Getting to Know You. WHO WE ARE. Presentation Outline. Typical or Troubled? Typical or Troubled? Programs that Make a Difference

Transcription

1 WHO WE ARE Typical or Troubled? School Mental Health Education Program Presented by: G. Wesley Jones, LCSW Coordinator, Glasgow High School Wellness Center Colleen Reilly, MPA The Reilly Group, Inc. Director, Typical or Troubled?(TM), American Psychiatric Foundation To advance public understanding that mental illnesses are real and can be effectively treated. Established 1991 Diverse Board of Directors Charitable Subsidiary of APA Raise Funds and Awareness Conduct Public Education & Outreach Programs Patient, Family and Community Focused Programs that Make a Difference Presentation Outline Mental health education programs that: Are national in scope, local in focus. Fill a void and leverage what already exists. Focus on early intervention and the message that mental illnesses are real and can be effectively treated. Reach people where they Live, Work and Learn: Home, School and Business. What you will learn today: How we developed the Typical or Troubled? program The evaluation of the program What information the program contains Distinguishing between typical or troubled behavior Best practices for delivering the training How to get the program: technical assistance or grants Discussions on holding a Typical or Trouble? program in your school(s) 4 Getting to Know You. Typical or Troubled? Have you heard of this program before? Professional roles location? Why interested in this workshop? What do you hope to leave with after the workshop? How would you rate your understanding of mental health disorders in adolescents? 1= don t know anything 2= somewhat familiar 3= very familiar, expert 5 - About 4 million children and adolescents estimated to have a major mental health disorders resulting in significant impairment (Surgeon General Report) Those who develop a mental disorder, 90% have early warning signs by age 15.some even earlier Untreated, many develop secondary substance abuse (Columbia University) Suicide third leading cause of death among teens 15 to 24 years old. (National Center for Health Statistics) Half of lifetime cases of mental illness begin by age 14 (NIMH) 6 1

2 Typical or Troubled? Typical or Troubled? - New guidelines urge physicians to screen adolescents annually for depression "There's an epidemic of depression in this country among teenagers, and" the US Preventive Services Task Force is now "asking doctors to screen all teenagers for it every year. At any given time, nearly six percent of American teens are clinically depressed, that's about two million a year. Left untreated, it could lead to suicide." Despite effective treatments, there are long delays sometimes decades between first onset of symptoms and when people seek and receive treatment (NIMH) Untreated mental disorders can lead to a more severe, more difficult to treat illness, and to the development of co-occurring mental illnesses. (NIMH) 7 8 Typical or Troubled? HELP = Better academic achievement Less substance abuse Improved chances for their future APF Board decided to invest in creating an outreach/education program that would reduce the delay between on-set of an illness and detection and therefore improve outcomes 9 10 Research on greatest impact The Program Objectives Who do we target for education for greatest impact? High percentage of kids receive treatment in schools Teachers and coaches: Are trusted and listened to by kids first, and then parents Are linked and interactive with parent, kids and counselors Want to help, believe it is their job to help teens Want to avoid consequences of not acting Want information from a credible source not misinformation Needed now more than ever Objective: Educate school personnel about teen/adolescent mental health Science of mental illness Notice, Talk, Act Early warning signs How to talk with students How to talk to parents imperative and a barrier How to take action, school referral process - refer to treatment Target audiences for education: Teachers, coaches, other school personnel, administrators

3 Development of Program The Typical or Troubled? Program Phase 1 Create Program and Test Material developed in collaboration with experts Focus groups Tested teachers and administrators Evaluated and revised Phase 2 - Create Grants Program & Evaluate About 35 sites nationwide National partners (MHA, SSWA, ASCA) Technical Assistance and Evaluation Phase 3 Implement Grant and Technical Asst. Program 13 National Partners Slide presentation For school personnel Bulleted notes and instructions 45 min., 15 min. Q&A Designed to be inclusive Brochure Evaluation form Technical Assistance Partnerships Application 14 To date: Typical or Troubled? In 310 schools (and districts) Urban, rural and suburban schools from Alaska to Florida Educating and training over 21,000 teachers NOTICE TALK ACT Connecting with more than 300,000 students Evaluation Evaluation Cont d NOTICE 91% said it was important to learn more about teen MH problems 94% agree if left untreated, MH problems can greatly damage a teen s present and future 86% disagree that people who have a mental disorder rarely show warning signs in their teens 89% agree that frequency and extremity of warning signs can help a teacher to distinguish between typical or troubling problems 17 Taking Action 96% thought it was important for teens with MH problems to be identified and referred in school for assessment/treatment 91% disagree there is little a teacher can do to help a teen with mental health problems 84% are sure they know what resources exist in their school to help a student who is having a MH problem 18 3

4 PBS Healthy Minds Show A Presentation for Teachers & Staff TODAY S PRESENTATION State of the problem Treatment Steps to take Warning signs Normal teen development Your School Types of mental health problems Referral process Talking to parents Managing the Classroom Everyone Can Make a Difference Every Adult School Staff Parents Teachers Critical Role 4

5 On the Front Lines Steps Teachers Can Take Influential NOTICE TALK ACT Overburdened Angry or aggressive behaviors Poor concentration Increased tardiness or absences Withdrawn Withdrawn 5

6 Anxious Typical? Troubled? Complex period of rapid change, transition Typical Teens Challenges: fitting in, defining identity, competing demands (school, home) Sometimes - other home issues (divorce, violence or substance abuse) Bottom line: May display alterations of mood, distressing thoughts, anxiety, and impulsive behavior. Experiencing more than normal developmental challenges, inability to form healthy relationships Without treatment, more likely to have serious problems: Academic Relationships Employment Troubled Teens Depression Frequent outbursts Marked change in school performance Abuse of alcohol/ drugs Intense fear of becoming obese Unusual behavior Aggression Threat to harm self or others Self-injury/ Cutting Nightmares Sexual acting out Physical complaints Threats to run away Inability to cope As you NOTICE signs, ask yourself, are they: FREQUENT? (e.g., student is quiet, withdrawn over multiple days/weeks) EXTREME? (e.g., violent outburst, aggressive behavior) If either: TALK with student ACT by communicating what you ve seen/heard with school MH staff 6

7 Talking with Parents Observable behaviors Start early Be positive and have perspective NOTICE TALK ACT Stick together PROCESS AT NEWARK HIGH SCHOOL TEACHER identifies a cause for concern in a student Teachers notify Wellness Center Staff TEACHER talks to student or parent School Psychologist, School Social Worker or Interventionist Wellness Center handles problem or Wellness Center makes referral to Community Resources If problem is identified as a behavior/conduct problem, student is sent to ASSISTANT PRINCIPAL or ADVISOR. PSYCHOLOGIST PSYCHIATRIST CLINICAL SOCIAL SOCIAL WORKER WORKER SOCIAL SERVICES Key Points Presenting the Training Program is evidence based; 6 yrs evaluation data Program a collaboration between school, community, and healthcare Who delivers the mental health information is critical schools seeks credible source Reduces stigma and counters anti-mental health messages Addresses integrating mental health and wellness into overall health for students Success Factors: Process AS important as materials Needs champion in school, administrator support Schedule during In-Service Apply for CEC with school district Encourage team work among presenters Rehearse information, anticipate questions Augment presentation with local resources Technical assistance enabled success

8 Technical Assistance Program Changing a Life s Course 43 Typical or Troubled? Technical Assistance Program available for: Cities, states, school districts Sites with more than 9 schools Federal grantees (HS/SS and Integration, Systems of Care) enables meeting goals to provide education on mental health, improve referral system, and increase referrals Includes planning, train the trainer workshop, technical assistance, tailored materials, evaluation and assessment Launched city-wide in Albuquerque, NM 96 schools Training teachers, school personnel, police officers, community service US Department of Education and other Federal grantees Great interest to use Typical or Troubled? program with their Safe and Healthy Students and Integration Programs 44 Grant Program Grant Program Next opportunity: October November 2010 RFA American School Counselor Association and Social Work Association of American promote grants, receive and first review of proposals APF committee reviews and selects up to 30 applications Notification of awards March 2011 $ to 3 high schools $ high schools Planning and Implementation of program school year In-service/professional development days Technical assistance throughout the year Evaluations 45 Selection criteria: Well written application, followed directions Organization seems strong and viable; already in the school(s) Good team assembled, including licensed mental health professional and counselors Knowledge of referral process A well defined plan of implementation, including dates for trainings Confirmation of training by schools Trainings scheduled during In-service day for teachers, which enables mandated and highest number of participants Shows evaluation plan 46 FAQ s FAQ s How do I get the program materials? Selected grantees will have complete access to all materials through Can I customize the materials for local use? Some of the PPT slides may be customized to your particular situation. Other slides (mostly those containing scientific or medical information) may not be customized. Is the program for high schools or can it be used in middle or elementary schools? Typical or Troubled? can be given in middle schools (teens), but not designed for elementary schools at this point. 47 When do I implement the training program? Allow time for planning, building collaboration, identifying and rehearsing the presentation. In-service training days are optimal and often occur in August and January. After school programs or lunch & learns may also be an option. How will the program be evaluated or measured? APF will measure the program both quantitatively and qualitatively the Evaluation Forms (provided). 48 8

9 Breakout Session Plan a training: What will it take to implement a training? Who would take the lead? Does this fit with your district or community directive? Do you work in a middle/high school/district? What schools or school district would get the training? Could you schedule this for an In-Service Day? Can you assemble a team to deliver the information? Mental health professional? School counselor/school referral system? 49 9