Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This powerpoint presentation was put together by Dr. Mark Weist, a national expert on school-based mental health services from the University of South Carolina, and presented on May 7 as part of Children's Mental Health Day.
Dramatic arts as a teaching and learning tool to promote mental health. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teachers Education Association (ATEA) conference 6-9 July, Sydney, 2014.
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
Universal mental health promotion to tackle bullying, behavioural problems and big issues. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July, Sydney.
Child Illness Resilience Program: Summary of outcomes.
Program managed by the Hunter Institute of Mental Health with funding from the Greater Charitable Foundation and support from Kaleidoscope, John Hunter Children's Hospital.
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This powerpoint presentation was put together by Dr. Mark Weist, a national expert on school-based mental health services from the University of South Carolina, and presented on May 7 as part of Children's Mental Health Day.
Dramatic arts as a teaching and learning tool to promote mental health. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teachers Education Association (ATEA) conference 6-9 July, Sydney, 2014.
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
Universal mental health promotion to tackle bullying, behavioural problems and big issues. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July, Sydney.
Child Illness Resilience Program: Summary of outcomes.
Program managed by the Hunter Institute of Mental Health with funding from the Greater Charitable Foundation and support from Kaleidoscope, John Hunter Children's Hospital.
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
Symposium presentation by Dr Greer Bennett, Hunter Institute of Mental Health, for the Society of Mental Health Research Conference 2016.
For more information visit www.himh.org.au
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
Presentation by Phoebe Joyce, from Mentally Healthy WA - Helping school communities to be well and stay well. Presented at the Western Australian Mental Health Conference 2019.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Lisa Marriott - Working with Local Schools on Nutrition EducationSeriousGamesAssoc
Lisa Marriott, Assistant Professor, OHSU/PSU School of Public Health
This presentation was given at the 2017 Serious Play Conference, hosted by the George Mason University - Virginia Serious Play Institute.
Games for improving health and education: approaches for integrating data collection and persuasive system design on an academic budget
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
Symposium presentation by Dr Greer Bennett, Hunter Institute of Mental Health, for the Society of Mental Health Research Conference 2016.
For more information visit www.himh.org.au
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
Presentation by Phoebe Joyce, from Mentally Healthy WA - Helping school communities to be well and stay well. Presented at the Western Australian Mental Health Conference 2019.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Lisa Marriott - Working with Local Schools on Nutrition EducationSeriousGamesAssoc
Lisa Marriott, Assistant Professor, OHSU/PSU School of Public Health
This presentation was given at the 2017 Serious Play Conference, hosted by the George Mason University - Virginia Serious Play Institute.
Games for improving health and education: approaches for integrating data collection and persuasive system design on an academic budget
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
Multi-Tiered Systems of Support for Young Children: Driving Change in Early E...Brookes Publishing
Sponsored by Brookes Publishing
WATCH THE EDWEBINAR RECORDING AT OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
Wouldn’t it be great if every child could participate in an early education program with evidence-based instruction, and receive appropriate levels of instructional interventions to achieve the best possible early academic and behavioral outcomes?
Multi-Tiered Systems of Support (MTSS)—a framework grounded in delivering evidence-based instruction of various intensity levels—can ensure that young children learn essential early academic and behavioral skills. In this edWebinar, discover how to successfully use a data-based decision-making process to match children’s needs with universal, strategic, or intensive instruction in a tiered model. Early education experts Judith J. Carta, Ph.D., and Robin Miller Young, Ed.D., NCSP, introduce MTSS as a system-wide, prevention-oriented framework for delivering efficient services and supports that meet the needs of all young children and their families.
In this recorded session, learn to:
- Articulate the MTSS framework’s core components that help improve outcomes for children and families and contrast these components with those that typically exist in early learning settings
- State how to use a data-based decision-making process to identify children who might need more intensive educational interventions and to monitor their progress during intervention
- Describe a multi-tiered intervention model for early learning programs
- Advocate for moving to an MTSS framework to drive change in early education across multiple system levels
This recorded edWebinar is ideal for all early childhood professionals. Learn how MTSS can help all young children achieve critical early learning outcomes and get ready for success in school.
Originally broadcast: February 7, 2019
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
JOIN OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
Improvement Story session at the 2013 Saskatchewan Health Care Quality Summit. For more information about the summit, visit www.qualitysummit.ca. Follow @QualitySummit on Twitter.
Population and Public Health Branch of Saskatoon Health Region deployed improvement methods to develop a comprehensive strategy to improve outcomes for small children ages 0 to 5. The Early Years Health and Development Strategy (EYHDS) team comprised of 5 front line staff and an improvement consultant worked intensively over three months (Feb, Mar, and April, 2012) to Define, Measure and Analyze the opportunity for improvement and generated 25 recommendations. The result was a set of related recommendations for health planners, governments and community organizations. The presentation will demonstrate how improvement methods can be used effectively in community based health promotion areas of health care.
Better Health
Mary Smillie; Dr. Julie Kryzanowski, Saskatoon Health Region
Going Where the Kids Are: Starting, Growing, and Expanding School Based Healt...CHC Connecticut
Webinar broadcast on: June 28 | 3 P.M. EST
This webinar will address the benefits, challenges, and strategic advantages of a school based health center program from a clinical, data, quality, operational viewpoint, communications, and community engagement perspective. Experts will share the strategy for integrating oral health and behavioral health to ensure the best outcomes for patients.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Mental Health Services & Suicide Risk Reduction, featuring:
- Debbie Beck, executive director of Student Health Services and Healthy Carolina
- Warrenetta Mann, director of counseling and psychiatry
- Rebecca Caldwell, director of strategic health initiatives
Interventions for preventing elder abuse: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of interventions for preventing elder abuse.
Philip Baker, Australia Regional Director APACPH, School of Public Health and Social Work Queensland University of Technology led the session and presented findings from their review:
Baker PRA, Francis DP, Hairi NN, Othman S, Choo WY. (2016). Interventions for preventing abuse in the elderly. Cochrane Database of Systematic Reviews, 2016, CD010321
http://www.healthevidence.org/view-article.aspx?a=interventions-preventing-abuse-elderly-29428
Many older adults experience some form of abuse (psychological, physical, and sexual) that often goes unreported. Elder abuse is associated with morbidity and premature mortality. This review examines the effectiveness of interventions for preventing elder abuse in the home, institutions and community settings. Findings of the review suggest there is uncertainty in the effectiveness of educational interventions to improve knowledge of caregivers about elder abuse and uncertainty on its effect of reducing abuse. This webinar will examine the effectiveness and components of interventions that prevent elder abuse.
iHV regional conf: Sally Kendall - Building evaluation into your practiceJulie Cooper
Presentation by Professor Sally Kendall at the Institute of Health Visiting Regional Professional Conferences 2015.
Professor Sally Kendall is Associate Dean Research Director, Centre for Research in Primary and Community Care School of Health and Social Work, at the University of Hertfordshire.
Implementing mental health promotion in schoolsIngridHillblom
Evidence and principles of the effective implementation of school-based programmes promoting the social and emotional wellbeing of young people by Professor Margaret Barry
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo
Similar to Advancing School Mental Health - Professor Mark Weist (20)
The Australian Bureau of Statistics (ABS) has today released its 2016 Causes of Death data - which includes annual national suicide information. The following summary has been developed by the Mindframe National Media Initiative www.mindframe-media.info
The Australian Bureau of Statistics (ABS) has today released its 2016 Causes of Death data - which includes annual national suicide information. The following State and Territory data has been developed by the Mindframe National Media Initiative www.mindframe-media.info
The Australian Bureau of Statistics (ABS) has today released its 2016 Causes of Death data - which
includes annual national suicide information. The following summary has been developed by the Mindframe National Media Initiative www.mindframe-media.info
Symposium presentation by Ellen Newman, Hunter Institute of Mental Health, for the Society for Mental Health Research Conference 2016.
For more information visit www.responseability.org
Today, new research has been released that examines attitudes towards the reporting and professional communication about suicide held by journalism and public relations students in Australia.
This report forms part of a PhD and was supported by staff at the Hunter Institute of Mental Health working on the Mindframe National Media Initiative.
For more information about the research visit www.mindframe-media.info
Today, new research has been released that examines attitudes towards the professional communication about suicide held by public relations and communication professionals in Australia.
this report forms part of a PhD and was supported by staff at the Hunter Institute of Mental Health working on the Mindframe National Media Initiative and the Public Relations Institute of Australia.
For more information about the research visit www.mindframe-media.info
Today, new research has been released that examines attitudes towards the reporting about suicide held by media professionals in Australia.
This report forms part of a PhD study and was supported by staff at the Hunter Institute of Mental health working on the Mindframe National Media Initiative.
For more ifnormation about the research visit www.mindframe-media.info
The Australian Bureau of Statistics (ABS) has today released its 2015 Causes of Death data - which includes annual national suicide information.
The Hunter Institute of Mental Health has developed the following summary of Australian State and Territory data.
The Australian Bureau of Statistics (ABS) has today released its 2015 Causes of Death data - which includes annual national suicide information.
The Hunter Institute of Mental Health has developed a brief summary of Aboriginal and Torres Strait Islander data from the release.
The Australian Bureau of Statistics (ABS) has today released its 2015 Causes of Death data - which includes annual national suicide information.
The Hunter Institute of Mental Health has developed the following snapshot of information.
Presentation by Dr Frances Kay-Lambkin, Centre for Brain and Mental Health Research, University of Newcastle for proesssional development workshop 'Using technology to support the mental health of young poeple'.
http://www.newcastle.edu.au/research-and-innovation/centre/cbmhr/about-us
Professional development presentation by Dr Michael Carr-Gregg in Newcastle for the Hunter Institute of Mental Health and Centre for Brain and Mental Health Research, University of Newcastle.
www.michaelcarrgregg.com
Presentation by Hunter institute of Mental Health Director Jaelea Skehan for Being Well forum held Tuesday 9th August at Belmont 16 Foot Sailing Club www.himh.org.au
Presentation by Hunter Institute of Mental Health Senior Project Officer Liz Kemp for Hunter Youth Mentor Collaborative network and learning meeting, May 2016.
Presentation by Hunter Institute of Mental Health Projects Coordinator Ellen Newman for Thrive 2016, weaving wellness and wellbeing conference. This presentation is about mental health literacy and strategies for supporting children’s mental health and wellbeing.
The Hunter Institute manages the Mindframe National Media Initiative, which has undertaken the data analysis for this publication, and reminds media and communication professionals of responsible and accurate reporting of suicide. www.mindframe-media.info
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Advancing School Mental Health - Professor Mark Weist
1. Advancing School Mental Health
Mark D. Weist, Ph.D., Professor
Hunter Institute for Mental Health
July 13, 2017 (with thanks to Lucille Eber, Kathy Short,
Jain, and Kathy Georgiades)
ISF
School
Mental
Health
PBIS
2.
3. Health Resources and Services
Administration - 1995
• Mental Health in Schools Initiative
• Two National Centers
– University of Maryland School of Medicine
– University of California, Los Angeles
• Five States
– Kentucky, Maine, Minnesota, New Mexico, South
Carolina
• Initial leadership by project officers Juanita
Cunningham Evans, and Dr. Michael Fishman
8. Outline
• School Mental Health (SMH) – Needs, Strengths,
Limitations
• Positive Behavioral Intervention and Support (PBIS) –
Strengths and Limitations
• Interconnected Systems Framework (ISF) for SMH/PBIS
• Key Themes: Teams, Readiness, Quality, Evidence-
Based Practices, Using Data
• District and State Approaches
• Challenges and Ideas for Overcoming Them
• International Networking and Resources
9. Reality 1
• Child and adolescent mental health is among
the most neglected health care needs in the
world
10. Reality 2
• Children, youth and families are not getting to
places where mental health services are
traditionally delivered
11. Reality 3
• Schools are under-resourced to address
mental health issues, and may view this as
beyond their mission
13. “Expanded” School Mental Health
• Full continuum of effective mental health
promotion and intervention for students in
general and special education
• Reflecting a “shared agenda” involving
school-family-community system partnerships
• Collaborating community professionals (not
outsiders) augment the work of school-
employed staff
14. School Mental Health
(SMH) MH vs Clinics
• Catron, Harris & Weiss (1998)
• 96% offered SMH received
• 13% for clinics
15. SMH vs Clinics 2
• Atkins et al. (2006)
• 80% enrolled in SMH vs 54% in clinics
• At 3-month follow-up, 100% retained in
schools, 0% in clinics
16. Failed Interventions are Not Neutral
• They can lead to:
• Harm
• Avoidance of MH for the rest of someone’s life
• The perpetuation of negative stereotypes
17. Advantages
• Improved access
• Improved early identification/intervention
• Reduced barriers to learning, and
achievement of valued outcomes
• WHEN DONE WELL
18. But
• SMH programs and services continue to
develop in an ad hoc manner, and
• LACK AN IMPLEMENTATION STRUCTURE
20. Discussion
• What are some major strengths and
weaknesses of the child and adolescent
mental health system in Australia?
21. Positive Behavior Intervention and
Support (www.pbis.org)
• In 23,000 plus schools
• Decision making framework to guide selection
and implementation of best practices for
improving academic and behavioral
functioning
– Data based decision making
– Measurable outcomes
– Evidence-based practices
– Systems to support effective implementation
22. Advantages
• Promotes effective decision making
• Reduces punitive approaches
• Improves student behavior
• Improves student academic performance
• WHEN DONE WELL
23. But
• Many schools implementing PBIS lack
resources and struggle to implement effective
interventions at Tiers 2 and 3
• View student issues through lens of
“behavior”
24. Discussion
• What are strengths and weakness of PBIS or
Positive Behavior for Learning (PBL) in
Australia?
25. Key Rationale
• PBIS and SMH systems are operating
separately
• Results in ad hoc, disorganized delivery of
SMH and contributes to lack of depth in
programs at Tiers 2 and 3 for PBIS
• By joining together synergies are unleashed
and the likelihood of achieving depth and
quality in programs at all three tiers is greatly
enhanced
26. Logic
Youth with challenging emotional/behavioral
problems are generally treated very poorly by
schools and other community agencies, and
the “usual” approaches do not work
27. Logic CONT.
• Effective academic performance promotes
student mental health and effective mental
health promotes student academic
performance. The same integration is
required in our systems
28. Development of the Interconnected
Systems Framework (ISF)
• 2002-2007 – Exploration of ideas in sites with PBIS
Expansion (informal and independent)
• 2005 - Community of Practice focus on integration of PBIS
and SMH
• 2008 - First ISF White Paper
• 2009 - 2013 Monthly calls with implementation sites,
national presentations (from sessions to strands)
• 2009 - Grant Submissions
• 2013 - ISF e-book published
• 2015 - ISF Learning Community started with a Webinar
Series
• 2016 – Large RCT grant awarded, webinars continuing
33. ISF Defined
– Structure and process for education and mental
health systems to interact in most effective and
efficient way
– Guided by key stakeholders in education and
mental health/community systems, including youth
and families
– Who have the authority to reallocate resources,
change roles and functions of staff, and change
policy
34. ISF Defined 2
– A strong, committed and functional team guides
the work, using data at three tiers of
intervention
– Sub-teams having “conversations” and
conducting planning at each tier
– Evidence-based practices and programs are
integrated at each tier, with implementation
support and coaching
– SYMMETRY IN PROCESSES AT STATE, DISTRICT
AND BUILDING LEVELS
35. Layered Mental Health Interventions
within the Multi-tiered System of Support
Teaching Matrix
INCORPORATE Coping Strategies for Managing Stress
All Settings Halls Playgrounds Lunch
Library/
Computer Lab
Assembly Bus
Expectations
Respectful
Be on task
Give your
best effort
Be
prepared
Walk Have a plan
Invite those
sitting alone to
join in
Study, read,
compute
Sit in one
spot
Watch
for your
stop
Achieving
&
Organized
Be kind
Hands/feet
to self
Help/share
with
others
Use normal
voice volume
Walk to right
Share
equipment
Include others
Choose quiet
or social lunch
area
Use cognitive
coping skills
Invite friends to
join me
Whisper
Return books
Listen/watch
Use
appropriate
applause
Use a
quiet
voice
Stay in
your
seat
Responsible
Recycle
Clean up
after self
Pick up litter
Maintain
physical
space
Use equipment
properly
Put litter in
garbage can
Use my
breathing
technique
Listen to my
signals
Push in chairs
Treat books
carefully
Pick up
Treat chairs
carefully
Wipe
your
feet
36. Key Messages
1. Install with
MTSS
3. Promote Mental
Health for All
4. Beyond
Access: MH
Interventions
with Specific
Outcomes
37. ISF Conceptual Framework
• Improved
behavioral/academic
outcomes for all
• Greater depth and quality in
services
• Improved data use, team
functioning
• Systematic MOAs
• Strong district/building
leadership
• A SHARED AGENDA
Intervention
Prevention – Early
Intervention
Prevention/Promotion for All
40. Effective Teams
Clear memoranda of agreement/understandings between school systems and
community mental health agencies
Strong leadership
Team members on the team at the school and community level with decision making
authority and ability to allocate resources
Structured meeting agendas, frequent and consistent meetings, high levels of
attendance
Opportunities for all to participate
Note taking and archiving/reviewing notes
Clear action planning
Systematic follow up on action planning
41. How do schools know if they are ready
to implement the ISF?
Schools are ready to implement if:
• High status leadership and team with active administrator
participation
• School priority is to improve social/emotional/behavioral health for
all students
• Committed to SMH-PBIS integration
• Invested in prevention
• Stable staffing and resource allocation
• Active data-based decision making
• Strong family and community support
Includes
perceptions of
stakeholders
Feasibility of
implementation
changes
Available
resources
42. Principles for High Quality SMH –
Early 2000s
• 1) Emphasize ACCESS
• 2) Address needs, and strengthen assets
• 3) Evidence-based
• 4) Diverse stakeholders involved
• 5) Active quality assessment and
improvement
43. Principles CONT
• 6) Full continuum of promotion/prevention,
early intervention and intervention
• 7) Hiring, training and supporting the right
staff
• 8) Assuring developmental and cultural
competence
• 9) Promoting interdisciplinary collaboration
• 10) Improving cross-system coordination
46. The Challenge of Evidence-Based
Practice (from Sharon Stephan)
Intervention/Indicated:
Cognitive Behavioral Intervention for Trauma in
Schools, Coping Cat, Trauma Focused CBT,
Interpersonal Therapy for Adolescents (IPT-A)
Prevention/Selected:
Coping Power, FRIENDS for Youth/Teens, The
Incredible Years, Second Step, SEFEL and
DECA Strategies and Tools, Strengthening
Families Coping Resources Workshops
Promotion/Universal:
Good Behavior Game, PATHS to PAX,
Positive Behavior Interventions and Support,
Social and Emotional Foundations of Early
Learning (SEFEL), Olweus Bullying
Prevention, Toward No Tobacco Use
47. Typical Work for Clinician for Evidence-
Based Prevention Group
• Screen students
• Analyze results of
screen
• Obtain consent/assent
• Obtain teacher buy-in
• Coordinate student
schedules
• Get them to and from
groups
• Rotate meeting times
• Implement effectively
• Promote group
cohesion
• Address disruptive
behaviors
• Conduct session by
session evaluation
• Deal with students who
miss groups
48. Strengthening School Mental Health Services
NIMH, R01MH081941-01A2, 2010-14
(building from a prior R01)
46 school mental health clinicians, 34 schools
Randomly assigned to either:
Personal/ Staff Wellness (PSW)
Clinical Services Support (CSS)
49. CSS: Four Key Domains
• Quality Assessment and Improvement
• Family Engagement and Empowerment
• “Modular” Evidence Based Practice
• Implementation Support
50. Structure for Implementation
• Twice monthly two-hour training
• Monthly or more coaching visits at school
• Coaching involving observing family sessions
and collegially providing ideas and support
51. Results
• Aim 2: EQAI intervention on Youth Psychosocial Outcomes
Child
Free/Red
Lunch
Child Age
CSS Group
Youth
Psychosocia
l
Youth
Psychosocial
Problems
Child
Gender
b = .64 (se = .05)
b = .22 (se = .08)
b = -.27 (se = .07)
EQAI
Intervention
is related to
fewer Youth
Psychosocial
Problems
More
problems
among girls
and youth
receiving free
Pre Post
b = .21 (se = .10)
Psychosocia
l X CSS
Group
Model fit indices: c2
(8) = 8.13, p > .05; CFI
= .99; RMSEA = .01
52. Other Conclusions
• Need the right clinicians
• For true EBP demands are intense at multiple
levels
• TRAINING/IMPLEMENTATION SUPPORT +
INCENTIVES + ACCOUNTABILITY
53. Discussion
• What are some innovative strategies to
overcome challenges to evidence-based
practice in schools in Australia?
54. EBP =Teaching Skills
(same for social/emotional as for academics)
Define simply
Model/demonstrate w/
range of examples
Practice in range of
natural settings
Monitor and provide positive
feedback and reinforcement
Based on data, adjust
instruction and reteach
55. What data are analyzed to assess
implementation across tiers?
School Data
• Academic
• Discipline
• Attendance
• Climate/Perception
• Visits to Nurse, Social
Worker, Counselor, etc.
• Screening from one view
Community Data
• Community Demographics
• Food Pantry Visits
• Protective and Risk Factors
• Calls to crisis centers,
hospital visits
• Screening at multiple views
56. District Community Leadership Team
• Systems leaders (e.g., School Superintendent, MH Agency
Leader)
• Those involved in ISF coaching (from EDU and MH)
• Educators (including principals) and clinicians
• Family members and older youth
• Representatives from other diverse youth-serving systems
(e.g., child welfare, juvenile justice, disabilities, primary
healthcare)
• Government officials
• University staff and researchers
57. Importance of Memoranda of
Agreement (MOAs)
• Enables common expectations and move
toward standardization in evidence-based
assessment and practice
• Providing “one door” for community mental
health and other systems to come through
• Creates opportunities for system
collaboration, braided funding, and growth in
funding to enable other system involvement in
Tiers 1, 2 and 3
60. Challenges cont.
• Negative, pejorative labeling of children and
cumulating negative labels (and in some cases
medications)
• Status quo to focus on experts who tell people
what to do to treat their “psychopathology” or
“severe emotional disturbance”
• Intractable silos of youth serving systems
• Increasing but not decreasing restrictiveness in
placements
• Poor handling of youth transitions between
systems
61. Roles of School-Employed MH Staff (in
some instances)
• Course scheduling
• Attendance monitoring
• Examination monitoring
• Career guidance
• Logistics assistance
– See Steve Evans, Ohio University
62. A Common Pattern
• Crisis of the Week (COW)
therapy
• Putting out fires
• Failing to achieve valued
outcomes
– Thanks to Sharon Stephan
63. Students in Alternative Schools
from Jason Bird and Bobby Markle
Negative School Climate -
• Stigmatized by teachers and students
• Negative peer interactions at both schools
• Little positive support from teachers and school staff
upon returning from alternative school
Inconsistent School Structure and Procedures -
• Larger, more difficult classes upon return to regular
school
• Less perceived expectations/accountability at the
alternative school placements
• Unclear transitional procedures between schools
64. Factors Associated with Educator
Burnout
• Student misbehavior and disengagement
• Low sense of self-efficacy
• Inadequate salary and perceived lower status
of the profession
• Time pressure
• Lack of autonomy
65.
66. Why Alignment is Important
• “One of the major variables affecting sustained
implementation of effective practices is the
introduction of new initiatives that either (a)
compete with resources needed for sustained
implementation or (b) contradict existing
initiatives”
McIntosh (2015)
67. Funding/Resource Barriers
(with thanks to the USC SMH Team)
• Cost of “evidence-based programs”
– Materials, training, coaching, evaluation, re-
training
• Negotiating the “for profit” issue
• Dealing with “evaporating” investments
68. Preliminary Analyses SAMHSA, NREPP
Program Costs (to deliver to 10 students/yr)
For Profit
N= 32
Year 1
$7909-10661
Year 2
$5788
Non Profit
N=36 $3122-3584 $106
Public Domain
N=6 Minor Costs? Minor Costs?
Not Determined
N=9 $1596 $33
69. Discussion
• How are you overcoming problems associated
with use of proprietary programs?
71. Stakeholders (Leaders and Staff)
• Youth and Families
• Government
• Education
• Child and Adolescent
Mental Health
• Juvenile Justice
• Child Welfare
• Disabilities
• Primary Healthcare
• Allied Health Services
• Vocational
Rehabilitation
• Universities and
Colleges
• Faith
• Business
72.
73. INTERCONNECTING PBIS AND SCHOOL MENTAL HEALTH TO IMPROVE SCHOOL SAFETY
Mark D. Weist, Joni Splett, & Colleen Halliday-Boykins (Principal and Co-Investigators)
Kelly Perales, Elaine Miller, Daniela Wojtalewicz & Joshua Bradley (Assisting Implementation and Measurement)
74. Study Design
24 Participating Elementary Schools
◦ Charleston County, SC (12)
◦ Marion County, FL (12)
◦ Prior to study all were implementing PBIS; none were implementing SMH
Each school is randomized to one of three conditions
◦ PBIS Only
◦ PBIS + SMH (business as usual)
◦ Interconnected Systems Framework
Intervention in place for 2 academic years, starting August, 2016
All students in the building are participants unless they opt of study
76. PASS: Key lessons learned, 1.5 years in
1. Hiring the right people is essential (and there are school, and mental
health system politics to navigate)
2. How assure complementarity in roles for school- as compared to
community-employed staff?
3. High level leaders in all systems need to be engaged and involved
4. Teams are all over the map and usually need to be re-organized
5. There is strong resistance to genuine family engagement
77. PASS lessons learned, cont.
6. At times there is a need to be prescriptive, how move to that from a
more organic approach?
7. System for coaching of coaches is critical
8. Drift back into prior practices is an overwhelming force; how can the
strength of implementation support be raised to counter this?
9. Need fluid assessment, fluid intervention, and fluid adjustment of
services, but categorical approach is everywhere and poses a large
challenge
78. PASS, lessons learned 3
10. There is a lot of ambiguity in Tier 2, and as work here progresses
there can be a clear tension between Tiers 2 and 3 (see next slide)
11. There is a critical need for child welfare and juvenile justice systems
to be involved but in general they are not involved
12. What are the best decisions rules for re-screening youth?
13. Tremendous potential for creating integrated education, health,
mental health on-line academic-health records for students
14. Research studies can be strategically used for promoting
sustainability and building capacity but researchers are often not
focused on this and this work is hard
79. Student Baseline Data
(from Spring, 2016)
1,775 Student Assessment Batteries Completed
◦ Male: 49.26%
◦ White: 45.03%
◦ Black/ African American:34.26%
◦ Hispanic: 16.57%
◦ Other: 4.14%
◦ SDQ Borderline: 18%
◦ SDQ Abnormal: 13.23%
◦ Reported 1 or more exposure to violence in past 6 months: 70.35%
763 Teacher Ratings on Selected Students
◦ SDQ Borderline: 15.53%
◦ SDQ Abnormal: 20.47%
80. Discussion
• What other challenges are being experienced
and how do you think moving toward the ISF
could help address them?
81. Important Upcoming U.S. Conferences
• PBIS Implementers Forum
– September 28 and 29, 2017; Chicago
– https://www.eiseverywhere.com/ereg/index.php?eve
ntid=239042&
• Advancing School Mental Health Conference
– October 19-21, 2017; Washington, DC
– http://csmh.umaryland.edu/Conferences/Annual-
Conference-on-Advancing-School-Mental-
Health/22nd-Annual-Conference-in-Washington-
DC/#d.en.248150
82. School Mental Health International
Leadership Exchange (SMHILE)
• Emphasis on building collective knowledge on
leadership and implementation foundations
for effective prevention and mental health
promotion in schools
• Established in 2014
• International Core Development Team (with
leaders from Australia, Canada, England,
Germany, Ireland, Norway, and the U.S.)
• See www.smhile.com
83. SMHILE: Five Critical Themes
• 1) Cross-sector collaboration in building
systems of care
• 2) Meaningful youth and family engagement
• 3) Workforce development and mental health
literacy
• 4) Implementation of evidence-based
practices
• 5) Ongoing monitoring and quality assurance
84. School Mental Health Promotion and
Intervention: Experiences from Four Nations
• Review of SMHILE’s five critical themes as they are
playing out in four nations – Canada, USA, Norway
and Liberia
• Authors: Mark D. Weist,Eric Bruns,Kelly Whitaker,Yifeng
Wei,Stanley Kutcher,
• Torill Larsen, Ingrid Holsen, Janice Cooper,Anne Geroski,and
Kathryn H. Short
• In press, School Psychology International
85. Multiscale Learning
• People with common interests interacting at
multiple levels, within and across
• Teams
• Communities
• States
• Regions
• Countries
86. From Kathy Short, see School Mental Health
International Leadership Exchange (SMHILE.com)
Ontario students are
flourishing,
with a strong sense of
belonging at school,
ready skills for managing
academic and
social/emotional
challenges,
and surrounded by
caring adults and
communities equipped
to identify and intervene
early with students
struggling with mental
health problems
Our Vision
87. CONDITIONS, CAPACITY, AND COORDINATION: LEVERAGING
FOUNDATIONS FOR SPECIFIC POPULATIONS
INTERNATIONAL PERSPECTIVES ON SCHOOL MENTAL
HEALTH
21st Annual Conference onAdvancing School Mental
Health September 2016
88. OUR SETTINGAND SCOPE
ONTARIO, CANADA
72 school districts
31 English Public
29 English Catholic
4 French Public
8 French Catholic
5000 schools
Approximately 2 million
students
Approximately 117,000
teachers
Approximately 7400
principals/VPs
8
89. OUR CHALLENGE
How best do we bring effective school mental health practices to
scale,
in sustainable ways, engaging multiple stakeholders,
across such a large and diverse region?
Think about a practice you feel proud of.
What might you do to spread the
innovation?
What might get in the way of scaling up?
91. OUR ENHANCED STRATEGY, 2014-2017
Conditions, Capacity, Coordinated Programming – IN
CONTEXT:
4. Differentiate for specific populations
Newcomers, Indigenous Communities, LGBTIQ2SYouth, Early
Years
5. Enhance system coordination
Across sectors, disciplines, stakeholders, regions
92. The right information, to the right people, in the right way, at the right time
2. BUILD CAPACITYACROSSTHE SYSTEM
MH Awareness MH Literacy MH Expertise
Strategies for providing basic
mental health information,
tailored for different school board
audiences
Strategies for ensuring deeper
working knowledge for those
who work directly with
students
Strategies for ensuring that
SMH professionals possess the
skills and knowledge to
effectively provide evidence-
based SMH promotion,
prevention, and intervention
ALL SOME FEW
93. Taking Mental Health To School:
A policy-oriented paper on school-based mental health for Ontario
Synthesis of literature
Scan of the practice landscape
Consultation with policy officials across 5 ministries before and
after report development
Culminating in a set of recommendations for policy related to
school mental health in Ontario
93
Taking Mental Health to School (Ontario)
http://www.excellenceforchildandyouth.ca/sites/default/files/position_sbmh.pdf
http://www.excellenceforchildandyouth.ca/sites/default/files/position_sbmh_practice_scan.pdf
94. Taking Mental Health to School
Scan Findings and Gap Analysis
Different models of mental health service delivery across boards
Variable leadership structures, variable levels and types of professional support, variable relationship
with community, variable range of services provided
Educators are very concerned about student mental health, but feel ill-prepared
Inconsistent use of evidence-based practices
Acknowledgement of promising supports (e.g., Student Support Leadership Initiative)
Need for leadership, coordination, access to evidence-based approaches,
implementation support, evaluation
94
95. Similar Findings
Nationally and Internationally
Provincial, national, international recognition of the problems associated
with mental illness, and the critical role of schools in prevention
Interest amongst policy makers, funding bodies, researchers, media
Philanthropy and campaigns (e.g.., Bell Let’sTalk, Jack Ride)
But a lack of coherence and sustainability in most jurisdictions
School-Based Mental Health and Substance Abuse Consortium National Study in SMH (Canada)
https://www.mentalhealthcommission.ca/English/system/files/private/document/ChildYouth_School_Based_
Mental_Health_Canada_Final_Report_ENG.pdf
97. School Mental Health
Survey (SMHS)
Kathy Georgiades and Colleagues
Research-Policy-Practice Meeting
May 25, 2017
98. Overview of SMHS – Data Collection & Survey Response Rates
Anonymous Surveys
1. Students: all grade 6-8 students; random selection of SS
students [response = 62%; n=31,124]
2. Teachers: all elementary teachers; select teachers from
participating SS classrooms [response = 71%; n=3,373]
3. Principals: all principals [response = 83%; n=206]
99. Yes, 44%
No, 56%
Students’ perceptions of barriers
35%
42%
51%
54%
77%
Student Reported Barriers
Worried about what others would think of me.
Lack of trust in these people- word would get out.
Wouldn't know who to approach.
Don't think these people would be able to help.
Prefer to handle the problem myself.
Students’ Mental Health Concerns
If you felt you needed help for concerns regarding your mental
health, would you speak to a school social worker, child or
youth worker, counsellor, psychologist … at school about these
concerns?
100. 35%
42%
51%
54%
77%
Lack of adequate staff training to address student mental health in the school.
Low priority given to student mental health versus other initiatives in the school.
Stigma (negative attitudes or unfair treatment) associated with mental health problems.
Language and cultural barriers arising from an ethnically and racially diverse student population.
Lack of contact between the school and parents.
Teachers’ perceptions of barriers to addressing
student mental health in school
101. Full range
of analyses
Knowledge
Implementation
(Papers in various
formats,
presentations,
web-based
dissemination)
Assessme
nt of
Impacts
Use SMHS
data/findings
for continuous
quality
Improvement
in Youth-
Serving
Systems
Ideas for
new
analysis
SMH
S
Development of
companion studies
& use of other
data sets
Diverse
Stakeholder Input
& Credibility
Checks
Schematic for SMHS
Activities