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At the conclusion of this presentation, participants will be able to do the following: 1) review the structure and purpose of 504 Plans, Individual Education Programs (IEPs), and accommodations for children and adolescents with mental illnesses to improve child and adolescent psychiatrists' skills in educating patients and families on IEP procedures and rights; 2) receive best-practice information on the importance of mental health secondary transition and IEP obligations to assist educators in facilitating postschool success; 3) review several redacted IEPs and discuss pragmatic ways to establish communication and collaboration to create better IEP goals to support students; 4) learn how to incorporate information from IEPs and neuropsychological reports into patient management; and 5) improve the understanding of the purpose and limits of neuropsychological reports via neuropsychologist-led practical show-and-tell presentations of some neuropsychological assessment tools and a review of redacted neuropsychological reports. At the end of this presentation: 1) participants will be able to gain access to tangible practical tools and resources for special education services and will be able to assist families in navigating this system more effectively; 2) through exposure, participants will be able to critically appraise IEPs and recognize appropriate (neuro)psychological assessments and consultations; and 3) participants will be able to lead patients and families in creating appropriate, successful transition plans. [Extracted from the article]

Civility, collegiality, and consensus building have been the hallmarks of the Higher Education Mental Health Alliance (HEMHA) experience. Attendees will also shape the Alliance's next intended product. [Extracted from the article]

An abstract of the article "Stigma of Mental Illness on College Campuses: Teaching Implications for Child and Adolescent Psychiatry Trainees" by Vivien Chan is presented.

Asian American and Pacific Islanders (AAPI) are the fastest growing racial minority in the United States. With more than 40 subgroups in the diaspora, 1 in 10 American youths will be of Asian origin by 2060. Racism-defined as prejudice, discrimination or antagonism on the basis of membership in a particular racial or ethnic group-is increasingly recognized as a public health crisis.1 Anti-AAPI racism, such as unequal resource distribution in housing, education, employment, and health care, exclusionary naturalization policies and violence1,2 (eg, Pacific coast riots, Japanese Americans' internment during World War II, recent Atlanta shootings) is well documented. Anti-AAPI microaggressions-that is, the subtle, sometimes unintentional forms of racism such as characterizations as perpetual foreigners, ascriptions of intelligence, oversexualization of women, invalidated interethnic differences, and model minority myth-are common. The model minority stereotype dismisses real struggles1 and pits AAPIs against other racial minorities. Despite the proud tradition of AAPI activism , discrimination is often endured in silence, probably stemming from cultural values of stoicism and harmony, and tacit societal acceptance of racism.3. [ABSTRACT FROM AUTHOR]