HEIDI CLOUTIER, MSW Building a Continuum JOANNE MALLOY, …
Transcript of HEIDI CLOUTIER, MSW Building a Continuum JOANNE MALLOY, …
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Building a Continuum of Mental Health Supports in Schools
HEIDI CLOUTIER, MSWJOANNE MALLOY, PH.D.
UNIVERSITY OF NEW HAMPSHIRE INSTITUTE
ON DISABILITY
5/8/2019
Northeast PBIS Forum May 2019
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• Why it is important to address behavioral
health and wellness in schools?
• How can we respond?
• What can you do?
• What supports and resources are available?
OB
JEC
TIB
ES
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Wh
y w
elln
ess in
Sc
ho
ols? According to high school students:
▪ 13% report living with someone who has/had a problem with alcohol or drugs.
▪ 20% were offered, sold or given an illegal substance on school property.
▪ 25% report going hungry at some point because there was not enough food at home.
▪ 9% report having at least one parent or other adult in jail or prison.
▪ 14% report hearing adults in their home slap, hit, kick, punch, or hurt each other.
▪ 17% report seriously considering attempting suicide.
Schools are on the front lines.
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Th
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COMMUNITY
FAMILIES
SCHOOLS
YOUTH
Funding
Climate
Culture
Diversity
Economy
Substance Misuse
Food Security
Staffing
Scheduling
Engagement
Mental Health
ViolenceACES
Bullying
Achievement
Housing Stability
Social Emotional Skills
School Discipline
Risk Factors
Vocation
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Current National Data: Principals’ Concerns
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Said No Teen Ever
Youth Mental Health First Aid Training : https://www.mentalhealthfirstaid.org/take-a-course/
SAID NO TEEN EVER
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Yo
ut
h w
ith
Em
ot
ion
al
& B
eh
av
iora
l D
iso
rd
ers • High rates of exposure to trauma and
violence• High rates of behavior problems, school
discipline• Lack social resources and positive
relationships• High dropout rates• High rates of juvenile justice involvement &
incarceration• Disengaged from school, support services,
and treatment programs• Disproportionate punishment - African
American youth, youth with disabilities, Native youth
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Ho
w C
an
we R
espo
nd
?
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co
lla
bo
rat
ion
"It takes a village
to raise a child" - African Proverb
State
Region
Community
Family
Student
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Beh
avio
ral H
ealt
h C
onti
nuum
Supports for Behavioral Health &
wellness
Social Emotional Learning
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Tie
r O
ne
Universal Supports
for ALL- 100%✓ Focus on prevention
✓ Improves education, coping skills and
communication for ALL students
✓ Fosters pro-social behavior
✓ Encourages collaboration
among educators, families
and community-members
Representative of all staff & students
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Foundational Best Practices
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Explicitly Teaching Important Skills
Social skills
Relationship skills
Conflict resolution
Healthy choices/ habits, including information about brain research, drug and alcohol addiction
Coping/ stress management skills
Perseverance
Acceptance/tolerance of others
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Mindfulness exercises SCHOOLWIDE
Led by Margreta Doerfler, a clinical social worker from Riverbend Community Mental Health, fourth-graders learn about mindfulness in class at Broken Ground School in Concord on Tuesday, May 16, 2017. (ELIZABETH FRANTZ / Monitor staff) http://www.concordmonitor.com/mindfulness-in-concord-elementary-schools-9654266
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Universal Behavioral Health Practices
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Suicide Prevention
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Signs of Suicide Prevention
Universal prevention strategies are designed to reach the entire population, without regard to individual risk factors and are intended to reach a very large audience. The program is provided to everyone in the population, such as a school or grade, with a focus on risk reduction and health promotion.
Reach a broad range of adolescents
Reduces stigma
Promotes learning and resiliency in all students
Overrides implementer assumptions
https://mentalhealthscreening.org/programs/sos-signs-of-suicide
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SOS Signs of Suicide® Prevention Program Goals
Decrease suicide and attempts by increasing knowledge and adaptive attitudes about depression.
Encourage individual help-seeking and help-seeking on behalf of a friend.
Reduce stigma: mental illness, like physical illness, requires treatment.
Engage parents and school staff as partners in prevention through education.
Encourage schools to develop community-based partnerships.
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Tie
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wo
Targeted Supports for
SOME- 15%
✓ Early identification & screening
✓ Function based supports
✓ Small group instruction
✓Additional time, intensity and
frequency of supports
Representative of some staff & students
Targeted Supports
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Tier II Supports: Social or Coping Skills, Alateen, Check in –Check Out, Increased Academic Support, Parenting Engagement and Training
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Turn to the person next to you and tell them 1 targeted or small group support your school is using to support the behavioral health and wellness of all students or share an idea you have for implementing a targeted/ small group support
Turn and Talk
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Tie
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hree
Intensive/ Individual
Supports for FEW - 5%
✓ Assessment based supports
✓ Driven by family and youth’s
input and needs
✓ Individualized team to monitor
student-progress frequently
Few Students or Staff
Individualized Supports
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RENEW
Individualized Supports: RENEW, Wraparound, Behavior Support Plans, FBA’s, Substance Misuse Counseling, Cognitive Behavior Therapy (CBT), Dialectical Behavior Therapy (DBT), START
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RENEW: Rehabilitation, Empowerment, Natural Supports, Education & Work
J O A N N E M A L L O Y
J O N A T H O N D R A K E
H E I D I C L O U T I E R
K A T H Y F R A N C O E U R
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Shorter-Term Improvements In:
RENEW Facilitators Provide:
• Personal futures transition planning
• Individualized team development and facilitation
• Facilitation for career development and vocational supports
• Braided resource development
• Flexible education program
• Employment and work-based learning
• Mentoring
• Community connections
Self-DeterminationCapacity & Opportunity
Student EngagementBehavioral,
Cognitive, & Affective
Social SupportSource & Type
Longer-Term Outcomes
• Improved emotional & behavioral functioning
• School graduation
• Employment
• Community Integration
• Post-secondary Education
RENEW Theory of Change (i.e., why are we doing this?)
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RENEW Goals
•High School Completion
•Employment
•Post-secondary Education
•Community Inclusion
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RENEW PRINCIPLES
•Self-Determination
•Unconditional Care
•Strengths-Based Supports
•Flexible Resources
•Natural Supports
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RENEW Strategies
•Personal Futures Planning
•Individualized Team Development and Wraparound
•Braided (individualized) Resource Development
•Flexible, or Alternative Education Programming
•Individualized School-to-Career Planning
•Naturally Supported Employment
•Mentoring
•Sustainable Community Connections
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Child & Adolescent FunctioningScale Data
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RENEW Youth Average GPA, by Semester
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RENEW Average Percent of Credits Earned Out of Credits Taken
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School & Mental Health Partnerships•Students access RENEW either through a CommnityMental Health Facilitator at school [these are scheduled on weekly basis], or through a Middle/High school Facilitator.
•Mental Health Counselors provide consultation to teams/ teachers
•Facilitated referrals
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co
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tLike us on Facebook: https://www.facebook.com/IOD.RENEW
Follow us on Twitter: https://twitter.com/RENEW_IOD
Website: www.renew.unh.edu
For further questions please contact us at [email protected]
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Educator Mental Health
61% of teachers reported that they were “always” or “often” dealing with high-stress over a 30-day period.
1.86 million FTE US teachers describe their mental health as “not good”.
46% are diagnosed with excessive sleepiness and 51% with poor sleep quality. Due to chronic stress and physical exhaustion, teachers commonly show biologically abnormal cortisol activity and overactive adrenal glands otherwise known as adrenal fatigue also called “burn out”
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Apply Your Own Oxygen Mask Before Attending to Children
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Self Care
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Questions
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Map out what you have in place that is working now and identify gaps
5/8/2019 42
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Objectives of Our Secondary Leadership Academy
•Create a forum to discuss critical issues related to implementation of PBIS in the unique contexts of middle and high schools,
•Share best practices and implementation examples with respect to:
•Develop tools and information that will promote best practice in PBIS leadership.
•http://apbs.org/hs-academy-meeting-info.html
Next Call: June 6, 2019, 12 noon -1:30 pmTopic: Aligning community mental health supports within schools
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Contact InformationName: Heidi Cloutier
Role: RENEW & MTSS Trainer, Coach
Organization: UNH Institute on Disability
Best Contact Information: ◦ Phone: (603) 228-2084 X 41
◦ Email: [email protected]
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Resources•California Safe and Supportive schools Culture and Climate toolkit: https://data.calschls.org/resources/ClimateConnectionToolkit_2ndedition.pdf
•Mental Health First Aid: https://www.mentalhealthfirstaid.org/
•Screening for mental health https://mentalhealthscreening.org/programs
•RENEW www.renew.unh.edu
•START https://www.centerforstartservices.org/
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Resources
•Ala- Teen/ Alanon https://al-anon.org/for-members/group-resources/alateen/
•CVS https://www.cvs.com/content/prescription-drug-abuse
•CASEL SEL https://casel.org/
•NH Wraparound https://iod.unh.edu/projects/new-hampshire-wraparound-practice-model
•Operation Prevention https://www.operationprevention.com/classroom
•Technical Assistance Center for PBIS https://www.pbis.org/
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•NAMI NH https://www.naminh.org/
•Youth Move NH http://www.youthmovenh.org/
•Youth Risk Behavior Survey information & data for NH schools: https://www.dhhs.nh.gov/dphs/hsdm/yrbs.htm
•Bureau of Student Wellness https://www.nhstudentwellness.org/
Resources
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ReferencesLipari, R.N. and Van Horn, S.L. Children living with parents who have a substance use disorder. The CBHSQ Report: August 24, 2017. Center for Behavioral Health Statistics and Quality, Substance Abuse and Mental Health Services Administration, Rockville, MD. Retrieved from https://samhsa.gov/data/
University of Maryland School of Medicine. (n.d.) The Impact of School Mental Health: Educational, Social, Emotional, & Behavioral
Outcomes Retrieved from http://csmh.umaryl&.edu/media/SOM/Microsites/CSMH/docs/CSMH-SMH-Impact-Summary-July-2013-.pdf
Lehr, C. A., Johnson, D. R., Bremer, C. D., Cosio, A., & Thompson, M. (2004). Increasing Rates of School Completion: Moving from Policy & Research to Practice. A Manual for Policymakers, Administrators, & Educators. Essential Tools. National Center on Secondary Education & Transition, University of Minnesota (NCSET).
Bazelon Center for Mental Health Law, Fact Sheet #1 Why states & communities should implement school-wide positive behavior support integrated with mental health care www.bazelon.org
U.S. Department of Education’s Office of Special Education Programs, www.pbis.org