A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
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.
This is a small non supported presentation I put together to help open the door on Mental Health issues with young people aimed at ages12-18. All information is taken from the NHS or other accredited sites. It is for awareness and not a medical tool, as I am no professional in this area. Any feed back is welcome and please bare in mind it is awareness based information only and I have kept it simple and straight forward for easy of those receiving the information. There is an additional handout with useful information and contact details
golden age of life is childhood once missed never come back be serious!!!!!!one who have losted but be carefull for your offsprings i hope all u will try best of your regard for the betterment of child mental health of your society
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.
This is a small non supported presentation I put together to help open the door on Mental Health issues with young people aimed at ages12-18. All information is taken from the NHS or other accredited sites. It is for awareness and not a medical tool, as I am no professional in this area. Any feed back is welcome and please bare in mind it is awareness based information only and I have kept it simple and straight forward for easy of those receiving the information. There is an additional handout with useful information and contact details
golden age of life is childhood once missed never come back be serious!!!!!!one who have losted but be carefull for your offsprings i hope all u will try best of your regard for the betterment of child mental health of your society
This presentation about mental health, Factor Affecting the Health, Mental illness, Psychological and physiological symptoms of mental disorders,Common mental disorders (depression, anxiety disorders, schizophrenia, eating disorders, addictive behaviors and Alzheimer’s disease), prevention and promotion program, Types of behavioral therapy, Factors contribute to the achievement of mental health.
Addressing mental health issues in school is very important because 1 in every five children have a diagnosable behavioral, emotional, or mental health disorder, and 1 in every ten young people have a mental health issue that is severe enough to impair how they function at school, home or in the community. So, it is vital to keep kids aware of mental health issues in their early school days. Being one of the top schools of Jodhpur, we encourage our students to recognize mental health issues, fight with them, and spread the information. For more details to get your child enrolled with us, call us on 9460251976. Visit @ https://vidhyashram.edu.in/.
Mental health awareness- Mental health mattersIhssanBenbouhia
what should we know about Mental health?
Why is good mental health important?
Difference Between Mental Health and Mental Illness?
types of Mental Illnesses
Factors that can influence your mental health
Early Warning Signs
how to maintain good mental health?
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.
Youth Resiliency & Mental Health Workshop - Dr. Jean ClintonBrent MacKinnon
A full day workshop will examine current research and best practices that strengthen youth resiliency and young people's ability to manage mental health issues.
Mental Health and Mental Illness should be known to everyone. Unfortunately, it is still a stigma and not many people would talk about it, let alone learn about it.
I hope that this could spread information and awareness especially to the younger generations who are not taught about this.
Chemical Dependency and the Family - October 2012Dawn Farm
"Chemical Dependency and the Family" was presented on October 30, 2012; by Dr. Lynn Kleiman Malinoff, Ed.D. Chemical dependency affects all members of the family, not just the person with the alcohol or other drug addiction. This program provides participants with a basic understanding of how addiction impacts each member of a family. The presenter describes the roles and behaviors that family members often acquire when living with addiction, ways in which each family member is affected by addiction in the family, and options for family members to obtain help to cope with addiction in the family. This program is part of the Dawn Farm Education Series, a FREE, annual workshop series developed to provide accurate, helpful, hopeful, practical, current information about chemical dependency, recovery, family and related issues. The Education Series is organized by Dawn Farm, a non-profit community of programs providing a continuum of chemical dependency services. For information, please see http://www.dawnfarm.org.
This presentation about mental health, Factor Affecting the Health, Mental illness, Psychological and physiological symptoms of mental disorders,Common mental disorders (depression, anxiety disorders, schizophrenia, eating disorders, addictive behaviors and Alzheimer’s disease), prevention and promotion program, Types of behavioral therapy, Factors contribute to the achievement of mental health.
Addressing mental health issues in school is very important because 1 in every five children have a diagnosable behavioral, emotional, or mental health disorder, and 1 in every ten young people have a mental health issue that is severe enough to impair how they function at school, home or in the community. So, it is vital to keep kids aware of mental health issues in their early school days. Being one of the top schools of Jodhpur, we encourage our students to recognize mental health issues, fight with them, and spread the information. For more details to get your child enrolled with us, call us on 9460251976. Visit @ https://vidhyashram.edu.in/.
Mental health awareness- Mental health mattersIhssanBenbouhia
what should we know about Mental health?
Why is good mental health important?
Difference Between Mental Health and Mental Illness?
types of Mental Illnesses
Factors that can influence your mental health
Early Warning Signs
how to maintain good mental health?
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.
Youth Resiliency & Mental Health Workshop - Dr. Jean ClintonBrent MacKinnon
A full day workshop will examine current research and best practices that strengthen youth resiliency and young people's ability to manage mental health issues.
Mental Health and Mental Illness should be known to everyone. Unfortunately, it is still a stigma and not many people would talk about it, let alone learn about it.
I hope that this could spread information and awareness especially to the younger generations who are not taught about this.
Chemical Dependency and the Family - October 2012Dawn Farm
"Chemical Dependency and the Family" was presented on October 30, 2012; by Dr. Lynn Kleiman Malinoff, Ed.D. Chemical dependency affects all members of the family, not just the person with the alcohol or other drug addiction. This program provides participants with a basic understanding of how addiction impacts each member of a family. The presenter describes the roles and behaviors that family members often acquire when living with addiction, ways in which each family member is affected by addiction in the family, and options for family members to obtain help to cope with addiction in the family. This program is part of the Dawn Farm Education Series, a FREE, annual workshop series developed to provide accurate, helpful, hopeful, practical, current information about chemical dependency, recovery, family and related issues. The Education Series is organized by Dawn Farm, a non-profit community of programs providing a continuum of chemical dependency services. For information, please see http://www.dawnfarm.org.
Presentation opens with this video by XVIVO Scientific Animation: https://vimeo.com/32267403
and closed with Jason Silva's the Biological Benefits of Awe: https://vimeo.com/46264514
Talk given by Amy Robinson at Redstone Federal Arsenal on Aug 22, 2012 about how to build a healthy mind. Original slides reformatted with added text to make presentation more slideshare friendly.
Selling Social Emotional Learning (SEL) at Your School: Start a Program That ...shakerjc
School Counselors are in a unique position to transform their schools by being the visionaries, the cheerleaders, and the patient shepherds of a social-emotional learning program. This presentation gives the information and the inspiration counselors need to start and maintain a successful SEL program. Check www.jcshakespeare.com/asca for more research, ideas and resources.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
The application of mental health, psychological or human development principles, through cognitive, affective behavioral systematic interventions, strategies that address wellness, personal growth, or career developmental well as psychology.
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.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
HOT NEW PRODUCT! BIG SALES FAST SHIPPING NOW FROM CHINA!! EU KU DB BK substit...GL Anaacs
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We specializes in exporting high quality Research chemical, medical intermediate, Pharmaceutical chemicals and so on. Products are exported to USA, Canada, France, Korea, Japan,Russia, Southeast Asia and other countries.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
2. Overview
• ½
hour
• Ideas
• Breaks!
• First
part:
• Occupa/onal
Therapy
• Mental
Health
• School
SeAngs
3. Occupa/onal
Therapy
• Helping
individuals
develop,
recover,
or
maintain
their
daily
living
skills,
focusing
on
what
they
value
as
important
• Works
with
individuals
with
(or
without)
a
physical,
mental,
or
developmental
disability
• Specializes
in
teaching
skills,
adap/ng
environments,
modifying
tasks,
and
educa/ng
clients
and
families
4. Occupa/onal
Therapy
• Occupational Therapy practitioners help
people live life to the fullest-no matter
what. They provide practical solutions for
success in everyday living and help people
alter how they arrange their daily activities
to maximize function, vitality, and
productivity.
Florence Clark
Former President of AOTA
5. OT
and
High
School
• How
does
this
fit
into
high
school?
– OT’s
can
provide
insight
into
where
high
school-‐aged
kids
are
developmentally
– What
they
might
need
• Physically
• Cogni/vely
• Socially
• Emo/onally
– Interested
in
u/lizing
supports:
peers,
teachers,
environment.
7. Mental
Health
• “A
state
of
well-‐being
in
which
every
individual
realizes
his
or
her
own
poten/al,
can
cope
with
the
normal
stresses
of
life,
can
work
produc/vely
and
fruiWully,
and
is
able
to
make
a
contribu/on
to
her
or
his
community.”
•
"Health
is
a
state
of
complete
physical,
mental
and
social
well-‐being
and
not
merely
the
absence
of
disease
or
infirmity.“
-‐World
Health
Organiza/on
8. OT
and
Mental
Health
• Occupa/onal
therapists
work
to
promote
mental
health!
9. Mental
Health
and
High
Schoolers
• Founda/on
of
mental
health;
may
be
posi/ve,
nega/ve,
somewhere
in
between
• Teenagers
now!
• Physical,
sexual,
emo/onal,
social
changes
• Oen
when
mental
health
issues
are
iden/fied
10. Sta/s/cs
• One-‐half
of
adult
mental
health
problems
begin
before
age
•
•
•
•
14,
and
three-‐quarters
begin
before
age
24.
Of
children
and
youth
in
need
of
mental
health
services,
75-‐80%
don’t
receive
services.
In
2007,
8.2%
of
adolescents
(2
million
youths
aged
12-‐17)
experienced
at
least
one
major
depressive
episode.
More
than
one-‐half
of
adolescents
in
the
U.S.
who
fail
to
complete
high
school
have
a
diagnosable
psychiatric
disorder.
Compared
to
individuals
who
were
not
bullied,
vic/ms
of
bullying
were
nearly
three
/mes
as
likely
to
have
issues
with
generalized
anxiety
as
those
who
were
not
bullied.
Substance
Abuse
and
Mental
Health
Services
Administra/on
11. Mental
Health-‐
Easy
to
Overlook
• Iden/fying
warning
signs
or
red
flags
• Problem
solve
if
necessary
• Preven/on
-‐ Social
emo/onal
learning
in
the
classroom
-‐ Create
environment
that
promotes
mental
health
12. Proactivity
●
●
People
generally
operate
by
being
reacDve
to
problems
instead
of
being
proac&ve
to
prevent
problems
We
see
a
“problem”
and
we
ahempt
to
“fix”
it
13. Proactivity
●
●
School
is
an
opportunity
to
make
a
proac/ve
environment
Reac/ve
strategies
such
as
office
referrals,
deten/ons,
and
suspensions
could
be
detrimental
to
student
behavior
American
Academy
of
Pediatrics
16. •
•
•
•
•
•
•
•
•
•
low
self
esteem
peer
pressure
lack
of
social
skills
unclear
expecta/ons
academic
challenges
ineffec/ve
at
communica/ng
needs
mental
health
problems
lack
of
parental
guidance
or
supervision
poverty/homelessness
drug
or
alcohol
use
17. Need
based
reasons
for
acting
out:
•
•
•
•
•
•
•
power
or
control
avoidance
ahen/on
acceptance
expression
of
self
gra/fica/on
jus/ce/revenge
18. Students
need
a
positive
outlet
• They’re
going
to
find
an
outlet
regardless
• Can
we
provide
a
posi/ve
outlet?
• An
example
of
facilita/ng
a
posi/ve
outlet:
u/lizing
suppor/ve
rela/onships
• These
can
be
combined
with
learning
experiences
that
are
challenging,
engaging,
and
meaningful
Collabora/ve
for
Academic
and
Social
Emo/onal
Learning
19. Social
Emotional
Learning
(SEL)
• GeAng
students
to
iden/fy
self
and
express
self
through
academic
work
• Not
just
work
for
work’s
sake
• We
learn
faster
and
with
more
ease
when
we
can
relate,
see
how
we
fit
into
it
• Not
separa/ng
academics
from
the
whole
person
20. Collaborative
for
Academic,
Social,
and
Emotional
Learning
• We
know
that
as
teachers
you’re
rated
by
how
well
your
students
are
doing
in
class
academically
• Schools
that
have
implemented
the
CASEL
framework
have
an
11%
increase
in
standardized
test
scores
as
well
as
a
9%
percent
reduc/on
in
behavior
problems
Durlak,
Weissberg,
Dymnicki,
Taylor,
&
Schellinger,
2011
21.
22. Creates
a
positive
cycle
• PosiDve
outlets
-‐>
• -‐>
posiDve
social
life-‐>
• -‐>
increased
success
23. Creates
a
positive
cycle
• PosiDve
outlets
-‐>
iden/fica/on
and
expression
of
emo/ons
-‐>
posiDve
social
sphere
-‐>
increased
engagement
-‐>
increased
chance
of
success
and
likeliness
of
seeking
help
24. So
what?
• Easy
to
use/adapt
• Fits
well
with
Response
to
Interven/on
model
(RTI)
• Just
being
mindful
• May
already
be
doing
this!
• Hopefully
we
can
offer
some
prac/cal
tools
to
help
put
it
to
use
in
your
classrooms
26. Ways
to
Incorporate
SEL
●
●
Give
opportuni/es
for
students
to
par/cipate
in
decision
making
-‐
School
policies
-‐
Classroom
rules
and
consequences
Parent-‐teacher-‐student
conferences
27. Promoting
Positive
Peer
Interactions
●
●
●
●
Facilitated
in
class
group
discussions/debates
Buddy
programs
Collabora/ve
group
work
that
provides
opportuni/es
for
problem-‐solving,
nego/a/ng,
and
task
accomplishment
Encourage
teamwork
-‐
Divide
groups
in
crea/ve
ways
to
facilitate
conversa/on
28. Encourage
Leadership
●
●
●
●
●
●
●
Delineate
roles
for
students
Organizing
school
wide
ac/vi/es
-‐
Intramural
sports,
art/cultural
fairs,
fundraisers
Organizing
class
field
trips
Planning
class
par/es
Tutoring
Community
Service
Leadership
Projects
29. Other
Strategies
• Create
Intrinsic
Mo/va/on
• Greet
each
student
by
name
• Diffuse
tense
situa/ons
by
taking
breaks
for
produc/ve
outlet
of
expression
• Discipline
in
private
• Skits/Role
playing
30. Putting
SEL
into
Practice
• Homeroom:
-‐
Have
students
rate
their
mood
each
day
-‐
Create
class
tradi/ons/rituals
with
the
class
-‐
Arrange
classroom
in
organized,
welcoming
way
that
promotes
class
discussion
31. Putting
SEL
into
Practice
•
Math:
-‐
Correla/ons,
posi/ve/nega/ve
trends-‐
ex
when
they
study
and
work
hard
they
get
good
grades,
can
extrapolate.
If
don’t
work
hard,
nega/ve
slope,
graph
can
have
ups
and
downs.
Helps
iden/fy
trends
in
their
own
life.
-‐
Use
topics
of
group
discussion
on
ethical/
social
issue,
come
up
with
responses
to
the
ques/ons
and
rank
from
most
to
least
impt,
graph
responses,
find
mean/median/mode,
etc
32. Putting
SEL
into
Practice
•
English
-‐
“Open
session”
/me
where
kids
put
something
they
want
to
discuss
or
write
about
on
index
cards
-‐
Free
journaling,
or
with
guided
ques/ons
(social
issues,
emo/onal
responses,
ethics)
-‐
Discuss
characters’
decisions,
ethics/right
and
wrong
in
the
book
and
how
that
translates
to
life
now
-‐
Exploring
poetry,
what
emo/ons
are
elicited
by
it
and
why
-‐
Ask
ques/ons
about
rela/onships
between
characters
in
reading,
posi/ve
vs
nega/ve
rela/onships,
explore
character
growth.
Can
compare
to
rela/onships
nowadays/their
rela/onships
in
a
social
seAng
33. Identifying
Warning
Signs
There
are
a
number
of
warning
signs
that
could
be
an
indicator
of
a
mental
health
issue.
A
few
of
these
include:
● marked
fall
in
school
performance
● poor
grades
in
school
despite
trying
very
hard
● severe
worry
or
anxiety,
as
shown
by
regular
refusal
to
go
to
school
or
take
part
in
ac/vi/es
that
are
normal
for
a
child’s
age
● frequent
physical
complaints
● marked
changes
in
sleeping
and/or
ea/ng
habits
● extreme
difficulty
in
concentra/ng
that
get
in
the
way
at
school
● sexual
ac/ng
out
● depression
shown
by
sustained,
prolonged
nega/ve
mood
and
aAtude,
oen
accompanied
by
poor
appe/te
and
thoughts
of
death
● severe
mood
swings
● strong
worries
or
anxie/es
that
get
in
the
way
of
daily
life,
such
as
at
school
● repeated
use
of
alcohol
and/or
drugs
The
American
Academy
of
Child
and
Adolescent
Psychiatry
34. Resources
Check
out
our
blog!
hhp://
healthyproduc/veclassrooms.blogspot.com
/
35. References
American
Academy
of
Child
and
Adolescent
Psychiatry
(2011).
Facts
for
Families.
Retrieved
from
hhp://
www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Home.aspx?hkey=fc8eda98-‐f824-‐4988-‐
bb07-‐d49a8545e4e8
Australian
Primary
Schools
Mental
Health
Ini/a/ve.
(2013).About
social
and
emo2onal
learning.
Retrieved
from:
www.kidsmaher.edu.au
Centers
for
Disease
Control.
(2012).
Adolescent
and
School
Health:
School
Connectedness.
Retrieved
from
hhp://www.cdc.gov/healthyyouth/adolescenthealth/connectedness.htm
Collabora/ve
for
Academic,
Social,
and
Emo/onal
Learning.
(2011).
What
is
social
and
emo2onal
learning.
Retrieved
from
www.casel.org
Durlak,
J.
A.,
Weissberg,
R.
P.,
Dymnicki,
A.
B.,
Taylor,
R.
D.
and
Schellinger,
K.B.
(2011),
The
Impact
of
Enhancing
Students’
Social
and
Emo/onal
Learning:
A
Meta-‐Analysis
of
School-‐Based
Universal
Interven/ons.
Child
Development,
82:
405–432.
doi:
10.1111/j.1467-‐8624.2010.01564.x
Hosterman
Educa/on
Center
Staff.
Proac/ve
and
Preventa/ve
Approaches
to
Student
Behavior
Lamont,
J.
H.,
Devore,
C.
D.,
Allison,
M.,
Ancona,
R.,
Barneh,
S.
E.,
Gunther,
R.,
...
&
Young,
T.
(2013).
Out-‐of-‐
school
suspension
and
expulsion.
Pediatrics,131(3),
e1000-‐e1007.
Substance
Abuse
and
Mental
Health
Services
Administra/on
(2013).
Community
conversa/ons
about
mental
health:
Informa/on
Brief.
Retrieved
from
hhp://store.samhsa.gov/shin/content//SMA13-‐4763/
SMA13-‐4763.pdf
World
Health
Organiza/on
(2011).
Mental
health:
A
state
of
well
being.
Retrieved
from
hhp://www.who.int/features/facWiles/mental_health/en