
- Explain to students and families how avoidance creates anxiety.
- Use front loading with students and parents as a key part of the school attendance plan.
- Communicate effectively with outside providers and parents about the plan for increased attendance.
- Create resources for psychoeducational groups that promote a process based approach to anxiety and depression.
Friday, September 20, 2024
100 Saint Anselm Drive, Manchester, NH
08:15 AM EDT - 02:30 PM EDT
Register for this eventAgenda
Agenda
8:15 to 9:30: Teens, Anxiety and Depression: Where Do We Stand?
The key patterns that define anxiety and depression
Current research on the effective approaches for teens
Process versus content: addressing the traps of triggers, avoidance, and inconsistency
9:30 to 10:15: The Key Components to a Plan
Frontloading FIRST
The roles of connection and contagion
Changing the relationship to worry: the attitudinal shift most people miss
Addressing physical symptoms: do's and don'ts and getting concrete with skills
Self-harm
10:15 to 10:30 BREAK
10:30 to 12:00: The Key Components to a Plan (cont)
Behavioral Activation: doing versus avoiding and the power of passivity
Accommodations and skill-building: What skills are we targeting?
Working with parents: a team approach and how it falls apart
12:00 to 1:00 LUNCH on your own
1:00 to 2:30 Resources, Messaging, and Myth-Busting
Spread the umbrella message: what's your approach/philosophy?
Critical thinking versus fear-based reactions: how to share valuable info
Communication with outside providers/parents/schools: letters, videos, handouts, podcasts
Questions and cases
CE Information - Earn 5 CE Credit Hours
CE Approvals
American Psychological Association
New York State Education Department's State Board for Social Work
New York Education Department for Licensed Mental Health Counselors
New York State Education Department's State Board for Psychology
New York State Education Department's State Board for Marriage and Family Therapy
CE Process Info
Each professional is responsible for the individual requirements as stipulated by his/her licensing agency. Please contact your individual licensing board/regulatory agency to review continuing education requirements for licensure renewal. Please note: You must attend "live" (in real-time) for the duration of the training to earn CE credits.
After the event, you will receive access to your evaluation and continuing education certificate via a personalized "attendee dashboard" link, hosted on the CE-Go website. This link will be sent to the email account you used to register for the event.
Upon accessing the CE-Go "attendee dashboard", you will be able to:
- Complete evaluation forms for the event
- Download your continuing education certificate in a PDF format
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Disclosure
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPSCE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer:
PLANNERS AND REVIEWER
The planners of this activity have reported that they have no relevant financial relationships.
FACULTY
The faculty of this activity have reported that they have no relevant financial relationships.