BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//panhandlepartnership.com//NONSGML kigkonsult.se iCalcreator 2.30.
 10//
CALSCALE:GREGORIAN
METHOD:PUBLISH
UID:836a562d-9ded-43ce-8fcd-b0f0b0755409
X-WR-CALDESC:The Western Nebraska School Mental Health Conference will be A
 ugust 13\, 2024\, in Alliance. The focus of this year's conference is 'Too
 ls for the Tiers - Take-away tools which align with MTSS.' \n\nRefunds wil
 l be issued electronically if a refund is requested before the event. Refu
 nds requested the day of will be paid via check. If the event is cancelled
 \, attendees will receive a full refund.\n\nCONFERENCE AGENDA\n\n8:00 Regi
 stration Opens\n9:00 Welcome\n9:10 Keynote - “Balancing Student & Adult We
 llness” with Judith Norman\n10:20 Brain Break\n10:35 Breakout Session #1\n
 11:35 Lunch\n12:35 Breakout Session #2\n1:35 Brain Break\n1:50 Youth Panel
 \n2:50 Door Prizes/Closing\n\nKEYNOTE SESSION \n\nBalancing Student AND Ad
 ult Wellness by Judith Norman (Introductory) - *1 CE Credit Available*\nA 
 push for educators to keep doing more brings with it feelings of overwhelm
  and exhaustion. It's time to learn how to scaffold shifts in student beha
 vior WHILE supporting the well-being of educators. It's been a zero-sum ga
 me for too long\; this shouldn't be an either/or situation\; the well-bein
 g of both students and educators is essential. Come explore how different 
 'myths' in education are getting in the way of modeling healthy behaviors 
 for students and creating burnout for us!\nObjectives:\n1. Explain how str
 ess impacts brain states\, body states\, and behavior. \n2. Analyze how ce
 rtain myths in education are leading to feeling overwhelmed and exhausted.
  \n3. Identify the important role of authenticity and congruence in studen
 t and adult wellness. \nTarget Audience: School Counselors\, Mental Health
  Counselors\, Counseling Students\, Teachers and Para Educators\, Administ
 rators\, Social Workers\, Psychologists\n\nBREAKOUT SESSIONS\n\n4 Tier 1 T
 ools for Immediate Use by Roxie Smith (Introductory) - *1 CE Credit Availa
 ble*\n8 to Great is an 8 step process that creates internal motivation to 
 succeed. One student who went from flunking to a B average wrote\, 'Now I'
 m taking charge of my life!' Many say that 8 to Great should be required f
 or graduation.  Research by the University of Nebraska found that 8 to Gre
 at made statistically significant changes in student attitudes and behavio
 rs. 'Not only did the school culture change\, but students began using the
  High-Ways immediately home and work as well.' Most participants at the wo
 rkshop know what 8 to Great is\, let's dive right into 4 skills for immedi
 ate use.  TIER I\nObjectives:\n1. Explain the impact of the 8 to Great Pow
 er Pyramid on psychological well-being.\n2. Discuss the Mad/Sad cycle help
 ing individuals gain insight into their emotional patterns and learn healt
 hier ways to cope. \n3. Analyze the effectiveness of using the structured 
 communication technique\, L.A.D.I\nTarget  Audience: School Counselors\, M
 ental Health Counselors\, Counseling Students\, Teachers and Para Educator
 s\, Administrators\, Parent's\, Social Workers\, Psychologists\n\nCOMET Co
 mmunity Training (Changing Our Mental and Emotional Trajectory) by Kristen
  Rose (Introductory) \nWith increased depression\, anxiety\, and lonelines
 s\, communities need resources that support a culture of mental and emotio
 nal (M&E) well-being. Rural community members developed COMET (Changing Ou
 r Mental and Emotional Trajectory)\, a universal community-based training 
 program\, to move upstream to prevent M&E health crises. COMET Community T
 raining (CT) teaches people how to initiate a supportive interaction for a
  potentially emotional conversation using the simple\, seven-item COMET co
 nversational guide. TIER I\nObjectives:\n1 .Learn a natural way to talk wi
 th a friend\, a neighbor\, or an acquaintance about difficult topics.\n2. 
 Learn a conversational guide and the importance of being 'the other person
 .'\n3. Practice the COMET intervening questions and plan how you will use 
 COMET to have conversations about another's well-being.\nTarget Audience: 
  School Counselors\, Mental Health Counselors\, Counseling Students\, Teac
 hers and Para Educators\, Administrators\, Parent's\, Social Workers\n\nCr
 eating Persistence and Optimism with Resilience by Nicole Berosek (Introdu
 ctory)  *1 CE Credit Available*\nTenacity is the one thing that most peopl
 e think about when it comes to resilience with the idea of bouncing back r
 eally quickly after something happens. We start with a nice overview of th
 e general concept of tenacity\; from there we consider the concept of opti
 mism. Then we launch into five techniques to stay motivated\; as we know w
 e all make mistakes\, so next we'll learn how to learn from them. And fina
 lly we dash through 15-time management skills. TIER I\nObjectives:\n1. Exp
 lain tenacity and cultivate realistic optimism.\n2. Describe the technique
 s for staying motivated. \n3. Explain the 15 time management techniques. 
 \nTarget Audience: School Counselors\, Mental Health Counselors\, Counseli
 ng Students\, Teachers and Para Educators\, Administrators\, Parent's\, So
 cial Workers\, Psychologists\n\nFamily Patterns and Adoption: A presentati
 on for educators by Steven Coppard (Introductory) \nThis Tier II  informat
 ional seminar is designed for educators who may have children who have bee
 n adopted or fostered in their schools/classrooms/districts. The intent is
  to raise awareness of how families formed through adoptions\, guardianshi
 p\, kinship and foster care may have unique characteristics that can influ
 ence behavior in the academic environment. Part of the discussion looks mo
 re closely at childhood trauma (of varying degrees) may also affect behavi
 or. Finally\, there is a segment on how educators can think about their in
 teractions\, environment and even lesson plans and how they can support th
 is group of children.  TIER II\nObjectives:\n1. Increase awareness of fami
 ly composition.\n2.  Explore childhood trauma and the effect on behavior.
 \n3.  Increase sensitivity to issues related to adoption and how they may 
 intersect with school related activities. \nTarget Audience: School Counse
 lors\, Counseling Students\, Teachers and Para Educators\, Parent's\, Soci
 al Workers\n\nThe Internet and Counseling by Nathan Favaloro (Introductory
 ) *1 CE Credit Available*\nThis presentation will delve into the relations
 hip and growth of the Internet and the counseling profession. TIER I\nObje
 ctives:\n1. Describe the relationship of the Internet and the Counseling P
 rofession.\n2. Explain how the Internet is used in the Counseling Professi
 on.\n3. Identify positive and negative aspects of the Internet and Counsel
 ing Profession relationship. \nTarget Audience: School Counselors\, Mental
  Health Counselors\, Counseling Students\, Psychologists\n\nIt's Real: For
  Both Middle School & High School Youth by Donna Wolff (Introductory) \nTh
 e presentation covers such topics as:  What is mental health? How is it si
 milar to\, or different from\,physical health? How to notice signs of some
 one needing help. Tips and strategies for having a caring conversation wit
 h someone you might be worried about. Methods of self-care for mind\, body
 \, soul\, and surroundings. Examples of trustworthy resources including: H
 ow reaching out to trusted adults can help teens manage their mental healt
 h. The presentation includes brief video narratives featuring well-known G
 enZ influencers sharing their own experiences with mental health\,and what
  they found helpful at the time. TIER I\nObjectives: \nRecognize signs of 
 suicide\,.\nLearn who is a trustworthy resource.\nRecognize how reaching o
 ut actually helps mental health.\nTarget Audience:  School Counselors\, Me
 ntal Health Counselors\, Counseling Students\, Teachers and Para Educators
 \, Administrators\, Parent's\, Social Workers\, Anyone wanting suicide pre
 vention education\n\nPanhandle Situation Table by Emily Timm  and Misty Cu
 rtis  (Introductory)\nThe Panhandle Situation Table is a weekly collaborat
 ive\, action-oriented virtual meeting between several service sectors and 
 public officers. These include but are not limited to law enforcement and 
 justice systems\, first responders\, hospital systems\, social service age
 ncies\, family/child abuse advocacy agencies\, housing assistance agencies
 \, transportation services\, schools\, mental and behavioral health provid
 ers\, alcohol and drug counselors\, employment services\, veterans assista
 nce services. \nThe Situation Table is a deeply collaborative\, multi-agen
 cy\, risk-driven initiative that allows agencies to work together and mobi
 lize in new ways to rapidly triage situations of Acutely Elevated Risk to 
 connect individuals/families to the support they need.  TIER III\nObjectiv
 es:\n1. Introduction to the Panhandle Situation Table\n2. Reduction of Acu
 tely Elevated Risk/Connection to Services\n3. How Schools Can Benefit from
  Utilizing the Table\nTarget Audience: School Counselors\, Mental Health C
 ounselors\, Counseling Students\, Teachers and Para Educators\, Administra
 tors\, Social Workers\n\nTrauma-Informed Classroom Practices by Jamie Sato
  (Introductory) *1 CE Credit Available*\nThis will help inform school staf
 f (e.g.\, teachers\, administrators) on the definition\, causes\, and symp
 toms and presentation of trauma and give practical tools to approach and v
 iew students with a trauma-informed lens and support students. TIER I\nObj
 ectives:\n1. Identify trauma and its presentation in children and adolesce
 nts\n2. Describe trauma symptoms and view student needs through a trauma-i
 nformed lens\n3. Discuss how to appropriately support to optimize students
 ' learning\nTarget Audience: Teachers and Para Educators\, Administrators\
 , Psychologists\n\nWhy aren’t students using the skills I’m teaching? by J
 udith Norman (Intermediate)  * 1 CE Credit  Available\nSelf-regulation is 
 crucial to manage stress\, behaviors\, and access thinking\, all vital for
  successful learning. Most SEL programs are missing essential components\,
  hindering students from independently utilizing effective strategies\, ev
 en those we've already taught them. This can result in a lack of prerequis
 ite skills being perceived as intentional behavior and can feel very frust
 rating. Learn what's missing and how to shift practices by incorporating s
 imple elements\, such as interoception\, facilitating students' abilities 
 to initiate appropriate self-regulation skills in the classroom.\nObjectiv
 es:\n1. Describe the different skills necessary to support developing self
 -regulation and how to incorporate them into already existing practices.\n
 2. Discuss that interoceptive awareness is foundational to being able to s
 elf-regulate.\n3. Identify ways to incorporate self-reflection into daily 
 routines\, thereby promoting neural rewiring and nervous system re-pattern
 ing. \nTarget Audience: School Counselors\, Mental Health Counselors\, Cou
 nseling Students\, Teachers and Para Educators\, Administrators\, Social W
 orkers\, Parents\, Psychologists\n\nYouth Tobacco Prevention & Cessation R
 esources by Ranae Aspen (Introductory) - *1 CE Credit Available*\nNo Limit
 s Nebraska's is the NDE's youth tobacco prevention program that aims to pr
 ovide schools and professionals about the dangers of commercial tobacco us
 e and correlations between mental health and youth tobacco use will be dis
 cussed. The session will also highlight tools and resources for educators\
 , parents\, and youth to positively reduce the incidence of youth using to
 bacco products as well as highlighting cessation resources for those youth
  who are addicted to tobacco products. Additional resources available for 
 policy development\, social media resources\, and Nebraska Preventing mate
 rials. TIER I\nObjectives:\n1. Discuss emerging tobacco products and the c
 onnection between mental health & youth who are using tobacco products. \n
 2. List resources to prevent the initiation of tobacco use among Nebraska 
 Youth.\nTarget  Audience: School Counselors\, Mental Health Counselors\, C
 ounseling Students\, Teachers and Para Educators\, Administrators\, Parent
 's\, Social Workers\, Psychologists\n\nSome breakout sessions will be reco
 rded and available to registered attendees following the conference.\n\n\n
 CONTINUING EDUCATION HOURS FOR PSYCHOLOGISTS*AVAILABLE\n\nThis conference 
 has been approved for 7 continuing education credits for psychologists. Cr
 edits will be awarded to participants who attend the entire training.\nCon
 tinuing education hours for psychologists may be used by other behavioral 
 health professionals.\n\nThe University of Nebraska Public Policy Center (
 NUPPC) is approved by the American Psychological Association to sponsor co
 ntinuing education for psychologists. \nThe NUPPC sponsors this event and 
 maintains responsibility for this program and its content.\nThis conferenc
 e is sponsored by the University of Nebraska Public Policy Center.\n\n
X-WR-RELCALID:b57c8866bf6011c7bfe7c23019f15de4
X-WR-TIMEZONE:America/Denver
BEGIN:VTIMEZONE
TZID:America/Denver
BEGIN:STANDARD
TZNAME:MST
DTSTART:20231105T020000
TZOFFSETFROM:-0600
TZOFFSETTO:-0700
RDATE:20241103T020000
RDATE:20251102T020000
END:STANDARD
BEGIN:DAYLIGHT
TZNAME:MDT
DTSTART:20240310T020000
TZOFFSETFROM:-0700
TZOFFSETTO:-0600
RDATE:20250309T020000
END:DAYLIGHT
END:VTIMEZONE
BEGIN:VEVENT
UID:95fdd1e5-9e3b-4a94-8fcf-8bb3a4e02ba7
DTSTAMP:20260406T154713Z
DESCRIPTION:The Western Nebraska School Mental Health Conference will be Au
 gust 13\, 2024\, in Alliance. The focus of this year's conference is 'Tool
 s for the Tiers - Take-away tools which align with MTSS.' \n\nRefunds will
  be issued electronically if a refund is requested before the event. Refun
 ds requested the day of will be paid via check. If the event is cancelled\
 , attendees will receive a full refund.\n\nCONFERENCE AGENDA\n\n8:00 Regis
 tration Opens\n9:00 Welcome\n9:10 Keynote - “Balancing Student & Adult Wel
 lness” with Judith Norman\n10:20 Brain Break\n10:35 Breakout Session #1\n1
 1:35 Lunch\n12:35 Breakout Session #2\n1:35 Brain Break\n1:50 Youth Panel
 \n2:50 Door Prizes/Closing\n\nKEYNOTE SESSION \n\nBalancing Student AND Ad
 ult Wellness by Judith Norman (Introductory) - *1 CE Credit Available*\nA 
 push for educators to keep doing more brings with it feelings of overwhelm
  and exhaustion. It's time to learn how to scaffold shifts in student beha
 vior WHILE supporting the well-being of educators. It's been a zero-sum ga
 me for too long\; this shouldn't be an either/or situation\; the well-bein
 g of both students and educators is essential. Come explore how different 
 'myths' in education are getting in the way of modeling healthy behaviors 
 for students and creating burnout for us!\nObjectives:\n1. Explain how str
 ess impacts brain states\, body states\, and behavior. \n2. Analyze how ce
 rtain myths in education are leading to feeling overwhelmed and exhausted.
  \n3. Identify the important role of authenticity and congruence in studen
 t and adult wellness. \nTarget Audience: School Counselors\, Mental Health
  Counselors\, Counseling Students\, Teachers and Para Educators\, Administ
 rators\, Social Workers\, Psychologists\n\nBREAKOUT SESSIONS\n\n4 Tier 1 T
 ools for Immediate Use by Roxie Smith (Introductory) - *1 CE Credit Availa
 ble*\n8 to Great is an 8 step process that creates internal motivation to 
 succeed. One student who went from flunking to a B average wrote\, 'Now I'
 m taking charge of my life!' Many say that 8 to Great should be required f
 or graduation.  Research by the University of Nebraska found that 8 to Gre
 at made statistically significant changes in student attitudes and behavio
 rs. 'Not only did the school culture change\, but students began using the
  High-Ways immediately home and work as well.' Most participants at the wo
 rkshop know what 8 to Great is\, let's dive right into 4 skills for immedi
 ate use.  TIER I\nObjectives:\n1. Explain the impact of the 8 to Great Pow
 er Pyramid on psychological well-being.\n2. Discuss the Mad/Sad cycle help
 ing individuals gain insight into their emotional patterns and learn healt
 hier ways to cope. \n3. Analyze the effectiveness of using the structured 
 communication technique\, L.A.D.I\nTarget  Audience: School Counselors\, M
 ental Health Counselors\, Counseling Students\, Teachers and Para Educator
 s\, Administrators\, Parent's\, Social Workers\, Psychologists\n\nCOMET Co
 mmunity Training (Changing Our Mental and Emotional Trajectory) by Kristen
  Rose (Introductory) \nWith increased depression\, anxiety\, and lonelines
 s\, communities need resources that support a culture of mental and emotio
 nal (M&E) well-being. Rural community members developed COMET (Changing Ou
 r Mental and Emotional Trajectory)\, a universal community-based training 
 program\, to move upstream to prevent M&E health crises. COMET Community T
 raining (CT) teaches people how to initiate a supportive interaction for a
  potentially emotional conversation using the simple\, seven-item COMET co
 nversational guide. TIER I\nObjectives:\n1 .Learn a natural way to talk wi
 th a friend\, a neighbor\, or an acquaintance about difficult topics.\n2. 
 Learn a conversational guide and the importance of being 'the other person
 .'\n3. Practice the COMET intervening questions and plan how you will use 
 COMET to have conversations about another's well-being.\nTarget Audience: 
  School Counselors\, Mental Health Counselors\, Counseling Students\, Teac
 hers and Para Educators\, Administrators\, Parent's\, Social Workers\n\nCr
 eating Persistence and Optimism with Resilience by Nicole Berosek (Introdu
 ctory)  *1 CE Credit Available*\nTenacity is the one thing that most peopl
 e think about when it comes to resilience with the idea of bouncing back r
 eally quickly after something happens. We start with a nice overview of th
 e general concept of tenacity\; from there we consider the concept of opti
 mism. Then we launch into five techniques to stay motivated\; as we know w
 e all make mistakes\, so next we'll learn how to learn from them. And fina
 lly we dash through 15-time management skills. TIER I\nObjectives:\n1. Exp
 lain tenacity and cultivate realistic optimism.\n2. Describe the technique
 s for staying motivated. \n3. Explain the 15 time management techniques. 
 \nTarget Audience: School Counselors\, Mental Health Counselors\, Counseli
 ng Students\, Teachers and Para Educators\, Administrators\, Parent's\, So
 cial Workers\, Psychologists\n\nFamily Patterns and Adoption: A presentati
 on for educators by Steven Coppard (Introductory) \nThis Tier II  informat
 ional seminar is designed for educators who may have children who have bee
 n adopted or fostered in their schools/classrooms/districts. The intent is
  to raise awareness of how families formed through adoptions\, guardianshi
 p\, kinship and foster care may have unique characteristics that can influ
 ence behavior in the academic environment. Part of the discussion looks mo
 re closely at childhood trauma (of varying degrees) may also affect behavi
 or. Finally\, there is a segment on how educators can think about their in
 teractions\, environment and even lesson plans and how they can support th
 is group of children.  TIER II\nObjectives:\n1. Increase awareness of fami
 ly composition.\n2.  Explore childhood trauma and the effect on behavior.
 \n3.  Increase sensitivity to issues related to adoption and how they may 
 intersect with school related activities. \nTarget Audience: School Counse
 lors\, Counseling Students\, Teachers and Para Educators\, Parent's\, Soci
 al Workers\n\nThe Internet and Counseling by Nathan Favaloro (Introductory
 ) *1 CE Credit Available*\nThis presentation will delve into the relations
 hip and growth of the Internet and the counseling profession. TIER I\nObje
 ctives:\n1. Describe the relationship of the Internet and the Counseling P
 rofession.\n2. Explain how the Internet is used in the Counseling Professi
 on.\n3. Identify positive and negative aspects of the Internet and Counsel
 ing Profession relationship. \nTarget Audience: School Counselors\, Mental
  Health Counselors\, Counseling Students\, Psychologists\n\nIt's Real: For
  Both Middle School & High School Youth by Donna Wolff (Introductory) \nTh
 e presentation covers such topics as:  What is mental health? How is it si
 milar to\, or different from\,physical health? How to notice signs of some
 one needing help. Tips and strategies for having a caring conversation wit
 h someone you might be worried about. Methods of self-care for mind\, body
 \, soul\, and surroundings. Examples of trustworthy resources including: H
 ow reaching out to trusted adults can help teens manage their mental healt
 h. The presentation includes brief video narratives featuring well-known G
 enZ influencers sharing their own experiences with mental health\,and what
  they found helpful at the time. TIER I\nObjectives: \nRecognize signs of 
 suicide\,.\nLearn who is a trustworthy resource.\nRecognize how reaching o
 ut actually helps mental health.\nTarget Audience:  School Counselors\, Me
 ntal Health Counselors\, Counseling Students\, Teachers and Para Educators
 \, Administrators\, Parent's\, Social Workers\, Anyone wanting suicide pre
 vention education\n\nPanhandle Situation Table by Emily Timm  and Misty Cu
 rtis  (Introductory)\nThe Panhandle Situation Table is a weekly collaborat
 ive\, action-oriented virtual meeting between several service sectors and 
 public officers. These include but are not limited to law enforcement and 
 justice systems\, first responders\, hospital systems\, social service age
 ncies\, family/child abuse advocacy agencies\, housing assistance agencies
 \, transportation services\, schools\, mental and behavioral health provid
 ers\, alcohol and drug counselors\, employment services\, veterans assista
 nce services. \nThe Situation Table is a deeply collaborative\, multi-agen
 cy\, risk-driven initiative that allows agencies to work together and mobi
 lize in new ways to rapidly triage situations of Acutely Elevated Risk to 
 connect individuals/families to the support they need.  TIER III\nObjectiv
 es:\n1. Introduction to the Panhandle Situation Table\n2. Reduction of Acu
 tely Elevated Risk/Connection to Services\n3. How Schools Can Benefit from
  Utilizing the Table\nTarget Audience: School Counselors\, Mental Health C
 ounselors\, Counseling Students\, Teachers and Para Educators\, Administra
 tors\, Social Workers\n\nTrauma-Informed Classroom Practices by Jamie Sato
  (Introductory) *1 CE Credit Available*\nThis will help inform school staf
 f (e.g.\, teachers\, administrators) on the definition\, causes\, and symp
 toms and presentation of trauma and give practical tools to approach and v
 iew students with a trauma-informed lens and support students. TIER I\nObj
 ectives:\n1. Identify trauma and its presentation in children and adolesce
 nts\n2. Describe trauma symptoms and view student needs through a trauma-i
 nformed lens\n3. Discuss how to appropriately support to optimize students
 ' learning\nTarget Audience: Teachers and Para Educators\, Administrators\
 , Psychologists\n\nWhy aren’t students using the skills I’m teaching? by J
 udith Norman (Intermediate)  * 1 CE Credit  Available\nSelf-regulation is 
 crucial to manage stress\, behaviors\, and access thinking\, all vital for
  successful learning. Most SEL programs are missing essential components\,
  hindering students from independently utilizing effective strategies\, ev
 en those we've already taught them. This can result in a lack of prerequis
 ite skills being perceived as intentional behavior and can feel very frust
 rating. Learn what's missing and how to shift practices by incorporating s
 imple elements\, such as interoception\, facilitating students' abilities 
 to initiate appropriate self-regulation skills in the classroom.\nObjectiv
 es:\n1. Describe the different skills necessary to support developing self
 -regulation and how to incorporate them into already existing practices.\n
 2. Discuss that interoceptive awareness is foundational to being able to s
 elf-regulate.\n3. Identify ways to incorporate self-reflection into daily 
 routines\, thereby promoting neural rewiring and nervous system re-pattern
 ing. \nTarget Audience: School Counselors\, Mental Health Counselors\, Cou
 nseling Students\, Teachers and Para Educators\, Administrators\, Social W
 orkers\, Parents\, Psychologists\n\nYouth Tobacco Prevention & Cessation R
 esources by Ranae Aspen (Introductory) - *1 CE Credit Available*\nNo Limit
 s Nebraska's is the NDE's youth tobacco prevention program that aims to pr
 ovide schools and professionals about the dangers of commercial tobacco us
 e and correlations between mental health and youth tobacco use will be dis
 cussed. The session will also highlight tools and resources for educators\
 , parents\, and youth to positively reduce the incidence of youth using to
 bacco products as well as highlighting cessation resources for those youth
  who are addicted to tobacco products. Additional resources available for 
 policy development\, social media resources\, and Nebraska Preventing mate
 rials. TIER I\nObjectives:\n1. Discuss emerging tobacco products and the c
 onnection between mental health & youth who are using tobacco products. \n
 2. List resources to prevent the initiation of tobacco use among Nebraska 
 Youth.\nTarget  Audience: School Counselors\, Mental Health Counselors\, C
 ounseling Students\, Teachers and Para Educators\, Administrators\, Parent
 's\, Social Workers\, Psychologists\n\nSome breakout sessions will be reco
 rded and available to registered attendees following the conference.\n\n\n
 CONTINUING EDUCATION HOURS FOR PSYCHOLOGISTS*AVAILABLE\n\nThis conference 
 has been approved for 7 continuing education credits for psychologists. Cr
 edits will be awarded to participants who attend the entire training.\nCon
 tinuing education hours for psychologists may be used by other behavioral 
 health professionals.\n\nThe University of Nebraska Public Policy Center (
 NUPPC) is approved by the American Psychological Association to sponsor co
 ntinuing education for psychologists. \nThe NUPPC sponsors this event and 
 maintains responsibility for this program and its content.\nThis conferenc
 e is sponsored by the University of Nebraska Public Policy Center.\n\n
DTSTART;TZID=America/Denver:20240813T040000
DTEND;TZID=America/Denver:20240813T040001
LOCATION:Performing Arts Center\, 1405 Box Butte Ave.\, Alliance\, NE 69301
  US
SUMMARY:Western Nebraska School Mental Health Conference
END:VEVENT
END:VCALENDAR