From Helpless to Wholeness: A Team-Centered Approach to Mental Health and Wellbeing




As the emotional toll of the pandemic deepens, schools must continue to prioritize the health and wellbeing of their students. Effective mental health management requires a holistic approach that empowers every student to address stress, anxiety and other concerns with greater connection, compassion and communication.

In this interactive and evidence-based webinar, you’ll gain practical and powerful tools to help students manage their mental health and wellbeing. Drawing on life-enhancing principles of positive psychology, you’ll learn how the three R’s – reflection, reframing and reaching out – allow students to gain perspective and control through self-guided and department-based support. Learn proven practices that create wholeness and happiness while activating the brain’s resilience-building capabilities. Adopt “right now” strategies to destigmatize mental health and provide workable solutions for students and their families.

From learning how to spot warning signs to forging closer bonds, this training offers a road map for building support channels, managing stress, boosting optimism and maintaining emotional health – creating the kind of resilient, compassionate and productive school environments where everyone thrives.


Meagan O’Malley As a trainer of school psychologists at Sacramento State University, I work to ensure that our graduate students are equipped to use scientifically-supported approaches to psychoeducational assessment and academic and social-emotional intervention. In addition to my teaching responsibilities, I maintain an active research program investigating topics related to school mental health. I am interested in psychological wellbeing and school climate perceptions, particularly as they vary across youth with minoritized identities. My research has been published in a variety of academic outlets, including the Journal of School Psychology, School Mental Health, and Educational Administration Quarterly. I serve as Associate Editor of the academic journal Contemporary School Psychology, and as Program Chair for the School Culture, Community, and Climate Special Interest Group of the American Educational Research Association.

Michael Furlong, Ph.D., Michael is a Distinguished Professor Emeritus of School Psychology and Research Professor at the International Center for School Based Youth Development, University of California Santa Barbara. He co-edited the Handbook of Positive Psychology in Schools (2009, 2014, 2022), served as the Journal of School Violence editor (2008-2015), and currently serves as an associate editor of Educational and Developmental Psychology. Mike collaborates with colleagues on Project Covitality (www.covitalityucsb.info), supporting schools’ efforts to foster all students’ social-emotional development. And, in the ancient days (1995), he served as the CASP President.

Susan K. Coats, Ed.D., L.E.P., was the CASP Specialist on Mental Health and Wellness from 2015-2021, a CDE Student Mental Health Policy Workgroup member, a DHCS AB 340 Trauma Screening Advisory Workgroup Member, the mental health liaison for the school based mental health agencies, and developed her district’s K-12 mental health framework and social emotional learning programs. In 2016, she received U.S. Congressional Recognition for her work establishing the first NAMI High School Club in the East San Gabriel Valley, awarded the 2017 “Child Advocate of the Year” from CMHACY, the NASP Outstanding Advocate Award, and the 2018 “Woman of Achievement” award from the California State Legislature. In addition, she has been a NAMI High School Club Advisor, a trainer for Youth Mental Health First Aid, PREPaRE, and the Student Mental Health Initiative.


This webinar is not eligible for CEUs/CPDs.

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