This selection allows you to attend sessions on all three days and includes continuing education. For Thursday, select either the School Summit or the Symposium on Suicide. Nursing, Michigan Social Work, SCECH, MCBAP, and NBCC credits are being applied for (SCECH Fees are the responsibility of the participant).

This selection is intended for educators, school counselors, and others working with students. SCECH, Michigan Social Work, and MCBAP are being applied for (participant is responsible for their own SCECH fees).

This half-day symposium selection is free for medical residents, undergrads, university students, and those training in behavioral health. Select the "Other Professionals" option if these do not apply to you.

This selection is intended for professionals and others who are interested in the symposium content but are not presently a student or a trainee. Nursing, Michigan Social Work, MCBAP, and NBCC are being applied for.

This selection is for sessions on Friday. Nursing, Michigan Social Work, SCECH, MCBAP, and NBCC credits are being applied for (SCEC fees are the responsibility of the participant).

This selection is for sessions on Saturday. There is no continuing education available for these sessions.

Recent conceptual innovations regarding the role of agency in suicidal behavior and also the role and nuances of the specific type of psychological pain involved in suicidal crises will be summarized.

Objective 1: Describe the role of impaired agency in lethal suicidal crises.

Objective 2: Discuss the role of psychological pain in lethal suicidal crises.

Educational Hours: 0.75

This presentation will provide an in-depth discussion of evidence-based, trauma-informed, patient-centric techniques for crisis care in varied settings, from community programs to hospital emergency departments. This will include a special focus on suicidality as well as the often-related conditions of acute agitation and aggression, comorbid substance intoxication and withdrawal, and acute psychosis. The session will also highlight innovative practices and designs which are improving crisis care across the USA.

Objective 1: Identify the shortcomings of historical coercive approaches to crisis care, and how these can be dramatically improved upon by utilizing contemporary best-practice techniques.

Objective 2: Discuss the Six Goals of Emergency Psychiatric Care.

Objective 3: Identify innovative models for improving crisis care.

Educational Hours: 1.00

The presentation will describe the development of Zero Suicide which has become an international standard for suicide prevention. The guidelines originally developed by Henry Ford Health System will be described as well as subsequent research that supports the Zero Suicide guidelines and the future of how we can work toward the prevention of this disease.

Objective 1: Describe the concept of Zero Suicide, its history, and its development.

Objective 2: Describe psychosocial factors that are central to suicide risk.

Objective 3: Describe the research to support interventions to decrease suicide risk and eliminate deaths due to suicide.

Educational Hours: 0.75

This session will present an overview of the currently available pharmacological and non-pharmacological treatments for unipolar and bipolar depression. It will also describe strategies to optimize treatment, particularly in treatment-resistant patients.

Objective 1: Describe the major classes of medications used in the treatment of depression.

Objective 2: List what evidence-based psychotherapies work best for depression and suicidal ideation.

Objective 3: Identify medical approaches available for treatment-resistant depression.

Educational Hours: 0.75

One of the most important questions in the human services field is, “How can we be the most helpful?” As clinicians, first responders, and other helping professionals pursue their passion and purpose, this question must also be pointed inward: how do we help and sustain ourselves, preserve our own dignity, and live in a way that is honoring of our beliefs and values? When does selfless pursuit stop serving the helper, and what solutions are best for those receiving care and treatment as well as those giving it? Explore the answers to these questions and reimagine in this dynamic workshop.

Objective 1: Identify three key aspects of the history of the social and human services helping professions.

Objective 2: Identify three unique stressors that have made working in behavioral health the most challenging.

Objective 3: Identify three strategies for managing behavioral health system stress and workload.

Educational Hours: 0.75

STIGMA is the leading barrier to early diagnosis and treatment that leads to better outcomes. STIGMA KILLS, but we can overcome it.

Objective 1: Identify current suicide statistics and demographics.

Objective 2: Discuss how stigma varies by community and culture.

Objective 3: Discuss how we can engage communities on a grassroots level to eliminate stigma, increase awareness of, and access to high-quality behavioral healthcare.

Educational Hours: 1.00

In the summer of 2020, Bloomfield Hills Schools embarked on a journey to intentionally grow the use of Social-Emotional Learning (SEL) for both students and staff across the district. Margaret Schultz, Director of Instructional Equity, will walk you through the process that the district used to create a plan for SEL that centers on the emotional wellness of all students and staff. Through a weekly transformative SEL curriculum written by district staff, along with regular interactions for both students and staff, Bloomfield Hills Schools continues to focus on proactive approaches that support classroom community, emotional intelligence, and staff wellness. 

Objective 1: Identify the process to create a collaborative social-emotional learning plan with buy-in from all stakeholders.

Objective 2: Discuss the need to support both students and staff through social-emotional learning.

Educational Hours: 1.00

Sacred Bundle Project staff will discuss the disparities surrounding access to mental health services for youth across the state of Michigan. The Sacred Bundle Project is committed to expanding resources for tribal communities and other underserved populations in order to create suicide-safer communities throughout upper and lower Michigan.  

Objective 1: Identify the disparities around mental health and access to services in Michigan.

Objective 2: Identify tools, means, and training to create suicide-safer communities.

Objective 3: Discuss how to continue building a larger safety network that is equitable for all to use.

Educational Hours: 1.00

Teens are struggling with their mental health, and we want to do something about it in a way that is accessible, approachable, and fun! In this session, you will learn about what expressive art is, how it helps, and how to implement this program in your school or community organization.

Objective 1: Define expressive art.

Objective 2: Explain how expressive art is an important coping skill.

Educational Hours: 1.00

This break-out session will include identifying trauma and relational trauma as the underlying cause of both behavioral and mental health diagnoses in children and adolescents.

Objective 1: Identify types of trauma and effects on children.

Objective 2: Identify how trauma impacts current functioning in children.

Objective 3: Identify overlapping diagnostic criteria in trauma and other mental health disorders.

Educational Hours: 1.00

The youth mental health crisis has thrown a spotlight on both the overwhelming mental health care needs among youth and the numerous barriers they experience to accessing this care - especially for our youth at risk of death by suicide. School-based mental healthcare offers a promising avenue for addressing many barriers to care and providing evidence-based mental health support at scale (Smith et al., 2022). Schools also present an opportunity to address student mental health across a continuum of needs; multiple tiers of support with suicide prevention embedded in each can be offered to provide individualized and school-wide support. Tier 1 support refers to universal education and skills that can be delivered to all students; primary goals are the promotion of wellness and prevention of mental health disorders in students. Tier 2 support refers to targeted intervention and is indicated for students with elevated mental health symptoms or at risk for mental health difficulties. Tier 3 support refers to suicide risk management and prevention in the school setting. This presentation will focus on challenges and opportunities associated with implementing 3 tiers of evidence-based suicide-specific support in the context of a recent statewide expansion of a school-based mental health program. The presentation focuses on clinical and implementation support within schools. 

Objective 1: Identify three tiers of school-based mental health support and ways in which suicide prevention is embedded within each.

Objective 2: Identify strategies to support sustainable delivery of evidence-based skills in schools.

Objective 3: Define culturally responsible programming - specific for suicide. prevention, assessment, and intervention - and how it can be implemented in schools.

Educational Hours: 1.00

The Mental Health School Navigator (MHSN) program is a community partnership between OCHN and Oakland County to work with public, private and charter schools to increase access to social, emotional, and mental health services and supports for students. This initiative will work in collaboration with school staff, students, and families to provide support, resources and interventions and will function as a direct link to OCHN Access for public mental health services or connections to private resources. The MHSN program offers a fund initiative to reduce financial barriers to treatment experienced by families throughout Oakland County. The Initiative will ensure deductibles, copays, and costs related to receiving treatment do not prohibit access to necessary mental health services for any Oakland County student.

Objective 1: Identify the goals of the Mental Health School Navigator (MHSN) program.

Objective 2: Describe how the MHSN program can support school staff, students, and families.

Objective 3: Discuss how MHSN program fits in with suicide prevention and crisis supports.

Educational Hours: 1.00

Times of transition can often present the “perfect storm of stressors” that can lead to worsening mental health. In the winter of 2021, the Healthy Minds Study found that 41% of college students reported experiencing moderate or severe depression and 34% reported an anxiety disorder, with only half seeking treatment despite available resources. Will Heininger, Outreach Coordinator for the Eisenberg Family Depression Center, and former defensive lineman for the University of Michigan football team will use his professional and lived experience to discuss factors that can impact mental health and the importance of help-seeking. Attendees will learn how to support themselves or someone they know who may be struggling with mental health challenges. 

Objective 1: Identify factors that may impact youth and young adult mental health, particularly around times of transition.

Objective 2: Discuss the importance of help-seeking in improving mental health outcomes.

Objective 3: Identify strategies to help someone with mental health challenges.

Educational Hours: 0.75

Suicide is the second leading cause of death among young people — and LGBTQ youth are more than four times as likely to attempt suicide than their peers. The Trevor Project, the world's largest suicide prevention organization for LGBTQ youth, found that nearly half of LGBTQ youth seriously considered attempting suicide in the past year. However, LGBTQ youth who found their school to be LGBTQ-affirming reported significantly lower rates of attempting suicide. As one of the most consistent environments in a young person's life, schools have the power to provide access to critical support systems and mental health services, but they can also serve as sources of bullying and discrimination. In this keynote, we'll discuss the unique mental health challenges faced by LGBTQ students and the ways in which school professionals can create safe and affirming learning environments. 

Objective 1: Explain the state of suicide risk among LGBTQ youth.

Objective 2: Describe factors that contribute to increased suicide risk among LGBTQ youth.

Objective 3: Identify essential supports for LGBTQ youth in schools that create affirming and safe environments.

Educational Hours: 0.75

Working effectively with students in the aftermath of a suicide attempt or hospitalization due to active suicidal thinking is critical. Safety planning after a suicidal crisis has been an effective strategy that helps youth cope effectively with life stressors. School mental health staff will learn how to incorporate safety planning as part of the postvention needed upon a student’s return from an absence due to suicidal behavior.

Objective 1: Discuss how to provide postvention to students who have been out of school due to suicidal crisis

Objective 2: Identify the 6 components of a suicide safety plan.

Objective 3: Describe how to complete a student safety plan.

Educational Hours: 1.00

This session will explore implicit bias for both the school employee AND the help seeker, how it shapes the actions we take in school related to intervention, and the lens of implicit bias going unchecked for suicide prevention in our district.

Objective 1: Discuss the concept of implicit bias to their own thinking and experiences.

Objective 2: Identify how help seekers may be impacted by implicit bias when it comes to suicide prevention.

Objective 3: Describe how to create an action plan around their suicide prevention implementation in their district with a lens for implicit bias.

Educational Hours: 1.00

This presentation explores an innovative approach to a community partnership between health care and schools seeking to reduce suicide and suicide attempts among youth. The School Blue Envelope program is founded on the premise that “Suicide Prevention is Everyone’s Responsibility” and is designed for a multi-disciplinary team response. Participants will learn about this comprehensive program that includes S.A.F.E. steps for all school faculty and administration and how incorporating evidence-based tools increases staff confidence and knowledge, better equipping them to respond to students with thoughts of suicide calmly and swiftly. 

Objective 1: Identify the common language used to enhance transitions of care.

Objective 2: Identify data supporting the success and sustainability of this program.

Objective 3: Identify S.A.F.E. steps to respond to students with thoughts of suicide. 

Educational Hours: 1.00

This presentation is going to define social media terminology to provide a baseline for discussion. It will then relay differences between how children use social media and their parents. It will discuss how children use different apps, what they are seeking psychologically (fulfillment), and why this is dangerous to mental health if social media usage isn't limited. The discussion will talk about age appropriateness, setting up contracts, and how to mirror good examples of proper social media usage.

Objective 1: Discuss the differences between youth and adult usage of social media.

Objective 2: Discuss the need to evaluate and diagnose specific hidden actions immediately.

Objective 3: Discuss the need for working through negative use of social media for better mental health results.

Educational Hours: 1.00

This presentation examines and discusses the serious and life-threatening illness of eating disorders: What are Eating Disorders?, General Statistics, Biopsychosocial Disorders, Truths About Eating Disorders, Common Warning Signs -Signs and Symptoms, Types of Eating Disorders, Health Consequences, Treatment- the Continuum of Care, Prevention, Education, Intervention, Resources for Providers, Families, and Patients.

Objective 1: Identify risk factors and available screening.

Objective 2: Discuss how eating disorders can contribute to commonly occurring mental health and substance use disorders.

Objective 3: Identify effective research, programs and practices that increase protection from suicide risk.

Educational Hours: 1.00

We cannot give to others what we do not already have to give. And too often, in our pursuit of caring for, helping, and serving others to recognize the precious gift of life, we can forget how important it is to care for ourselves. Which can lead to over-giving and finding ourselves on a slippery slope towards exhaustion, overwhelm, and burnout. So self-care and knowing how to "refill your cup" and renew your vitality consistently is key to living your mission and sustainably offering the highest quality of care and service to those who need it most. In this 60-minute session, experience a special guided meditation for reflection and renewal that will help you relax your body, clear your mind, and recharge your battery. Give yourself permission to care for the most important person in your life: You.

No Educational Hours Available

A reception will be held from 5:00 pm to 7:00 pm. It includes appetizers and two drinks. A cash bar is also available.

In recent years, there have been many advancements in the understanding and prevention of suicide, as well as promising progress in suicide intervention and postvention services for those impacted by suicide. Despite the progress that has been made challenges remain. The future of suicide prevention will explore the traditional mental health care approach with innovative new research, harnessing the power of technology, and clinical approaches to combat the rising rate of suicide. We will also discuss the importance of a multidisciplinary approach, the inclusion of those with lived experience of suicide, and the challenges of implementing interventions in the field.

Objective 1: Identify effective research, programs and practices that increase protection from suicide risk.

Objective 2: Describe three clinically informed strategies for suicide prevention.

Educational Hours: 1.25

Disorders treated in mental health or substance use clinics have specific targeted interventions and treatments to reduce risk and ultimately improve overall wellbeing. When working with patients who may be at risk for suicide in an outpatient setting, it can be better for them (and us) if we remember that suicidality can be treated as a disorder. In these sessions you will learn specific tools to enable the clinician and patient to work together on their suicidality. 

Objective 1: Describe the importance of connection, and how to create it, to increase the likelihood of a patient revealing any thoughts of suicide.

Objective 2: List at least three ways to approach a conversation about suicide.

Objective 3: Identify at least three tools for supporting a patient’s safety.

Educational Hours: 1.00

This session will present an overview of the evidence-based Internal Family Systems Model and discuss empowering and alternative ways to work with suicidal protectors. 

Objective 1: Describe Internal Family Systems Therapy as an evidence-based trauma therapy to treat suicidal parts.

Objective 2: Identify the main roles of various parts of our internal systems like: Firefighters, Managers, Exiles and Self and how they relate to suicidal parts.

Objective 3: Describe how to safely and effectively work with suicidal parts of clients without having to always move toward hospitalization.

Educational Hours: 1.00

This session will examine the culture of lethal means in both urban and rural settings. The presenters will discuss accessibility and the challenges of restricting access. Included will be educational components and environmental interventions that can be used to deter suicide.

Objective 1: Identify strategies to limit accessibility to lethal means in both rural and urban settings.

Objective 2: Discuss the culture of lethal means in both rural and urban settings.

Educational Hours: 1.00

When a person is experiencing one of the worst days of their life, how do we help them? Old narratives tell us to engage 911, police, ambulance, and Emergency Departments on the way to an inpatient psychiatric hospital admission. But how did we get here, and how do we know what must change? 

Objective 1: Identify the origins of modern psychiatric care in the U.S.

Objective 2: Identify 2-3 unmet needs in traditional behavioral health crisis systems.

Objective 3: Describe an action plan for bringing recovery-oriented and outcomes-driven services to their communities.

Educational Hours: 1.00

Suicides and drug overdoses are leading causes of death among youth and young adults, yet we have a dearth of evidence-based prevention strategies. This presentation will provide an overview of the Youth-Nominated Support Team (YST) program, which has been associated with lower young adult mortality from suicides and drug overdoses. Based in health behavior theories, YST is a three-month psychoeducational, social support program for young people who are hospitalized for suicide risk. It is designed to build and strengthen each individual’s supportive network of adults. In a rigorous of clinical with a sample of 448 adolescents, adolescents from two psychiatric hospitals were randomized to usual care or usual care plus YST. Those in the YST group nominated ‘caring adults’ (family, school, community) who were given tailored information about adolescent mental health concerns and treatment plans; communication with teens, and suicide risk warning signs. They were encouraged to maintain weekly contact with the youths to facilitate treatment adherence and positive behavioral choices. Professional staff provided regularly scheduled support to these adults across a 3-month period. Long-term follow-up demonstrated significantly fewer deaths among those who received YST, with a confidence interval suggesting at least a 50% reduction in mortality for this group. Recent developments with the dissemination and funding of YST services will be discussed.

Objective 1: Discuss the evidence for interpersonal support as a protective factor against suicidal attempts.

Objective 2: Describe two primary characteristics of the Youth-Nominated Support Team intervention.

Objective 3: State the primary evidence in support of the Youth-Nominated Support Team's effectiveness.

Educational Hours: 1.00

The Crisis Intervention Team (CIT) program is a community partnership of law enforcement, behavioral health professionals, individuals who live with mental illness and/or addiction disorders, their families, and other advocates. It is a first-responder model of police-based crisis intervention training to help persons with mental disorders and/or addictions access medical treatment rather than place them in the criminal justice system due to illness-related behaviors. It also promotes officer safety and the safety of the individual in crisis. CIT provides the foundation necessary to promote community solutions to assist individuals with mental illness and/or addictions. The CIT Model reduces both stigma and the need for further involvement with the criminal justice system. CIT provides a forum for effective problem-solving regarding the interaction between the criminal justice and mental health care system and creates the context for sustainable change.

Objective 1: Identify the goals of CIT programs

Objective 2: Discuss how CIT fits in with suicide prevention.

Objective 3: Discuss how CIT helps people with mental disorders and/or addictions access medical treatment rather than place them in the criminal justice system due to illness-related behaviors.

Educational Hours: 1.00

Jill Smith is a Licensed Master of Social Work and Certified Advanced Alcohol and Drug Counselor with over 20 years of leadership experience in mental health services in the State of Michigan. She has spent the majority of her career committed to the delivery of public mental health and substance use disorder services Jill is currently the Senior Director of Michigan Crisis and Access Line at Common Ground where she is collaborating with the state of Michigan to deliver comprehensive crisis and referral services using best practice models.

Objective 1: Discuss SAMHSA's short and long-term vision for crisis service provision.

Objective 2: Describe SAMHSA’s 988 implementation guidance, partner communication efforts, 988 partner toolkit, and 988 messaging framework.

Objective 3: Describe the 988 coverage in Michigan.

Educational Hours: 1.00

Are we doing enough to invest in mental health and “mental resiliency”? What does it actually mean to be emotionally fit and psychologically hardy? With increasing demands to do more with less and perform with polish, people need coping tools and emotional inoculation to get them through challenges. This keynote looks at the issue of mental wellness and gives participants the tools to help themselves and others sustain a passion for living over the long haul. As a psychologist, mental health advocate, and survivor of her brother’s suicide, Dr. Sally Spencer-Thomas brings a unique perspective to the topic. From storytelling to discussing the effects of stress on the brain, Sally will help participants know how to stay mentally fit, avoid burnout and remain focused on wellness. 

Objective 1: Discuss comprehensive "upstream' mental health.

Objective 2: Define mental resiliency and positive psychology.

Objective 3: Identify the four approaches to resiliency – be bold, belong, be well, and believe.

Educational Hours: 1.00

Disorders treated in mental health or substance use clinics have specific targeted interventions and treatments to reduce risk and improve overall well-being. When working with patients who may be at risk for suicide in an outpatient setting, it can be better for them (and us) if we remember that suicidality can be treated as a disorder. In these sessions, you will learn specific tools to enable the clinician and patient to work together on their suicidality. 

Objective 1: Describe how to practice engaging the family to support a suicidal loved one.

Objective 2: Describe the importance of community/school support when working with suicidal youth.

Objective 3: Describe three items from a Therapy Intervention Checklist.

Educational Hours: 1.00

Most people who die by suicide are men of working age. Thus, the workplace is arguably the most cross-cutting system we have for suicide prevention. Nevertheless, most workplaces are woefully underprepared to address this complicated public health tragedy. 

Objective 1: List at least three reasons justifying suicide prevention in the workplace.

Objective 2: Identify at least three key strategies in a comprehensive approach to suicide prevention.

Objective 3: Describe why peer allies at work is a much needed suicide prevention tactic.

Educational Hours: 1.00

Rural suicide prevention can be challenging and often requires a creative, collaborative, and regional approach. Kari Granz, of the Thumb Community Health partnership, will describe effective public health messaging designed to engage communities in the Thumb Region in strategies to improve mental health and suicide prevention. Ms. Granz will be joined by co-presenters, Kellie Phelps of Sanilac County Community Mental Health and the Sanilac County Prevention Network and Cheryl Hieber of Deckerville Community Hospital. Ms. Phelps will discuss the programs, partnerships, and collaborative suicide prevention efforts of the SCPN. Next, Ms. Hieber will explain how a small rural hospital system established two Zero Suicide Emergency Departments. 

Objective 1: Describe effective public health messaging to outreach and engage communities in mental health and suicide prevention.

Objective 2: Define collaboration in a rural community.

Objective 3: Discuss tools on how to grow and sustain a suicide prevention network.

Educational Hours: 1.00

Multiple studies have documented a link between chronic pain and the risk of suicidal behaviors. In this session, we will review the literature on suicide risk in those with chronic pain and examine potential reasons why those with physical pain are at elevated risk for suicide. In addition, we will discuss the potential clinical implications for suicide prevention efforts. Lastly, we will explore the mental and physical health benefits of having a strong sense of purpose in life and discuss strategies to cultivate your own unique sense of purpose. 

Objective 1: Describe some of the scientific evidence that chronic pain is associated with increased suicide risk.

Objective 2: Discuss how purpose in life may serve to buffer the negative effects of stress and trauma.

Objective 3: Discuss strategies for suicide prevention in those with chronic pain.

Educational Hours: 1.00

This session will focus on models of EMDR, IFS, DBT, and TF-CBT. It will include a description and how each model may be utilized to help clients/patients in crisis.

Objective 1: Define EMDR, IFS, DBT, and TF-CBT treatment models.

Objective 2: Discuss the similarities and differences of the models.

Objective 3: Discuss how the models may be used to help clients/patients in crisis.

Educational Hours: 1.00

The Yellow Rose Campaign’s mission is to remove the stigma of emotional health issues while linking humans with resources, training, and support. The campaign is a pledge to impact the community culture positively. 

Objective 1: Define vulnerability and relate the term to emotional health.

Objective 2: Identify workplace traditions, policies, and procedures that may harm employee emotional wellness.

Objective 3: Discuss the pros and cons of implementing a pre-existing or build-your-own suicide prevention program.

Educational Hours: 1.00

The Friday Dinner will be held from 6:00 pm to 9:00 pm. It includes a buffet dinner, two drinks, and entertainment. A cash bar is also available.

This 2.5-hour presentation with Kevin Briggs and Kevin Berthia will focus on how we can have a conversation with someone who may be in a mental health crisis. Along with this, individual Quality of Life issues will be discussed.

No Educational Hours Available

Education is the most powerful tool in helping to understand and navigate the unique and complicated grief of losing a loved one by suicide. In this workshop, we will explore the psyche ache of suicide and some of the commonalities of the suicidal mind. We will discuss how as a survivor you can navigate the grief left behind and begin a path to healing and hope.

No Educational Hours Available

Participants will break into groups depending on interests or needs.

1. Loss Survivors
2. Lived Experience with Suicide (Attempt Survivors)
3. Supporting Someone Who Feels Suicidal
4. Supporting Someone in Grief

Our SCECH provider this year is Macomb Intermediate School District. They require a $10.00 fee in order to obtain your credits.