School Based Mental Health. Adela Cruz, LCSW, PPSC Program Administrator, McKinney-Vento, Foster Youth, and Mental Health

Transcription

1 School Based Mental Health By Program Administrator, McKinney-Vento, Foster Youth, and Mental Health

2 Objectives The Anaheim Union High School Model Mental Illness and its Impact School Based Mental Health Program Within a Multi-Tiered System of Supports (MTSS) Model Building the Program Key Partners

3 What Does Emotional Intelligence Look Like? The Collaborative for Academic, Social, and Emotional Learning (CASEL) Five interrelated sets of cognitive, affective, and behavioral competencies: Self-awareness Self-management Social awareness Relationship skills Responsible decision-making VIDEO LINK: 5 Keys to Social and Emotional Learning Success

4 Efforts in Academics, Emotional & Social Awareness The 5Cs, the lifelong, transferable skills and dispositions needed to become healthy contributing members of society Collaboration - skills like working in groups Communication - expressing themselves verbally and in writing Creativity - thinking on their feet Critical Thinking - knowing how to find solutions Character integrity, kindness, and empathy Examples: Training teachers to teach civic learning The Servathon, where students can learn about their communities and play a role in its improvement.

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6 IMPORTANT FOR WELLBEING Developing Self & Social Awareness Encourage friendships and social interaction Encourage the student to broaden the range of their social connections Promote positive, creative, or activities such as sport, drama, or music Encourage family time and fun or positive activities. Things that get you away from everyday work Monitor social media and technology Encourage activities that foster the 5 th C, which is Character Development An outstanding project by one of our students in psychology.

7 Mental Health vs. Mental Illness Mental Health Mental Illness A state of well-being in which the individual realizes his or her abilities. Can cope with the normal stresses of life Can work productively and fruitfully Is able to make a contribution to his or her community A disturbance in thoughts and emotions Disorders that affect mood, thinking, and behavior. Source: World Health Organization (WHO)

8 Conditions that Put Students At Risk Environmental Person Factors Community or neighborhood School Peers Family Medical problems Low birth weight/neurodevelopmental delay Psycho or physiological problems Difficult temperament Adjustment problems Inadequate nutrition

9 Impact & Cost of Mental Illness SOURCE: (NAMI, 2015) 50% of all lifetime cases of mental illness begin by age 14 The average delay between onset of symptoms and intervention is 8-10 years Approximately 50% of students age 14 and older with a mental illness drop out of high school 70% of youth in state and local juvenile justice systems have a mental illness

10 Impact & Cost of Mental Illness - Continued One in every five youth ages will experience a mental illness. Seriously debilitating mental disorder When left untreated, may lead to self-injurious behaviors, threat to others or suicide Death by suicide is the second leading cause of death among youth Nationally, 44,193 people killed themselves in 2015 and over 1,000,825 attempted suicide. (CDC. Suicide: Facts at a Glance, 2015)

11 Impact & Cost of Mental Illness - Continued The US spends $30 to $40 billion dollars on depression alone. (CDC. Suicide: Facts at a Glance, 2015) $200 million in lost productivity in the workforce. (WHO, 2000) Individuals with a mental illness are more likely to come into contact with the police rather than with a treatment center Two million people with mental illness end up in the juvenile or justice system each year (NAMI, 2017) Impact on K-12 education system

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13 MULTI-TIERED SYSTEMS OF SUPPORTS (MTSS) CRISIS RESPONSE THREAT ASSESSMENTS First Best Instruction Mental Health Professionals (Social Worker) COMMUNITY PARTNERS SCHOOL STAFF COUNSELOR STUDENT SCHOOL PSYCHOLOGIST ADMINISTRATOR TEACHERS MENTAL HEALTH CHILD FIND RESTORATIVE PRACTICES PBIS SPECIAL EDUCATION PARENTS SUICIDE RISK ASSESSMENTS

14 What Should It look Like? 1-5% 5-10% TERTIARY INTERVENTIONS: INDIVIDUAL STUDENTS Assessment based Intensive SECONDARY INTERVENTIONS: FEW STUDENTS Supplemental and Strategic 80-90% UNIVERSAL INTERVENTIONS: ALL STUDENTS First Best Instruction Universal, Preventive, and Proactive

15 HOW ARE WE SPENDING OUR TIME? 1-5% TERTIARY INTERVENTIONS: INDIVIDUAL STUDENTS Assessment based Intensive 5-10% SECONDARY INTERVENTIONS: FEW STUDENTS Supplemental and Strategic 80-90% UNIVERSAL INTERVENTIONS: ALL STUDENTS Best First Instruction Universal, Preventive, and Proactive

16 School Based Mental Health Services Multi-Tiered Systems of Support (MTSS) 1. Tier one (All students): Universal strategies that are classroom-based and campus based for promotion of wellbeing & prevention FBI 2. Tier two (10-15% of students): Small groups of youth with emerging internalizing or externalizing problems Tier three (1-5% of students): Students who are not responsive to less intensive interventions to be linked to community based services. 5. Tier Four (1%): The educational system is no longer able to support student. Student needs intensive inpatient psychiatric, medical, and behavioral supports

17 Building a Sustainable District Program & Leveraging Community Resources for Maximum Impact source: (SMHRP, 2015) Stage 1: Early Identification and Referral System Stage 2: Manage Referral Flow Stage 3: Resource Mapping & Build on Existing Community Partnerships Stage 6: Sustainability, Expansion, and Funding Efforts Continue Stage 5: Evaluate Prevention and Intervention Effectiveness Stage 4: Improve on and Expand on Linkage and Referal process

18 Who Are The Partners? Youth as Allies Educators as Allies Collaboration Parents as Allies Community Partnerships Partnerships

19 Community Partnerships Leverage Community Based Mental Health Health and Medical Child Welfare Juvenile Justice Business and Philanthropic Organizations Faith-Based Organizations Internship Training Institution source: (SMHRP, 2015)

20 Youth as Allies Focus on promoting well-being, prevention, and intervention. Service or community hours were youth can learn about the give back to their communities, like feeding the homeless or campus beautification. Positive Youth Development Activities Implement the National Alliance on Mental Illness (NAMI) school based clubs program. Build a peer to peer youth program focused on reducing the stigma of mental illness and promoting well-being. Implement Bullying Prevention Program in the 7th and 9th grade Build a foster youth program where youth are receiving mentorship and have summer school camp. Expand and develop school site alternative to suspension program.

21 Parents as Allies Raise awareness about mental health issues such as depression, anxiety, etc. Help parents/caregivers understand the difference between normal behaviors versus troubled behavior Increase knowledge to know the warning signs that indicate a child/youth may be struggling Provide practical tools that parents can use to help their child/youth Raise awareness on the link between parent involvement and student academic achievement Increase knowledge about the services available within the district and in their communities

22 Educators as Allies Shift gears from just teaching subject matter to one where they can navigate the complexities of human relationships, which includes: Understanding the importance of teacher-student relationship/connection Classroom strategies for both curriculum and behavior (FBI) Understanding the impact that social, emotional, and economic issues have on student learning and functioning Understanding impact of implicit bias Becoming more culturally sensitive

23 Important Considerations Groups At High Risk Foster Youth Youth living in severe poverty or homelessness LBGTQI Youth High Impact Social Issues Bullying Aggression intense behavioral issues Trauma Social Media and Technology Stress

24 Projected Outcomes Develop an educational system that promotes, prevents and is responsive to student s needs Not just teaching standards but raising healthy, responsibility, and contributing members of society Mitigate the impact that traditional discipline models have had Especially students of color and especially males End the school to prison pipeline Decrease dropout rates and increase graduation rates Prevent the progression of mental illness and reduce the suicide rate

25 MULTI-TIERED SYSTEMS OF SUPPORTS (MTSS) COUNSELOR MENTAL HEALTH THREAT ASSESSMENTS PBIS SOCIAL WORKER COMMUNITY PARTNERS STUDENT First Best Instruction SCHOOL PSYCHOLOGIST ADMINISTRATOR CHILD FIND RESTORATIVE PRACTICES SPECIAL EDUCATION SCHOOL STAFF PARENTS TEACHERS CRISIS RESPONSE SUICIDE RISK ASSESSMENTS

26 Resources Substance Abuse and Mental Health Services Administration (SAMHSA) National Alliance on Mental Illness (NAMI) - NAMI U.S. Department of Health & Human Services (HHS) - Teen Mental Health - School Mental Health - Teen Line -

27 Thank You! Adela Cruz, LCSW, PPS Program Administrator McKinney-Vento, Foster Youth, Crisis Response, and Mental Health