Continuing Education Credit – Afternoon Sessions

Violence Prevention Program (1 CE/CEU credit)

Workshop Description:

This introductory workshop describes a violence prevention program. This program applies equally to This introductory workshop describes a violence prevention program. This program applies equally to workplace violence, school violence, mass casualty violence, and terrorism. Learn about the four prongs of the program: educate, identify, assess, and manage. Understand the value of knowing what is of concern and to whom to report it. Learn about the significance of leakage and warning signs as a means to accurately identify those at risk of violence. Recognize the critical role of the Threat Assessment Team and the need for a comprehensive Violence Risk Assessment by a qualified professional. Unmask the power of a comprehensive approach to management of violence risk, which incorporates both short and long term strategies, as well as interventions to mitigate the risk of violence.

Learning Objectives:

After attending this introductory-level workshop, participants will be able to:

  1. Communicate the value of educating people about what is of concern and to whom to report it.
  2. Describe the significance of leakage and warning signs of violence as a means to identify those at risk of violence.
  3. Discuss the role of the Threat Assessment Team.
  4. Utilize a comprehensive management approach to mitigate risk of violence.

Professional Bio of Presenter, Nancy Zarse, Psy.D., Forensic Psychologist, Full Professor, The Chicago School of Professional Psychology

Dr. Nancy Zarse is a forensic psychologist and full professor in the Forensic Department at The Chicago School of Professional Psychology. She is lead faculty for Violence & Risk Assessment, among other courses. Dr. Zarse developed a class on Israel, culminating in a 10-day study abroad trip, which focuses on terrorism, trauma and resilience.

Dr. Zarse served as a consultant to the FBI’s Countering Violent Extremism section, with Secret Clearance. She is one of three experts on a team awarded a $190k grant, by the Department of Homeland Security, for Countering Violent Extremism. Dr. Zarse is a member of the FBI’s TLOC (Terrorism Liaison Officer Committer, the FBI counter-terrorism partnership with law enforcement.)

Dr. Zarse served as a forensic psychologist at several high-profile prisons, including Chief Psychologist at two federal prisons and the Director of Inmate Administration at the United States Disciplinary Barracks at Fort Leavenworth, which is the maximum-security military prison.  Her responsibilities included leading hostage negotiation teams, conducting staff training, providing individual and group therapy, performing psychological evaluations, and conducting violation hearings for maximum security military prisoners.

Dr. Zarse consults with and provides training to law enforcement, such as the Federal Bureau of Investigation (FBI). She is resource staff for the FBI Hostage Negotiation Certification Course and the FBI Interview & Interrogation Course. Dr. Zarse provides training on Violence Risk Assessment and the Psychology of Terrorism.  She is a member of the Threat Assessment Team. Dr. Zarse presents at many national and international conferences on School Violence, Terrorism, Hostage Negotiation, Suicide Risk Assessment, Dealing with Trauma, etc.

Dr. Zarse published articles on Hostage Negotiation, Israel, Police Values, Police Citizen Interactions, Occupational Stress, Political Assassinations, etc. She provides expert commentary on forensic issues in media interviews, including CNN, NBC, ABC, CBS, Fox, Forbes Magazine, the Washington Post, and the Chicago Tribune. Dr. Zarse has been featured in documentaries, such as White Supremacy: Going Under; Kidnapping of Jaycee Dugard; and Crime on Campus. Dr. Zarse received the 2010 and 2014 Distinguished Faculty award for Excellence in Teaching, and the 2011 and 2015 Distinguished Faculty award for Excellence in Public Service. She also received The Chicago School’s Distinguished Alumni Award in 1996.

References:

  1. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed). Arlington, VA: American Psychiatric Publishing. 
  2. Andrade, J.T. (Ed.). (2009). Handbook of Violence Risk Assessment and Treatment. New York, NY: Springer Publishing Co.
  3. Booth, B., Van Hasselt, V. B., & Vecchi, G. M. (2011). Addressing school violence. FBI Law Enforcement Bulletin, 1-9.
  4. Calhoun, F. & Weston, S. (2003). Contemporary Threat Management. San Diego, CA: Specialized Training Services.
  5. Calhoun, F. & Weston, S. (2016). Threat Assessment and Management Strategies. Boca Rotan: CRC Press.
  6. Cawood, J. & Corocran, M. (2009). Violence Assessment and Intervention: The Practitioner’s Handbook. Boca Rotan: CRC Press.
  7. Cornell, D. (2010). Threat assessment in college settings. Change: The Magazine of Higher Learning42 (1), 8-15.
  8. Federal Bureau of Investigation. (2013). A study of active shooter incidents in the United States between 2000 and 2013. Retrieved from U.S. Department of Justice site: https://www.fbi.gov/news/stories/2014/september/fbi-releases-study-on-active-shooter-incidents/pdfs/a-study-of-active-shooter-incidents-in-the-u.s.-between-2000-and-2013
  9. Heilbrun, K., Yasuhara, K., & Shah, S. (2010). Violence risk assessment tools: Overview and critical analysis. In R. Otto & K. Douglas (Eds.), Handbook of Violence Risk Assessment (pp. 1-17). New York, NY: Taylor & Francis Group, LLC.
  10. Meloy, J. Reid (2015, May). Advanced Threat Assessment and Threat Management.Workshop conducted at The Chicago School of Professional Psychology, Chicago, IL.
  11. Meloy, J. Reid, & Hoffman, J. (Eds.) (2014). International Handbook of Threat Assessment. New York: Oxford University Press.
  12. O’Toole, M.E. (2008). The School Shooter: A Threat Assessment Perspective. Quantico, VA: FBI Academy.
  13. Young, D. (2011, March). School violence threat assessment.  Symposium conducted at the Violence Workshop at the Chicago School of Professional Psychology, Chicago, IL.
  14. U.S. Secret Service National Threat Assessment Center (2018, March). Mass attacks in public spaces – 2017.

Why We Need a National Violence Prevention Hotline (1 CE/CEU credit)

Workshop Description:

This presentation will discuss the problem of both fatal and non-fatal violence in the United States as well as its associated long-term psychological, physical health, and economic costs. This presentation will detail the statistics of the National Suicide Prevention Lifeline and National Domestic Violence Prevention Hotline in their efforts to prevent suicide and help survivors of domestic violence. This presentation proposes the creation of a National Violence Prevention Hotline (NVPH), which would be the first hotline dedicated to helping those contemplating acts of violence as its main focus. (There would also be education and resources and help for victims of any type of violence as well). Imagine if the NVPH was as well-known and publicized as either of the 2 hotlines discussed earlier– it may actually have a large statistical effect on the levels of premeditated violence in the USA. This presentation will discuss the issue of the stigma against “Violence thoughts and impulses” in the culture and how this may deter certain individuals from seeking direct help locally; and thus the hotline may be a good step for helping individuals who are contemplating violence get the help they need. The presentation outlines the success of de-escalation strategies as well as different mental health interventions aimed at people on the brink of violence or suicide. Lastly, the presentation will cover how a proposed hotline (The National Violence Prevention Hotline) would operate and how, we as mental health professionals could work together to create it.

As far back as 1958, local crisis lines were established to help people who were struggling with suicidal thoughts. It took until 2004 for our nation to establish The National Suicide Prevention Lifeline, which provides 24/7 support for people in crisis. Recently, there has been an awakening in our society regarding pervasive public and private violence. Currently, there are very few resources targeted toward those who are escalated and feel compelled to act on violent impulses. The National Violence Prevention Hotline (NVPH) proposes to provide free, confidential, expert support for people in distress. It would help people struggling with compulsions toward committing acts of violence and those threatened by violence. These include: lone wolf shooters, workplace violence, domestic violence, revenge scenarios, gang violence, school violence, relationship violence, sexual abuse, harassment situations, and also victims of violence. Timely intervention is critical in preventing a violent act from being carried out. The NVPH would provide such intervention. We must not wait to launch a national effort to confront these issues.

Learning Objectives:

After attending this introductory-level workshop, participants will be able to:

  1. Describe the need for mental health professionals and training institutions to utilize both micro and macro approaches in order to help curb interpersonal violence (both fatal and non-fatal) in the United States.
  2. Describe the cultural and economic impacts of violence upon society related to the individual, the broader community, and individual’s and family’s psychological health and physical health.
  3. Understand the use and effectiveness of the National Suicide Prevention Lifeline and the National Domestic Violence Hotline, and how these resources related to the call of action to create a National Violence Prevention Hotline that targets those who many perpetuate violence in order to reduce the frequency of violence upon the larger population.

Professional Bio of Presenter, Paul Krauss, M.A., LPC, Clinical Director of Health for Life Grand Rapids

Paul Krauss, M.A., LPC, is the Clinical Director of Health for Life Grand Rapids: A Trauma-Informed Counseling Center in West Michigan. Paul is also a Private Practice Psychotherapist, host of the Intentional Clinician podcast, Behavioral Health Consultant, Clinical Trainer, and Counseling Supervisor.  Paul travels to train clinicians in multiple states. Paul holds active LPC licenses in the States of Michigan and Arizona. Paul is also the creator of the Intentional Clinician Training Program for Counselors.

Paul has been intrigued with utilitarian solutions to violence for his adult life. He has studied the topic of violence and its effects upon society through informal means, such as continuing education seminars, meeting with mentors to discuss this topic, and reading books and articles.

References:

  1. Mental Health Myths and Facts, U.S. Department of Health & Human Services, August 29, 2017. mentalhealth.gov/basics/mental-health-myths-facts. Accessed Dec 8, 2018.
  2. Sipsma, H. L., Canavan, M. E., Rogan, E., Taylor, L. A., Talbert-Slagle, K. M., & Bradley, E. H. (2017). Spending on social and public health services and its association with homicide in the USA: an ecological study. BMJ Open, 7(10). https://doi.org/10.1136/bmjopen-2017-016379
  3. Sumner, S. A., Mercy, J. A., Dahlberg, L. L., Hillis, S. D., Klevens, J., & Houry, D. (2015). Violence in the United States. JAMA, 314(5), 478. https://doi.org/10.1001/jama.2015.8371
  4. Torrey, E. F. (2011). Stigma and Violence: Isn’t It Time to Connect the Dots? Schizophrenia Bulletin, 37(5), 892–896. https://doi.org/10.1093/schbul/sbr057

READI Chicago: An Innovative Response to the Cycle of Poverty, Violence and Trauma
(1 CE/CEU credit)

Workshop Description:

In this session, panelists will discuss an innovative violence prevention program in Chicago called Rapid Employment and Development Initiative (READI) Chicago. READI Chicago engages those at highest risk to be victims and/or violence involved individuals for a period of 24months using evidence based practices of Cognitive Behavioral Therapy and Transitional Employment. Panelists will discuss the typical profile of participants, successes and challenges, as well as lessons learned from year one. Further, panelists will talk about the implications of this kind of programming on the mental health of participants and also Chicago communities at large.

Moreover, panelists will discuss the unique features of the program, including the evidence base/theory of change, the narrow population focus, length of engagement, and community collaboration. Since there are several unique features to the program, we hope that the audience will walk away with ideas about the intersection of therapeutic and economic solutions to social problems, and lay a foundation for further research and thinking in this area.

Learning Objectives:

After attending this intermediate-level workshop, participants will be able to:

  1. Understand the scope of violence plaguing communities of color as one that is complex, intersectional, and requiring a wide range of interventions.
  2. Understand the promise and challenge of combining two evidence based practices (Transitional jobs and Cognitive Behavioral Therapy).

Professional Bio of Presenter #1, Miguel Cambray, Northeastern Illinois University, Chicago, IL Masters in Higher Educational Leadership (2005), Director of Career Pathways READI Chicago

Miguel Cambray joined Heartland Alliance in August 2017 as Director of Employment for READI Chicago. In this role, he manages the development and implementation of career pathways for project community partners and program participants. Over the last 15 years, Mr. Cambray has held various positions within community-based nonprofit organizations and in higher education. Most recently, he was the Director for TRIO Education Opportunity Center at National Louis University working with several schools and organizations on the Southwest Side of Chicago providing access opportunities to higher education. Previously, he served as the Director of Multicultural Student Services at Lewis University, the founding Director for the Latino Resource Center at Northeastern Illinois University. He has worked on special policy groups with the Illinois African American and Latino Higher Education Alliance (IALHEA) and Illinois Latino Council on Higher Education (ILACHE). Mr. Cambray holds a bachelor degree in Law and Justice Studies from the University of Illinois at Chicago, a master’s degree in Educational Leadership from Northeastern Illinois University. He is pursuing his doctorate in Community Psychology from National Louis University

Professional Bio of Presenter #2, Quintin Williams, Loyola University Chicago, Chicago IL, Masters in Sociology (2013) Field Building Project Manager Heartland Alliance

Quintin is a Field Building Project Manager at Heartland Alliance, Part-Time instructor, and 5th Year PhD student in Sociology at Loyola University Chicago. Quintin’s research interests include the Sociology of Race and Ethnicity, Social Inequality, and Crime and Punishment. Quintin works with the RROCI (Restoring Rights and Opportunities Coalition of Illinois) working with and for people with records advocating for the expansion of opportunities for people with records and broader criminal justice reform in Illinois. Quintin believes in the inherent worth of all people, and expanding opportunities for the most marginalized, and the role of lived experience in policy making.

Quintin currently holds an Associate in arts from Malcolm X College, a Bachelor’s Degree in Sociology from Concordia University Chicago, and a Master’s Degree in Sociology from Loyola University Chicago.

Professional Bio of Presenter #3, Jacqueline Summerville White, University of Illinois Chicago, BA in Business Administration, Community Project Manager Austin/West Garfield READI Chicago

Jacqueline Summerville-White, Community Project Manager for Heartland Alliance READI Chicago LLC in the Austin and West Garfield communities.  Jacqueline attended University of Illinois where she received a degree in Business Administration and is a graduate of the Illinois Latino Policy Forum Leadership Academy.  

Jacqueline’s career spans for over 25 years in the financial industry. Her experience in workforce development and collaborative partnerships includes implementation of training and employment readiness programs. With a background in organization leadership, public speaking, job readiness and employer relationship presentation, Jacqueline’s experience has allowed her to build personal development trainings capacity for nine non-for profit agencies through a research based curriculum.  Jacqueline co- developed and facilitated soft skill workshops for marginalized adults on the West side of Chicago. Jacqueline’s various workforce positions has included provided training to low literacy, under skilled and formerly incarcerated individuals.

Professional Bio of Presenter #4, Chris Warland, University of Chicago, Chicago, IL, Master of Arts, Social Service Administration, Concentrating in Public Policy, Associate Director of Field Building Heartland Alliance.

Chris Warland works to support chronically unemployed people across the country by developing resources, offering trainings, facilitating peer learning, and consulting with employment initiative programs at the local, state, and federal levels. Before getting involved in workforce development, Chris worked for several years as an adult education teacher for detainees at the Cook County Jail.

Chris regularly speaks at national conferences, and has provided consultation on national demonstration projects with the US Department of Labor and Department of Health and Human Services, as well as guidance on statewide initiatives for multiple state governments. He has authored or co-authored numerous papers on effective employment programming published by organizations such as the University of California, Berkeley’s Institute for Research on Labor and Employment and the US Department of Health and Human Services’ National Resource Center for Healthy Marriage and Families.

References:

  1. Redcross, Millenky, & Rudd, (2012). More than A Job: Final Results from the Evaluation of the Center for Employment Opportunities (CEO) Transitional Jobs Program. MDRC https://www.mdrc.org/publication/more-job/file-full
  2. Blattman, Jamison, & Sheridan (2016). Reducing Crime and Violence: Experimental Evidence from Cognitive-Behavioral Therapy in Liberia.https://dx.doi.org/10.2139/ssrn.2594868
  3. Heller, Shah, Guryan, Ludwig, Mullainathan, & Pollock (2017). Thinking, Fast and Slow? Some Field Experiments to Reduce Crime and Dropout in Chicago https://academic.oup.com/qje/article-abstract/132/1/1/2724542