Typical or Troubled? ® Know the Difference, Make a Difference A Program of The American Psychiatric...

Typical or Troubled? ®

Know the Difference, Make a Difference

A Program of The American Psychiatric Foundation

1 • Typical or Troubled?®

2© American Psychiatric Foundation, 2008

Introductions

Please briefly state your: 1) Name2) MHP, counselor, other? 3) School or Organization?4) Typical or Troubled?

© American Psychiatric Foundation, 2008

To advance public understanding that mental illnesses are real and can be effectively treated.

Established 1991—Diverse Board of Directors

Charitable Arm of American Psychiatric Association

Raise Funds and Awareness

Conduct Public Education & Outreach Programs

Patient, Family and Community Focused

Mission of APF

Approximately 1/3 of adolescents with major

depressive disorder also suffer from another mental

disorder.

FalseIt’s 2/3

Mental Illness in U.S. Children

20% of youngsters age 9-17 have diagnosable psychiatric disorders with at least minimum impairment 10% suffer from severe mental illness causing

significant impairment Fewer than one in 5 receive needed treatment in any

given year

Note that one out of five kids in the pediatrician’s office has an

emotional disorder

Mental Illness in U.S. Adolescents

Those who develop a mental disorder, 90% have early warning signs by age 15…….some even earlier

Anxiety disorders often begin in late childhood, mood disorders in late adolescents, and substance abuse in early 20’s.

Suicide third leading cause of death among teens 15 to 24 years old. Unlike most cancers or heart

disease, young people with mental disorders suffer disability when they are in the prime of their life. (NIMH)

Mental Illness in U.S. Adolescents

Despite effective treatments, there are long delays — sometimes

decades — between first onset of symptoms and when people seek

and receive treatment (NIMH)

Early identification and connecting to help is critically important

No help = PainSufferingFailing

Those with a untreated mental health disorder, three times more likely to develop a subsequent disorder, compared to students with no previous disorder


HELP = Better academic achievement

Less substance abuse

Improved chances for their future



Research on greatest impact

Who do we target for education for greatest impact? Research shows: School personnel – teachers and other school personnel:

• Trusted and listened to by kids • 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• Want to know the difference between typical or troubled

Needed now more than ever


Typical or Troubled? ™ Program Objectives

Goal: Reduce the gap between on-set and treatment

Objective: Educate school personnel about teen/adolescent mental health• Science of mental illness• Notice, Talk, Act

– Notice the early warning signs– Talk with students– Talk to parents – imperative and a barrier– Act – by connecting to the school referral process - refer to treatment

Target audiences for education:• Teachers, coaches, bus drivers, administrators, and other school

personnel, administrators


What’s in it for them?

This is what teachers / school personnel tell us……• See the signs and don’t know what to do, want to know• Want to help, most believe it is their job to help teens• Want to avoid consequences of not acting • Appreciate information from a credible source– not

misinformation• Want to know the difference between typical or troubled • Want to know how to refer• Don’t want to be “jr. psychiatrists”

School personnel – teachers and other school personnel:• Trusted and listened to by kids • Interact with students, parents and counselors


School Community Informed Program

• Research based program • Community informed every element • Materials developed with school

community and experts • Focus groups tested • Piloted and revised• Evaluated over 7 years


• Local urban, rural and suburban schools from Alaska to Florida

• Implemented in 900 school sites and or districts

• Educating 90,000+ school personnel

• Connecting with more than a million students

Typical or Troubled?™


Increased Knowledge of Mental Health2008-- 2009 -- 2010

Can tell diff Know signs know how to help0

10

20

30

40

50

60

70

80

90

100


I know how to….if I see the warning signs

talk to student talk to parent refer would refer0

10

20

30

40

50

60

70

80

90

200820092010

Qualitative Evaluations 2013: Typical or Troubled? TM

© 2012 American Psychiatric Foundation

“Large training, part of an all-day, in-service training with 350 attendees. Local media (TV and print) reported on adolescent mental health .” Ben Harrington- MHA of East Tennessee (rural area)

“ I’ve gotten over 100 referrals since the training.” Christina Fontenot- Ville Platte High School (rural area)

Very well received! Local psychiatrist presented …we loved having them and the teachers had a lot of questions which they could answer. Teachers felt empowered - knew the referral process. Patti Morton- FCUSD Health Programs

“ Most exciting this year -- added a youth speaker which was very well received!” JoDee Buis- Orange County Public Schools in Orlando, Florida

INCREDIBLE RESPONSE from CA Department of Mental Health:“ In days following, a tremendous amount of teachers approached me one-on-one to talk about the problems they were seeing with their students.”

Qualitative Evaluations

© 2012 American Psychiatric Foundation

“In-service training with 350 attendees. Local media reported on adolescent mental health.” Ben Harrington- MHA of East Tennessee

“Teachers, staff and administrators have been very proactive. I’ve gotten over 100 referrals since the training.” Christina Fontenot- Ville Platte High School

Information very well received! Local psychiatrist presented …we loved having them and the teachers had a lot of questions which they could answer. Teachers felt empowered, better understood the referral process. Patti Morton- FCUSD Health Programs


Measures of Success

Expanded Awareness of NTA and mental health issues

CollaborationEducating Parents Increased Referrals Preventing TragedyReady to Implement -

Curriculum Catalyst for Referral

Process

Instructions, Customization, Teams

Article & Handouts


Evaluations, Suggestions


Checklist



Typical or Troubled?®

Modeling and Practice

Section 1: Introduction Section 2: Early Warning Signs


Modeling and Practice

Section 3: Mental Health Disorders

Section 4: Connecting to Help Section 5: Referral Process Section 6: Managing Classroom,

Engaging Parents, Resources

SAMPLE SLIDES Presentation for Teachers & Staff


Know the Difference, Make a Difference

A Program of the American Psychiatric Foundation


TODAY’S PRESENTATION

Treatment

Steps to take

Warning signs

Normal teen development

Types of mental health problems

Referral process

Talking to parents

Managing the Classroom

State of the problem


(Insert Name of School)


Everyone Can Make a Difference

Every Adult

SchoolStaff

Parents


32 • Typical or Troubled?TM

Marked change in school

performance

Inability to cope

Physicalcomplaints

Sexualacting out

Depression

Abuse ofalcohol/drugs

Intense fear of becoming

obeseNightmares

Threat to harm self or others

Self-injury

Frequentoutbursts

Threats torun away

Aggression

Unusualbehavior



Mood disorders

Anxiety disorders

Psychotic disorders

Behavioral/disruptive disorders

Teen Mental Health Disorders


Typical?

Troubled?


• Complex period of rapid

change, transition

• 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.

Typical Teens



• Experiencing more than normal developmental challenges

• Without treatment, more likely to have serious problems:

• Academic• Relationships• Employment

Signs ofTrouble



As you NOTICE signs, ask yourself, are they:

• FREQUENT ?– (e.g., student is quiet, withdrawn over multiple

days/weeks)

• EXTREME ?– (e.g., violent outburst)

If either:

• TALK with student • ACT by communicating what you’ve seen/heard with school

MH staff



Customizable



The Team

TEACHER talks to student

TEACHER identifies a cause for concern in a student

TEACHER notifies SCHOOL COUNSELOR assigned to

student (or CASE MANAGER for

special ed students)

PROCESS IN A

SCHOOL

STUDENT and SCHOOL COUNSELOR meet

SCHOOL COUNSELOR handles problem OR

SCHOOL COUNSELOR provides information on

outside resources

SCHOOL SOCIAL WORKER or PSYCHOLOGIST or other is

engaged if needed – PARENT involved

If problem identified as a behavior/conduct problem, student is sent to ASSISTANT PRINCIPAL –

PARENT involved

PSYCHOLOGIST

PSYCHIATRIST

SOCIALWORKER

MHCOUNSELO

R40 • Typical or Troubled?

®


REFERRAL HANDOUT

Break into small groups • Teams from school/districts include counselor/school

champ and MHP• Those with one presenter join in small group

Discuss the referral process in your school – what happens first, who do teachers connect to? Next, After that?

Write it down – KEEP IT SIMPLE Fill in referral slide boxes Remember you are not designing the system – you are

communicating what happens


Lessons Learned Over a Decade

• Work with and in the Educational System • National and local partners• Messenger as important as message • In-Service -- Scheduled presentation

• ACT - No One Size Fits All – Referral Process

• How to TALK to students/parents • NOTICE Early Warning Signs – How does

it appear in the class room

NOTICE TALK ACT



Changing a Life’s Course




• TAP - Technical Assistance Partnership Program

• Innovation Grant • Standard Grant • Applications being accepted –

March 31st deadline

Typical or Troubled? ® Know the Difference, Make a Difference A Program of The American Psychiatric...

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