The document proposes promoting Mental Health First Aid certification courses in high schools and colleges to increase mental health awareness and empower students. It discusses offering the courses through various departments and programs, training staff, and using videos and scenarios to teach students about mental health issues. The goal is to reduce stigma, help students recognize signs of issues in peers, and have confidence in assisting others in crisis situations. Partner organizations like schools, hospitals, and Mental Health First Aid are identified as resources to help implement the programs.
Methods refers to ways through which messages are conveyed to achieve a desired behavioral changes in a target audience.
In health education it is not enough to decide what will be done; by whom and when, we also need to decide how it will be done (methods).
Principals' use of counselling skills dr geoffrey wangoDr Wango Geoffrey
Child or student counselling is a process in which the counsellor attempts to understand and helps to clarify those feelings in a child or student that may, and can impede growth, maturation, and overall well-being. The counsellor in the school has to regularly confront sensitive issues in the lives of a pupil or student, families and members of teaching and support staff. Issues include love relationships, depression, suicidal attempts, alcohol and drug abuse, sexual activity, parent-child relationships and self-injurious behaviours. The manner in which these issues are handled has profound effects on the well-being of pupils and students, their relationship with teachers and family, the school’s relationships with families, school culture, and on learning and general achievement. It must be emphasized that the school principal as the chief executive bears the ultimate responsibility for all school programmes including the school guidance and counselling programmes. To fulfil the academic and other responsibilities, principals must understand the counselling programmes, procedures and work with the counsellor in the school to ensure the series maximally benefit pupils and students within their jurisdiction. In particular, principals and counsellors maintain amicable relationships with pupils and students, teachers, parents and support staff. Principals consult with the counsellor about the handling of cases which present particular difficulties and others that touch upon the school’s interests. This includes acute cases of emotional disturbance, illness, indiscipline, crime, violence and drug abuse. This paper advances that while both the principal and counsellor require training in counselling, principals should make use of counselling skills to function within counselling professional ethical and legal guidelines.
Methods refers to ways through which messages are conveyed to achieve a desired behavioral changes in a target audience.
In health education it is not enough to decide what will be done; by whom and when, we also need to decide how it will be done (methods).
Principals' use of counselling skills dr geoffrey wangoDr Wango Geoffrey
Child or student counselling is a process in which the counsellor attempts to understand and helps to clarify those feelings in a child or student that may, and can impede growth, maturation, and overall well-being. The counsellor in the school has to regularly confront sensitive issues in the lives of a pupil or student, families and members of teaching and support staff. Issues include love relationships, depression, suicidal attempts, alcohol and drug abuse, sexual activity, parent-child relationships and self-injurious behaviours. The manner in which these issues are handled has profound effects on the well-being of pupils and students, their relationship with teachers and family, the school’s relationships with families, school culture, and on learning and general achievement. It must be emphasized that the school principal as the chief executive bears the ultimate responsibility for all school programmes including the school guidance and counselling programmes. To fulfil the academic and other responsibilities, principals must understand the counselling programmes, procedures and work with the counsellor in the school to ensure the series maximally benefit pupils and students within their jurisdiction. In particular, principals and counsellors maintain amicable relationships with pupils and students, teachers, parents and support staff. Principals consult with the counsellor about the handling of cases which present particular difficulties and others that touch upon the school’s interests. This includes acute cases of emotional disturbance, illness, indiscipline, crime, violence and drug abuse. This paper advances that while both the principal and counsellor require training in counselling, principals should make use of counselling skills to function within counselling professional ethical and legal guidelines.
Keynote speech by Mick Cooper at the European Association for Counselling conference in St Petersburg Sept 26th - 28th 2013 "The effectiveness of school-based counselling with young people"
You are required to interview a school counsellor (via telephone or online interview) in helping you to write a proposal to the principal of a secondary school explaining the meaning of counselling and the importance of providing professional counselling services to address mental health and psychological issues among school students. Your proposal would be graded for clarity of idea on the topic, accuracy of information, in-depth understanding of the counselling field, relevant references, writing style and APA format of writing.
Your proposal should address the following questions:
a) What is the meaning of counselling? Provide your counselling definitions based from the perspectives of Persatuan Kaunseling Malaysia (PERKAMA), Lembaga Kaunselor Malaysia (LKM), and the American Counselling Association (ACA).
b) Discussion on the importance of counselling, its philosophy, and relevant approaches in the school setting.
c) What are the current mental health issues or problems faced by the school students? Provide your evidence based on three journal articles and three newspapers reporting. Include these evidences in your appendix.
d) Provide THREE suggestions how the school could play their roles to address the rising mental health issues or problems among school children.
(TOTAL: 60 MARKS)
Planning the Transition to Employment: Tips, Tools, and StrategiesBrookes Publishing
Transition is the time for students with and without disabilities to plan and pursue their future post-school goals. What can we do to best prepare all students with the skills, services, and supports they need to become successfully employed? How can we build on the successes of our current activities to explore unique and creative employment opportunities that benefit all students including those with significant support needs? What are ways we can contribute to enhancing adult employment services and making that critically important job match?
This edWebinar describes strategies for exploring passions, engaging employers, customizing the placement process, and facilitating training and support to promote job success. The goal of the presentation is to share practical strategies for preparing students with a wide range of disabilities for employment before or after they graduate. Viewers will learn about the roles and responsibilities of education and adult employment services, best practices for educators to use in teaching students about work and gaining the essential skills that will assist them with becoming gainfully employed, and tools to help educators in planning and implementing effective transition services leading to positive post-school outcomes. By the end of the edWebinar, viewers will:
Gain an overview of the transition process
Understand effective transition to employment practices
Describe strategies and tools for implementing transition to employment services
Demonstrate knowledge of employment services and supports
This recorded presentation will be of interest to middle and high school teachers, school and district leaders, rehabilitation counselors, and adult vocational personnel.
Building Blocks for Including and Teaching Young Children with DisabilitiesBrookes Publishing
Sponsored by Brookes Publishing
WATCH THE EDWEBINAR RECORDING AT OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
This edWebinar provides information about the development, use and latest revision to Building Blocks for Teaching Preschoolers with Special Needs, a multi-tiered framework for planning and providing individualized support and instruction for young children with disabilities or other special needs. Learn about the four levels of support as well as practical, research-based practices for use in inclusive classrooms and other early learning environments. Become familiar with our various forms and resources for planning, teaching, and monitoring children’s progress.
This presentation is of interest to preK teachers and school and district leaders, and early childhood faculty, early childhood special education faculty, and curriculum and instruction department chairs.
Originally broadcast: September 12, 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
respiratory inspections are common in elderly people and often times,that tickles into the lungs.More often than not they have comorbiidites,like Diabetes,hypertension etc.Hence,the treatment has to be different and some times the prognosis is guarded
Keynote speech by Mick Cooper at the European Association for Counselling conference in St Petersburg Sept 26th - 28th 2013 "The effectiveness of school-based counselling with young people"
You are required to interview a school counsellor (via telephone or online interview) in helping you to write a proposal to the principal of a secondary school explaining the meaning of counselling and the importance of providing professional counselling services to address mental health and psychological issues among school students. Your proposal would be graded for clarity of idea on the topic, accuracy of information, in-depth understanding of the counselling field, relevant references, writing style and APA format of writing.
Your proposal should address the following questions:
a) What is the meaning of counselling? Provide your counselling definitions based from the perspectives of Persatuan Kaunseling Malaysia (PERKAMA), Lembaga Kaunselor Malaysia (LKM), and the American Counselling Association (ACA).
b) Discussion on the importance of counselling, its philosophy, and relevant approaches in the school setting.
c) What are the current mental health issues or problems faced by the school students? Provide your evidence based on three journal articles and three newspapers reporting. Include these evidences in your appendix.
d) Provide THREE suggestions how the school could play their roles to address the rising mental health issues or problems among school children.
(TOTAL: 60 MARKS)
Planning the Transition to Employment: Tips, Tools, and StrategiesBrookes Publishing
Transition is the time for students with and without disabilities to plan and pursue their future post-school goals. What can we do to best prepare all students with the skills, services, and supports they need to become successfully employed? How can we build on the successes of our current activities to explore unique and creative employment opportunities that benefit all students including those with significant support needs? What are ways we can contribute to enhancing adult employment services and making that critically important job match?
This edWebinar describes strategies for exploring passions, engaging employers, customizing the placement process, and facilitating training and support to promote job success. The goal of the presentation is to share practical strategies for preparing students with a wide range of disabilities for employment before or after they graduate. Viewers will learn about the roles and responsibilities of education and adult employment services, best practices for educators to use in teaching students about work and gaining the essential skills that will assist them with becoming gainfully employed, and tools to help educators in planning and implementing effective transition services leading to positive post-school outcomes. By the end of the edWebinar, viewers will:
Gain an overview of the transition process
Understand effective transition to employment practices
Describe strategies and tools for implementing transition to employment services
Demonstrate knowledge of employment services and supports
This recorded presentation will be of interest to middle and high school teachers, school and district leaders, rehabilitation counselors, and adult vocational personnel.
Building Blocks for Including and Teaching Young Children with DisabilitiesBrookes Publishing
Sponsored by Brookes Publishing
WATCH THE EDWEBINAR RECORDING AT OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
This edWebinar provides information about the development, use and latest revision to Building Blocks for Teaching Preschoolers with Special Needs, a multi-tiered framework for planning and providing individualized support and instruction for young children with disabilities or other special needs. Learn about the four levels of support as well as practical, research-based practices for use in inclusive classrooms and other early learning environments. Become familiar with our various forms and resources for planning, teaching, and monitoring children’s progress.
This presentation is of interest to preK teachers and school and district leaders, and early childhood faculty, early childhood special education faculty, and curriculum and instruction department chairs.
Originally broadcast: September 12, 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
respiratory inspections are common in elderly people and often times,that tickles into the lungs.More often than not they have comorbiidites,like Diabetes,hypertension etc.Hence,the treatment has to be different and some times the prognosis is guarded
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
The climate and ecological crisis is the greatest threat facing our planet today. As an educator, you have a unique opportunity to equip young people with the tools to take action. You also have a unique responsibility to safeguard their mental health and wellbeing: a growing concern in light of the rise of climate anxiety.
This 4-module discussion guide has been designed by a group of young people trained in talking about climate anxiety. The aim of it is to help you facilitate conversations about the climate crisis while safeguarding young people, navigating strong feelings, and fostering emotional resilience.
The stigma surrounding mental health means students may be unwilling to disclose difficulties they are experiencing and access help. International students are particularly vulnerable as they are away from their usual support networks. Their limited English can also restrict their communication of any issues.
Australian ELICOS (English language teaching for international students sector) providers are aware that mental health issues can seriously impact a student as they progress through their studies. In a survey by English Australia, over 50 per cent of ELICOS colleges believed the number of students with mental health issues has increased in the past two years which is placing an increased strain on the already limited resources of many ELICOS providers.
English Australia released 'The Guide to Best Practice in International Student Mental Health'. This guide provides tools and information that will help create an environment where students feel supported should they ever have any mental health concerns.
In this presentation, Sophie O'Keefe explores the guide and discusses the mental health issues that international and ELICOS students experience, and shares best practice for addressing these concerns.
8 PEER RESPONSES DUE IN 20 HOURSFLYER DISCUSSIONGuided.docxfredharris32
8 PEER RESPONSES DUE IN 20 HOURS
FLYER DISCUSSION
Guided Response:
Please respond to at least two of your peers, as early in the learning week as possible so they can make improvements to their final draft. Offer your peers feedback based on the following points:
· Is the flyer clear and easy to follow?
· Is the flyer engaging and does it make you want to attend the workshop?
· Is the objective of the workshop clear? Do you know what you should be learning?
· Do you know who should attend this workshop?
· Does this flyer make you interested in attending the workshop? Why or why not?
· What other suggestions do you have for your peers?
JENNIFER’S POST: (FLYER ATTACHED)
State your degree program- Bachelor of Arts in Early Childhood Education
The position you interviewed for at the University of Arizona Global Campus Multigenerational Center- Assistant Teacher
Your clients- parents and caregivers of babies through children age 10 years old
Title of your workshop- Conscious Discipline (Dr. Becky Bailey)
The topic of your workshop- Conscious Discipline ways and methods for social-emotional growth
Why you chose this topic for your workshop- It is a very helpful program for children that attend the center. We use it here at the multi-generational enter and it would help the children to have the same methods echoed at home. It also lets the parents know what we do and why.
Your biggest concern about hosting this workshop- Some parents may find it too "new school" and not effective.
KELLIE’S POST: (FLYER ATTACHED)
Hello, my degree program I am currently in is Bachelors of Arts Early Childhood Education. I applied for the Assistant Teacher posting. My workshop is geared toward parents who have children attending preschool. The title of my workshop is The Art of Teaching Preschoolers. This particular workshop aims to assist parents with fun and creative ways to keep their preschooler engaged while learning. I choose this topic for my workshop because, during parent-teacher conferences, parents have stressed that their child shows no interest in learning when they are at home. My biggest concern about hosting this workshop is speaking in from of a crowd.
Regards,
Kellie
QUESTIONNAIRE DESIGN DISCUSSION
Respond to at least two of your classmates’ postings by providing evaluations of their questionnaires. Responses to students should be at least 200 words in length. In addition, remember that this is a group discussion forum so be sure to ask questions or provide direction to your classmates as needed. The discussion format was designed to give you an opportunity to learn from your peers and talk about your understanding of different survey research and questionnaires.
SHEMAIAH’S POST:
1. Do you enjoy listening to music?
2. What types of music do you enjoy listening to?
3. What types of food or dishes do you enjoy eating?
4. What activities do you enjoy doing in your leisure time?
5. What culture (s) do you identify w.
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
1. Proposal for Mental Health Awareness in High Schools and
Colleges; Proposal for Promoting Mental Health First Aid
Certification Courses for High Schools and Colleges
By: Madison O’Dell
2. Mental Health Awareness Ideas (High Schools) Mission: The goal of this project is to help
kids learn and understand the basics of all mental health diseases. To help promote self
help and to empower students to act when they see a fellow peer in need. My hope is that
the program will eliminate a large portion of the stigma that comes with mental illness and
show students that mental diseases should be treated and handled in the same manor as
physical diseases…. that there shouldn’t be a barrier that makes mental illnesses go unseen.
- Chatfield Sr. High Staff
-Mike Deutsch
(counselor at Chatfield,
he could survey some of
the teachers and take
data to see if program is
working)
-Attempting to get in
contact with Wendy
Rubin (principle at
Chatfield) to get her
opinion on the project
and her ideas on what the
best way to reach
students is
-Brian Turner (Mental
Health First Aid)
-Brain talked about
linking us up with
specific MHFA trainers
in each of the requested
fields to help give the
most important
information in the videos
-I was told that there is
going to be a
requirement in schools
that they are going to be
required to meet certain
standards for health (like
CSAP/TCAP but for
health)
-this could be our
ways into schools
-Try and find a devoted
student…get them
involved and they could
potentially help us get
kids excited
ACTIVITIES
:
Interventio
n
Componen
ts
ACTIVITIES:
DetailedAnalysis
OUTPUTS:
Evidenceof
HavingPreformed
Activities
EFFECTS:
Primary
Outcomes
Videos:
-Depression
-Suicide
-Non-suicidal
self-harm
-Substance
Abuse
(alcohol)
-Anxiety
Scenario
Solving
Teacher/Facil
itator Lead
Discussions
-Each week introduce a
new topic…make it flow
in order to showkids
how all of these issues
can be related
-Have experts but also
students speaking on
each topic and display in
a way that makes kids
relate
-After each video or
series of videos provide
written scenarios that
students must work
togetherto solve (using
what they have learned
from the videos and past
videos
-If we find some
dedicated students…run
some student led
activities and have them
help us create more
“fun” activities…make it
something they will
enjoy… I don’t have all
the answers
-Create and provide
discussion questions and
activities for teachers to
run/lead after the videos
-Provide an environment
where kids want to
discuss and make them
work the problems out
-Make them fun. ..
maybe have kids act
some of the stuffout
-General
awareness of
mental health
issues
-Empowerment to
students to act on
signs and
symptoms
-Show kids that
they have a voice
when it comes to
helping the people
around them
(peers and adults)
-Crushing and
addressing the
stigma (making
comparisons to
things in the
physical health
world and how
mental health
should be treated
no different…ie.
broken arm? Go to
doctor…
-Students
understand and
can see the
warning signs and
symptoms of each
of the topics
discussed
-Students have the
confidence to
approach someone
in crisis and be
able to talk and
assist to proper
help
INPUTS:
Primary Inputs and
Resources
Student Lead
Activities
3. Mental Health Awareness Ideas (College) Mission: The goal of this project is to help college
students learn and understand the basics of all mental health diseases. To help promote self
help and to empower students to act when they see a fellow peer in need. My hope is that
the program will eliminate a large portion of the stigma that comes with mental illness and
show students that mental diseases should be treated and handled in the same manor as
physical diseases…. that there shouldn’t be a barrier that makes mental illnesses go unseen.
-Brian Turner (Mental
Health First Aid)
-Brain talked about
linking us up with
specific MHFA trainers
in each of the requested
fields to help give the
most important
information in the videos
-Try and find a devoted
student…get them
involved and they could
potentially help us get
kids excited
-Bruce Parker (Athletic
Director at Carroll
College)
-He said he would be
willing to work with
me…even going as far as
saying he could
potentially make his staff
take MHFA Certification
-The counseling staff at
Carroll College said they
were very interested and
would be willing to listen
and potentially work
with us on this project
-They thought videos
would be a quick and
easy way to transmit data
to students
ACTIVITIES
:
Interventio
n
Componen
ts
ACTIVITIES:
DetailedAnalysis
OUTPUTS:
Evidenceof
HavingPreformed
Activities
EFFECTS:
Primary
Outcomes
Videos:
-Depression
-Suicide
-Non-suicidal
self-harm
-Substance
Abuse
(alcohol)
-Anxiety
-Psychosis
Scenario
Solving
Alcohol EDU
modeled
approach
-Use many of the
previously filmed videos
for the high schools and
mold them into a way
that students will learn
-Follow each series/topic
with short quizzes that
students must pass to
continue on to the next
topic
-Have experts but also
students speaking on
each topic and display in
a way that makes kids
relate
-After each video or
series of videos provide
written scenarios a
student must work
through and solve (using
what they have learned
from the present series as
well as past series/topics)
-Offer an incentive for
the student who comes
up with the best solution
to the problems (often
times Carroll offer gift
cards to the book store
for surveys they needed
completed
-Create an online testing
and information course
(modeled after Alcohol
EDU) that students in
college are required to
take and pass
-Have schools require it
in order to schedule
classes for the following
semester (or something
along those lines)
-Use pretest scores to
monitor how much
information students
are actually retaining
-Have a final test that
students must pass in
order to be able to
complete the online
course…these scores
can be used to monitor
improvement….you
can offer the same test
at the beginning and
end of the course and
see if scores change/
mental health
awareness is being
achieved
-Monitor the schools
crisis activity…does it
decrease over the
years…are more cases
of non-crisis
intervention being
utilized?
-Take data of before
and after course is
administered
-As the years progress
see if students solutions
improve and figure out
a way to see if they can
use themin real
life…maybe freshmen
test theirskills in alpha
classes where scenarios
are played out andthe
students must work
togetherto come up
with the best solution
-Have students
demonstrate things like
aid in an unconscious
alcoholuser(clear
airway lie on side)
-General
awareness of
mental health
issues
-Empowerment to
students to act on
signs and
symptoms
-Show kids that
they have a voice
when it comes to
helping the people
around them
(peers and adults)
-Crushing and
addressing the
stigma (making
comparisons to
things in the
physical health
world and how
mental health
should be treated
no different…ie.
broken arm? Go to
doctor…
-Students
understand and
can see the
warning signs and
symptoms of each
of the topics
discussed
-Students have the
confidence to
approach someone
in crisis and be
able to talk and
assist to proper
help
INPUTS:
Primary Inputs and
Resources
4. What is Alcohol EDU?
1. Builds Baseline Knowledge
-Interactive lessons incorporate multiple evidence-based learning theories in order to
achieve specific behavior change objectives.
-Correct social norms messaging is emphasized using real student survey data and
analysis of media and advertisements.
-Real-life student success stories encourage participants to adopt positive behaviors and
build self-efficacy.
-Entertaining format engages students in a meaningful way, featuring a story narrative
and activities that reflect the way millenials communicate (blogs, IM chats, videos, etc.).
2. Motivates Action
Survey-Driven Personalization:
AlcoholEdu delivers a personalized experience to all types of students (committed non-
drinkers, situational non-drinkers, light/moderate drinkers, high-risk drinkers, etc.), based
on their responses to the course’s initial survey. For example, frequent high-risk drinkers
receive a highly personalized Brief Motivational Intervention (BMI).
User-Driven Personalization: “What would you do?” scenarios help students practice
and reinforce safe decision-making; blood alcohol concentration (BAC) exercise allows
students to examine their own drinking habits; policy debates and other discussions boost
student interest and engagement.
3. Supports Decisions
“Personal Plan” tool allows students to set personal goals based on their drinking
choices and provides highly specific strategies and suggestions to help them achieve
these goals.
Boosteremails delivered to students throughout the year connect them back to their
Personal Plan to help them monitor their progress. Students know these emails as
“AlcoholEdu Check-Ins.”
How long does this course take to complete?
It should take between 1 1/2 and 2 1/2 hours to complete Part 1 of the course. It should
take between 15 and 20 minutes to complete Part 2.
You will receive an email to complete Part 2 of the course approximately 30-45 days
after completing Part 1.
5. Mental Health First Aid Promotion in Colleges: The goal of this project is to help college
students learn and understand the basics of all mental health diseases and be able to
provide basic mental health first aid when needed. To help promote self help and to
empower students to act when they see a fellow peer in need. We hope that this class is a
furthering in education and can help students achieve their dreams.
Menta
-Brian Turner (Mental
Health First Aid)
-Brain talked about
linking us up with
specific MHFA trainers
and also MHFA trainers
in the Montana area that
could run the
certification courses
-Bruce Parker (Athletic
Director at Carroll
College)
-He said he would be
willing to work with
me…even going as far as
saying he could
potentially make his staff
take MHFA Certification
-The counseling staff at
Carroll College said they
were very interested and
would be willing to listen
and potentially work
with us on this project
-Maybe we go through a
leadership class and offer
certification as course
within it
-Go through the psych
department
-Go through the nursing
program, pre-med, or
pre-dent
ACTIVITIES:
Intervention
Components
ACTIVITIES:
DetailedAnalysis
OUTPUTS:
Evidenceof
HavingPreformed
Activities
EFFECTS:
Primary
Outcomes
Training Staff
Offer as an
extra course in
the Leadership
Certification
Program
Training
Students
-Start with optional
training for staff as a
furthering of education
-Move to potentially
required training for
athletic staff by the
athletic department
-Try and convince each
department they need to
have their staff trained
on this
-Break the class up into 1
hour time slots over a
period of 8
sessions…students must
complete all 8 and when
they get their leadership
certificate they will also
be receiving a MHFA
certification
-Offer the course through
different departments
within the school
-Starting with maybe
psych and then move to
pre-professional
programs
-Market it as good
knowledge for the career
you are looking at
getting into as well as a
good resume booster
(especially nurses and
pre-med or pre-PA)
-General
awareness of
mental health
issues
-Empowerment to
students to act on
signs and
symptoms
-Show kids that
they have a voice
when it comes to
helping the people
around them
(peers and adults)
-Crushing and
addressing the
stigma (making
comparisons to
things in the
physical health
world and how
mental health
should be treated
no different…ie.
broken arm? Go to
doctor…
-Students
understand and
can see the
warning signs and
symptoms of each
of the topics
discussed
-Students have the
confidence to
approach someone
in crisis and be
able to talk and
assist to proper
help
INPUTS:
Primary Inputs and
Resources
6. Health First Aid Promotion in High Schools: The goal of this project is to help high school
students learn and understand the basics of all mental health diseases and be able to provide
basic mental health first aid when needed. To help promote self help and to empower
students to act when they see a fellow peer in need. We hope that this class is a furthering in
education and can help students achieve their dreams.
-Brian Turner (Mental
Health First Aid)
-Brain talked about
linking us up with
specific MHFA trainers
and also MHFA trainers
in the Colorado area that
could run the
certification courses
-Children’s Hospital
Colorado
ACTIVITIES:
Intervention
Components
ACTIVITIES:
DetailedAnalysis
OUTPUTS:
Evidenceof
HavingPreformed
Activities
EFFECTS:
Primary
Outcomes
Training Staff
Offer as an
extra course for
dedicated
student
Training
Students
-Start with optional
training for staff as a
furthering of education
-Move to encouraging
whole schoolstaffs to be
trained
-Make it an only student
class and offer it at a few
schools around the state
for students who are
dedicated and interested
in going beyond the call
of duty
-Maybe do it through
student governments or
leadership groups
(NHS,NEHS, DECA…)
-Offer a Children’s
Hospital exploration day
/s for students curious
about the medical field
-Require MHFA training
as well as general first
aid
-Give a tour of the
hospital and maybe have
some Docs come speak
to the kids
-Let them ask questions
and explore what it
would be like to work in
a hospital
-General
awareness of
mental health
issues
-Empowerment to
students to act on
signs and
symptoms
-Show kids that
they have a voice
when it comes to
helping the people
around them
(peers and adults)
-Crushing and
addressing the
stigma (making
comparisons to
things in the
physical health
world and how
mental health
should be treated
no different…ie.
broken arm? Go to
doctor…
-Students
understand and
can see the
warning signs and
symptoms of each
of the topics
discussed
-Students have the
confidence to
approach someone
in crisis and be
able to talk and
assist to proper
help
INPUTS:
Primary Inputs and
Resources