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Eliminating Barriers To
Learning through the early
identification of student
mental health issues
PRESENTERS:
JESSIE DAMIA...
WHAT WOULD YOU DO ABOUT…
 A student with asthma?

 A student with diabetes?
 A student with food allergies?
 A student...
FIRST AID

3
WHY FOCUS ON MENTAL HEALTH ISSUES?

4
AFFECTS LEARNING

5
50% of youth with a mental
health disorder drops out of
high school – the highest drop
out rate among students
National Al...
STIGMA

7
TEACHERS AND SCHOOL STAFF CAN HELP
REMOVE BARRIERS

8
9
BENEFITS
Higher academic
achievement
Lower
absenteeism
Fewer behavioral
problems

10
OVERALL PURPOSE OF TRAINING

Eliminate barriers to learning by
understanding and addressing
mental health issues in the
sc...
OVERVIEW OF MODULES
I

Eliminating Barriers for Learning: The Foundation
Social-emotional development, stigma, and discrim...
Time
8:30
9:00

Topic
Registration
Welcome & Introduction/Overview of EBL Training and Modules /Packets

9:15

Module I – ...
Module I:
Eliminating Barriers for Learning:
The Foundation

I-E
GOAL

Module I will discuss socialemotional
development, stigma and
discrimination.
I-G
SOCIAL EMOTIONAL DEVELOPMENT

Process of acquiring
information, values, and
beliefs about self, others,
and the world at l...
HOW DOES IT IMPACT LEARNING?

I-G
18
19
I-I
GROUP DISCUSSION
How did these two students’ behaviors get in
the way of their learning?

How did the instructor handle th...
This film was produced as part of the Directing Change video contest and is a
copyrighted work of the California Mental He...
GROUP ACTIVITY

I-K
Common mental health disorders in
a school setting include:
 Depression
 Attention-deficit/hyperactivity
disorder
 Post...
1 in 5 children have a
diagnosable mental health
disorder
75% of these children DO
NOT receive treatment
I-K
STIGMA
 A cluster of negative attitudes and
beliefs.
 The use of negative labels to identify a
person.
 Stigma discoura...
27
STIGMA AFFECTS…
IDENTIFICATION
•

Handout I-D

Reluctant to recognize behavior

REFERRAL
•
•
•
•

Think it will pass
Don’t...
This film was produced as part of the Directing Change video contest and is a
copyrighted work of the California Mental He...
TEACHER & STAFF ROLES
Observer
Catalyst
Team member
Educator
Role model

Collaborator
Create Positive Social Cultur...
GROUP DISCUSSION
 Using the roles on your handout, what
are some ways supportive adults on a
school site can help student...
KOGNITO
http://california.kognito.com/

32
WRAPPING UP

 Comments & Questions

I-U
Module II:
Social-Emotional Development,
Mental Health, and Learning

II-A
GOAL

Overview of mental health
issues among students and
their potential effects on
learning and behavior.
II-B
RISK & PROTECTIVE FACTORS
 Risk factors make it more likely
that a teen will develop a disorder.
 Protective factors mak...
II-D
COMMUNITY
Resources

SCHOOL
Norms

FAMILY
INDIVIDUAL &
PEERS

Truancy
Poverty
High
Expectations

Role
Models

Safety

SEDs...
RESILIENCY IN SCHOOL:
POSITIVE SCHOOL CLIMATE
Positive
regard for
students

Clear Rules

High
Expectations

Consistent
enf...
MENTAL HEALTH: DEFINITION
Ability to maintain successful mental
activity.
 Engage in productive daily activities
 Establ...
MENTAL HEALTH CONTINUUM

Handout II-B

II-I
THREE FACTORS TO CONSIDER

 Frequency

– How often?
 Duration – How long?
 Intensity – To what degree?
II-AA
MENTAL HEALTH AND EMOTIONAL
PROBLEMS IMPACT LEARNING BECAUSE THEY
CAN AFFECT:

ATTENTION

II-L
CONCENTRATION

II-L
MASTERY OF SKILLS

II-L
CLASSROOM CONDUCT

II-L
ABILITY TO ORGANIZE

II-L
ABILITY TO COMMUNICATE

II-L
GUEST SPEAKERS

PANEL OF SERVICE
PROVIDERS

III-E
Overview of common mental
health and emotional problems in
students
Handouts II-E to II-I, as well as
more in-depth Fact S...
II-R
DEPRESSION

 Between 4% and 7% of

children and teens are
clinically depressed
II-M


Suicide is the 3 rd leading
cause of death in 15 – 24
year olds
Any threat of suicide
should be treated seriously.
II-P
II-P
55
DISRUPTIVE BEHAVIORS

II-V
KEEP IN MIND
Youth who show disruptive behaviors may
have:
 Unidentified symptoms of depression
and/or anxiety
 One or m...
LUNCH

II-W
CO-OCCURRING SOCIAL-EMOTIONAL
PROBLEMS
 Higher incidences of other psychiatric

conditions
 Impulsiveness
 Low self-est...
HEALTH RISKS

 Drug use/abuse

 Alcohol use/abuse
 Higher rates of HIV/AIDS and STDs
 Unwanted pregnancies
 Driving w...
RESTRICTED OPPORTUNITIES

 Low academic achievement

 Lower high school graduation rates
 Limited post-secondary entry
...
INDICATORS OF NEED FOR INTERVENTION
Student has:
 Emotional extremes – sad, angry,
fearful, anxious
 Experiences big cha...
THREE FACTORS TO CONSIDER

 Frequency

– How often?
 Duration – How long?
 Intensity – To what degree?
II-AA
ACTION PLAN
 A way to direct your
response and to
problem-solve with
individual students
 Each is unique to the
individu...
STAGES OF AN ACTION PLAN INCLUDE:

 Stage I: Know your resources
 Stage II: Voice your concern
 Stage III: Follow up
II...
WRAPPING UP

 Comments & Questions

II-EE
GUEST SPEAKER

Christine Price, MFT
Marriage & Family Therapist
Former BRONCO grant
service provider in Willits
II-M
Module III:
Making Help Accessible to
Students and Families
III-A
GOAL

Help teachers and other school staff
break down barriers to learning by
formulating a plan to assist students
with m...
Juanita’s Story
Handout III-D, part I

III-F
GROUP DISCUSSION
Handout III-D, part 1
 How would you work with Juanita after her
disclosure of bipolar disorder?
 What ...
Juanita’s Story
Handout III-E, part II

III-G
GROUP DISCUSSION
 Was this an effective way to involve
parents?
 Are there other ways to involve Juanita’s
parents?
 Wh...
ACTION PLAN
 Stage I: Know your

resources
 Stage II: Voice your
concern/ask for
help
 Stage III: Follow up
Handout III...
GROUP DISCUSSION
Handout III-B
Brainstorm resources in your
own building and district
III-E
WEB RESOURCES

THE STUDENT MENTAL HEALTH
INITIATIVE WEBSITE

III-E
COMMUNITY RESOURCES

III-E
COMMUNITY RESOURCES

III-E
COMMUNITY RESOURCES

III-E
SMHI WEB PAGE RESOURCE

III-E
INFORMATIONAL RESOURCE

THE REGIONAL K-12 STUDENT MENTAL
HEALTH INITIATIVE WEBSITE
http://regionalk12smhi.org/

III-E
AN EDUCATOR’S GUIDE TO CHILDREN’S
MENTAL HEALTH

III-G
PEI SCREENING TOOL

III-G
III-G
CONFIDENTIALITY
 The purpose of confidentiality is to honor an
individual's right to privacy and to show
respect for the ...
WHEN SHOULD CONFIDENTIALITY
BE BROKEN?
 Intention of harm to self or others.

 Student reports neglect or psychological,...
WRAPPING UP

 Comments

& Questions?

III-J
Thanks for coming!

88
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Eliminating Barriers to Learning training power point

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The Eliminating Barriers to Learning training provides educators and school personnel with tools and resources to address student mental health issues in the school setting.

Published in: Education, Health & Medicine

Eliminating Barriers to Learning training power point

  1. 1. Eliminating Barriers To Learning through the early identification of student mental health issues PRESENTERS: JESSIE DAMIAN, M.A. MENDOCINO COUNTY OFFICE OF EDUCATION COLLEGE AND CAREER READINESS COUNSELOR NATASHA CARTER, M.S. MENDOCINO COUNTY OFFICE OF EDUCATION STUDENT MENTAL HEALTH INITIATIVE COORDINATOR 2013 Designed by the Placer County Office of Education Sponsored by California Department of Education, Coordinated Student Support and Adult Education Division. Made possible through funding from the Mental Health Services Act of 2004.
  2. 2. WHAT WOULD YOU DO ABOUT…  A student with asthma?  A student with diabetes?  A student with food allergies?  A student with severe depression? I-A
  3. 3. FIRST AID 3
  4. 4. WHY FOCUS ON MENTAL HEALTH ISSUES? 4
  5. 5. AFFECTS LEARNING 5
  6. 6. 50% of youth with a mental health disorder drops out of high school – the highest drop out rate among students National Alliance on Mental Illness (NAMI) 6
  7. 7. STIGMA 7
  8. 8. TEACHERS AND SCHOOL STAFF CAN HELP REMOVE BARRIERS 8
  9. 9. 9
  10. 10. BENEFITS Higher academic achievement Lower absenteeism Fewer behavioral problems 10
  11. 11. OVERALL PURPOSE OF TRAINING Eliminate barriers to learning by understanding and addressing mental health issues in the school environment. I-C
  12. 12. OVERVIEW OF MODULES I Eliminating Barriers for Learning: The Foundation Social-emotional development, stigma, and discrimination II Social-Emotional Development, Mental Health, and Learning Overview of disorders, effects on learning, and risk factors III Making Help Accessible to Students and Families Formulate a plan to help students with mental health needs IV Strategies To Promote a Positive Classroom Climate Create a climate that promotes learning and mental health Create a formal action plan for promoting mental health wellness V Infusing Cultural Competence into Mental Wellness Initiatives Practical considerations for the classroom and campus I-D
  13. 13. Time 8:30 9:00 Topic Registration Welcome & Introduction/Overview of EBL Training and Modules /Packets 9:15 Module I – Eliminating Barriers to Learning, The Foundation Impact of social and emotional development on school success Definition and symptoms of mental health disorders Stigma and Discrimination Teacher and Staff roles 10:15– 10:30 10:30 BREAK 11:00 11:40 Module II – Social-Emotional Development, Mental Health, and Learning Risk and Protective factors in youth and how they affect social and emotional development Mental health and impact on student learning Panel of Service Providers Common mental health disorders in the school setting 12:00-12:30 Lunch 12:30 Co-occurring Social-Emotional problems and other health risks Indicators of Need Stages of an Action Plan 1:00-1:40 Guest Speaker: Christine Price, MFT 1:40 Module III – Making Help Accessible to Students and Families Juanita’s story Action Plan Know your school and community resources Web Resources—Student Mental Health Initiative website and Regional K-12 SMHI website Confidentiality issues Other tools and resources – PEI screening survey 2:30 Closing Comments/Evaluations Evaluation 13
  14. 14. Module I: Eliminating Barriers for Learning: The Foundation I-E
  15. 15. GOAL Module I will discuss socialemotional development, stigma and discrimination. I-G
  16. 16. SOCIAL EMOTIONAL DEVELOPMENT Process of acquiring information, values, and beliefs about self, others, and the world at large. I-E
  17. 17. HOW DOES IT IMPACT LEARNING? I-G
  18. 18. 18
  19. 19. 19
  20. 20. I-I
  21. 21. GROUP DISCUSSION How did these two students’ behaviors get in the way of their learning? How did the instructor handle these situations? What could the instructor have done? Have you encountered a similar situation in your classroom? What did you do? I-J
  22. 22. This film was produced as part of the Directing Change video contest and is a copyrighted work of the California Mental Health Services Authority (CalMHSA), using funds from the voter-approved Mental Health Services Act (Prop 63). I-N
  23. 23. GROUP ACTIVITY I-K
  24. 24. Common mental health disorders in a school setting include:  Depression  Attention-deficit/hyperactivity disorder  Post Traumatic Stress Disorder  Anxiety disorders  Conduct disorder  Eating disorders I-K
  25. 25. 1 in 5 children have a diagnosable mental health disorder 75% of these children DO NOT receive treatment I-K
  26. 26. STIGMA  A cluster of negative attitudes and beliefs.  The use of negative labels to identify a person.  Stigma discourages individuals and their families from getting the help they need. I-N
  27. 27. 27
  28. 28. STIGMA AFFECTS… IDENTIFICATION • Handout I-D Reluctant to recognize behavior REFERRAL • • • • Think it will pass Don’t want others to think they’re crazy Think it has nothing to do with school Don’t know what to do TREATMENT • • • • Fear of breach of confidentiality Feel ashamed or embarrassed Afraid of being blamed Unaware treatment is available I-P
  29. 29. This film was produced as part of the Directing Change video contest and is a copyrighted work of the California Mental Health Services Authority (CalMHSA), using funds from the voter-approved Mental Health Services Act (Prop 63). I-P
  30. 30. TEACHER & STAFF ROLES Observer Catalyst Team member Educator Role model Collaborator Create Positive Social Culture Handout I-E I-S
  31. 31. GROUP DISCUSSION  Using the roles on your handout, what are some ways supportive adults on a school site can help students?  Describe what your school’s protocol is for referring students to a schoolsite counselor or therapist. 31
  32. 32. KOGNITO http://california.kognito.com/ 32
  33. 33. WRAPPING UP  Comments & Questions I-U
  34. 34. Module II: Social-Emotional Development, Mental Health, and Learning II-A
  35. 35. GOAL Overview of mental health issues among students and their potential effects on learning and behavior. II-B
  36. 36. RISK & PROTECTIVE FACTORS  Risk factors make it more likely that a teen will develop a disorder.  Protective factors make it less likely that a teen will develop a disorder.  May be biological, psychological, or social. II-D
  37. 37. II-D
  38. 38. COMMUNITY Resources SCHOOL Norms FAMILY INDIVIDUAL & PEERS Truancy Poverty High Expectations Role Models Safety SEDs Humor Values Social Competency Drop out Clear Rule Enforcement Family Bonding Community Disorganization School Bonding Cultural Disenfranchisement II-E
  39. 39. RESILIENCY IN SCHOOL: POSITIVE SCHOOL CLIMATE Positive regard for students Clear Rules High Expectations Consistent enforcement Empowered students II-H
  40. 40. MENTAL HEALTH: DEFINITION Ability to maintain successful mental activity.  Engage in productive daily activities  Establish and maintain fulfilling relationships with others II-I
  41. 41. MENTAL HEALTH CONTINUUM Handout II-B II-I
  42. 42. THREE FACTORS TO CONSIDER  Frequency – How often?  Duration – How long?  Intensity – To what degree? II-AA
  43. 43. MENTAL HEALTH AND EMOTIONAL PROBLEMS IMPACT LEARNING BECAUSE THEY CAN AFFECT: ATTENTION II-L
  44. 44. CONCENTRATION II-L
  45. 45. MASTERY OF SKILLS II-L
  46. 46. CLASSROOM CONDUCT II-L
  47. 47. ABILITY TO ORGANIZE II-L
  48. 48. ABILITY TO COMMUNICATE II-L
  49. 49. GUEST SPEAKERS PANEL OF SERVICE PROVIDERS III-E
  50. 50. Overview of common mental health and emotional problems in students Handouts II-E to II-I, as well as more in-depth Fact Sheets II-M
  51. 51. II-R
  52. 52. DEPRESSION  Between 4% and 7% of children and teens are clinically depressed II-M
  53. 53.  Suicide is the 3 rd leading cause of death in 15 – 24 year olds Any threat of suicide should be treated seriously. II-P
  54. 54. II-P
  55. 55. 55
  56. 56. DISRUPTIVE BEHAVIORS II-V
  57. 57. KEEP IN MIND Youth who show disruptive behaviors may have:  Unidentified symptoms of depression and/or anxiety  One or more diagnosable disorders For example, a youth may have both ADHD and a learning disability II-W
  58. 58. LUNCH II-W
  59. 59. CO-OCCURRING SOCIAL-EMOTIONAL PROBLEMS  Higher incidences of other psychiatric conditions  Impulsiveness  Low self-esteem  Poor social skills  Limited interpersonal relationships, social supports, and social networks II-L
  60. 60. HEALTH RISKS  Drug use/abuse  Alcohol use/abuse  Higher rates of HIV/AIDS and STDs  Unwanted pregnancies  Driving while intoxicated II-L
  61. 61. RESTRICTED OPPORTUNITIES  Low academic achievement  Lower high school graduation rates  Limited post-secondary entry  Fewer employment opportunities  Less financial independence II-L
  62. 62. INDICATORS OF NEED FOR INTERVENTION Student has:  Emotional extremes – sad, angry, fearful, anxious  Experiences big changes – declining academic performance, losing interest, avoiding friends, not completing tasks  Engaging in risky behaviors – drugs and salcohol, eating too much, not eating Handout II-J II-AA
  63. 63. THREE FACTORS TO CONSIDER  Frequency – How often?  Duration – How long?  Intensity – To what degree? II-AA
  64. 64. ACTION PLAN  A way to direct your response and to problem-solve with individual students  Each is unique to the individual needs of the student, his or her family, and the resources available
  65. 65. STAGES OF AN ACTION PLAN INCLUDE:  Stage I: Know your resources  Stage II: Voice your concern  Stage III: Follow up II-CC
  66. 66. WRAPPING UP  Comments & Questions II-EE
  67. 67. GUEST SPEAKER Christine Price, MFT Marriage & Family Therapist Former BRONCO grant service provider in Willits II-M
  68. 68. Module III: Making Help Accessible to Students and Families III-A
  69. 69. GOAL Help teachers and other school staff break down barriers to learning by formulating a plan to assist students with mental health needs. III-B
  70. 70. Juanita’s Story Handout III-D, part I III-F
  71. 71. GROUP DISCUSSION Handout III-D, part 1  How would you work with Juanita after her disclosure of bipolar disorder?  What would be your next step in the classroom?  Would you involve a school counselor or other mental health professional at this point? III-E
  72. 72. Juanita’s Story Handout III-E, part II III-G
  73. 73. GROUP DISCUSSION  Was this an effective way to involve parents?  Are there other ways to involve Juanita’s parents?  What are possible next steps in this situation? If this was your student, what local resources would be the most helpful and how can the student access these resources? III-G
  74. 74. ACTION PLAN  Stage I: Know your resources  Stage II: Voice your concern/ask for help  Stage III: Follow up Handout III-A III-D
  75. 75. GROUP DISCUSSION Handout III-B Brainstorm resources in your own building and district III-E
  76. 76. WEB RESOURCES THE STUDENT MENTAL HEALTH INITIATIVE WEBSITE III-E
  77. 77. COMMUNITY RESOURCES III-E
  78. 78. COMMUNITY RESOURCES III-E
  79. 79. COMMUNITY RESOURCES III-E
  80. 80. SMHI WEB PAGE RESOURCE III-E
  81. 81. INFORMATIONAL RESOURCE THE REGIONAL K-12 STUDENT MENTAL HEALTH INITIATIVE WEBSITE http://regionalk12smhi.org/ III-E
  82. 82. AN EDUCATOR’S GUIDE TO CHILDREN’S MENTAL HEALTH III-G
  83. 83. PEI SCREENING TOOL III-G
  84. 84. III-G
  85. 85. CONFIDENTIALITY  The purpose of confidentiality is to honor an individual's right to privacy and to show respect for the vulnerability that underlies the process of sharing private information.  RULE: When in doubt, treat information as if it is confidential unless the information violates the limits of confidentiality. III-H
  86. 86. WHEN SHOULD CONFIDENTIALITY BE BROKEN?  Intention of harm to self or others.  Student reports neglect or psychological, physical and sexual abuse.  Suspicion of abuse is justification to break privacy. All teachers are mandated reporters. SAFETY PRECEDES PRIVACY III-H
  87. 87. WRAPPING UP  Comments & Questions? III-J
  88. 88. Thanks for coming! 88

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