Transcript Student Mental and Emotional Health

Student
Mental and
Emotional Health
Prepared for Denton ISD Campuses for SB460
Texas Senate Bill 460
. . . educators . . . to receive as part of a training . . .
instruction in detection of students with mental or emotional
disorders . . . (to) include information on:
A. Characteristics of most prevalent disorders
B. Ways to identify disorders
C. Effective strategies for teaching and intervening
D. Procedures to assist parent to take appropriate action
2
Why do we need to know this?
➢ Mental illness harms children more seriously
than any other disease.
➢ We spend a lot of time with students.
➢ We understand development.
➢ We are able to see changes over time.
➢ Early intervention makes a big difference.
3
Early Intervention can . . .
➢ Lead to effective identification and treatment.
➢ Support development and growth into
maturity.
➢ Minimize maladaptive and illegal behavior.
➢ Be the difference between life and death.
4
Our Plan
To share basic knowledge related to mental and emotional
health, including information on:
A. Overview of Mental Health Challenges and
Disorders
B. Characteristics and ways to identify the most
prevalent disorders
C.Mental Health CPR and use that protocol to
help us respond to concerns
5
Important Notes:
1. Sign in.
2. Attend.
3. Jot down questions or concerns.
4. Share questions and concerns with the
counselors.
6
Important distinctions
Mental Health Defined:
A state of psychological
well-being where the
individual has the ABILITY
to USE cognition and
emotions to meet ordinary,
everyday demands.
School Expectations:
1. Control own behavior.
2. Follow the rules.
a. In the School
b. In each Classroom
3. Learn the teacher.
4. Learn the material.
5. Let others learn the
material.
7
CPR
-
preserve life
prevent further harm
promote recovery and resiliency
provide comfort to the person who is ill or
injured or experiencing distress
8
Comparing and Contrasting
CPR
- immediate and
temporary help
Mental Health CPR
- immediate and
temporary help
- emergency care
- emergency care
- treatment given to the
individual before
professional medical
care is available
- treatment given to the
individual before
professional mental
health care is available
9
Professional Mental Health Care
Certified School Counselors, Student Assistance
Counselors, School Social Workers, LSSPs, and School
Nurses
Licensed Professional Counselors and Licensed Social Workers
Nurse Practitioners
Psychologists
Medical doctors: Pediatricians, Neurologists, and Psychiatrists
10
Mental Health CPR
➢ preserve life when a person may be a danger to self or
others
➢ prevent the problem from becoming more serious
➢ promote recovery
➢ provide comfort and support
➢ help to identify or guide a person to appropriate
resources and supports
➢ NOT TO DIAGNOSE OR PROVIDE THERAPY
11
Mental Illness
Mental Health Challenges
Mental Health Disorders
-
includes diagnosable illnesses
(such as anxiety, depression,
bipolar disorder)
-
diagnosable illness that affects
a person’s thinking, emotional
state, and behavior
-
includes symptoms of mental
disorders that may not be
severe enough to warrant
diagnosis (such as confused
thinking or extreme highs and
lows in mood)
-
disrupts the person’s ability to
work or carry out other daily
activities and engage in
personal relationships
12
Rank these in order of prevalence. Indicate the percentage
of students your group believes are affected by each.
ADHD
ANXIETY
DEPRESSION
EATING DISORDERS
13
Prevalence in Children and Teens
- Approximately 3% of adolescents in the U.S.
have eating disorders
- ADHD affects an estimated 4.1% of youth
ages 9 - 17 in the U.S.
14
Prevalence in Children and Teens
- 5% - 8% of children and adolescents in the
U.S. have depression
- Anxiety disorders are among the most
common mental health challenges that occur
in the U.S.
15
Consider how many students you teach . . .
How many may be impacted?
EATING DISORDERS (3%)
ADHD (4.1%)
DEPRESSION (5% - 8%)
ANXIETY (about 8%)
16
Prevalence in the U.S.
- 20% of children and youth will be
significantly impacted by a disorder in any
given year
- 20% of 18 - 54 year olds are affected by a
mental disorder during a given year
- about 57% of the population will have a
diagnosable disorder in their lifetime.
17
Risk Factors in Adolescents
- Hormonal changes
- “Fitting in”
- Sexual orientation and
gender identity
- Concerns about
appearance
- Experimenting with
alcohol and other drugs
- Increased risk-taking
behavior
- Increased
independence
- Experiences with
homelessness, CPS,
poverty, or the juvenile
justice system
- Being younger than 14
18
Impact of Mental Health Challenges
Inadequate interventions
- Health problems
- Difficulty at school
- Problematic or reduced
relationships
- Future productivity
- Ineffective and/or
harmful coping skills
Stigma
- Attention-seeking
- Lazy
- Selfish
- Uncooperative
19
Protective Factors
-
Healthy practices
Spirituality
Avoiding alcohol, tobacco, and other drugs
Consistent home/family routine
Parent/familial support
High monitoring of youth’s activities
Economic security
Community bonding
20
Protective Factors
-
Regular school attendance and academic performance
Availability of constructive recreation
Feeling close to at least 1 adult
Good problem-solving skills
Good self-esteem
Healthy practices
Feeling of control in their own life
Having a good social support system
21
break here
22
Why is our role important?
➢ Challenges often develop during adolescence.
➢ Challenges are common.
➢ Youth and families may not be well informed.
➢ Open discussion can help reduce prejudice and
discrimination.
➢ Youth may not be aware that they need help.
➢ Professional help is not always available or accessible.
23
CPR
- Check: Unconscious?
- Shake and ask “Are
you ok?”
- “You, call 911”
- Begin CPR
- Circulation
- Airways
- Breathing
- Assess for risk.
- Listen non-judgmentally.
- Give reassurance and
information.
- Encourage appropriate
professional help.
- Encourage self-help and
support strategies.
24
1. Access for risk of suicide or harm.
2. Listen carefully.
3. Give reassurance and information.
4. Encourage appropriate professional help.
5. Encourage self-help and other support
strategies.
ACTION PLAN
25
Be alert to crises and assist.
Immediately seek professional help if there is
a risk the student will harm self or others.
Do not leave the student alone if there is
concern.
Assess for risk of suicide or harm.
26
Work to understand what is being said.
Put the student at ease so they can talk freely
about their problems without feeling judged.
Respect the youth and the youth’s culture.
If all else fails, go back to listening!
Listen nonjudgmentally.
27
Reassure the student that they have been
heard by repeating or paraphrasing
information they have shared with you.
Offer practical help with tasks that may seem
overwhelming at the moment.
Give reassurance and information.
28
Assist the student in recognizing appropriate
help.
Offer to go with the student to the counselor.
Do not promise to keep this information to
yourself.
Encourage appropriate professional help.
29
Help parents intervene
Procedures
to assist
parent
take appropriate
Always
involve
a campus
counselor
in this
action
discussion.
These discussions can become very sticky and
uncomfortable conversations.
Campus counselors have resources which may
be helpful to the family.
30
- Express feelings in appropriate ways that
interest them.
- Complete a task or learn something new to
develop a sense of accomplishment
- Join a club to build social support
- Exercise in appropriate amounts
- Identify natural helpers in their community
Encourage self-help and other support strategies.
31
Take care of yourself:
1. Consult with the mental health professionals in your
building.
2. W.E.S.T.
a. Water - Drink it.
b. Eat something healthy.
c. Sleep.
d. Tell the ones you love that you love them.
A FINAL NOTE
32
Student Mental and
Emotional Health:
Specific Disorders
Prepared for Denton ISD Campuses for SB460
Anxiety
34
Anxiety Disorders
Unhealthy anxiety
➢ is more severe
➢ lasts longer
➢ interferes with activities
Anxiety disorders are the most common.
35
What this might look like at school:
- quiet and well-behaved, fearful to ask questions
- demanding extra time from teacher, constantly
needing reassurance
- not turning in assignments because the work will be
critiqued
- complaints of sudden, unexplained illnesses when
faced with situation that is distressing
36
Depression
37
Major Depressive Disorder
- lasts nearly every day for at least two weeks
- includes at least one of these symptoms:
- an unusually sad mood
- the loss of enjoyment and interest in
activities that were previously enjoyable.
38
Bipolar Disorder
- episodes of depression, episodes of mania,
with periods of normal mood in between
- diagnosis of a bipolar disorder cannot occur
until both depression and mania have been
experienced
39
What this might look like at school:
- a decline in grades
- increasingly absent
- incomplete or inadequate work
- appear disengaged
- not participating
- struggling to keep up with conversations
- volatile
- best work is in the afternoon
- writing topics
- reducing social interactions
40
Suicidal Thoughts and Behaviors
WORK TO REMAIN CALM.
ASK THE QUESTION: “Are you thinking about killing
yourself?”
ALWAYS GET HELP IMMEDIATELY - even if it means
acting against the wishes of the student.
DO NOT LEAVE THE STUDENT ALONE!
41
1. Assess for risk of suicide or harm.
2. Listen carefully.
3. Give reassurance and information.
4. Encourage appropriate professional help.
5. Encourage self-help and other support
strategies.
ACTION PLAN
42
Some classroom interventions . . .
-
post your daily schedule
maintain consistent routines
teach expectations
consistently enforce corrective measures
treat students respectfully
- allow for some flexibility when possible
43
break here
44
Attention Deficit Disorders
Reading with Distraction:
http://www.pbs.org/wgbh/misunderstoodminds/experiences/attexp1a.html
Listening with Distraction:
http://www.pbs.org/wgbh/misunderstoodminds/experiences/attexp2a.html
45
Eating Disorders
46
Eating Disorders
- self-worth is related to body shape and
weight and the ability to control them
47
What this might look like at school:
- avoids eating lunch with friends, discards lunch, or
spends lunchtime exercising
- eat lunch away from school groups to avoid eating in
front of peers
- appearing lethargic or struggling to maintain focus on
school work
- not wanting to become involved in PE or health classes
or change in front of others; focusing intently on PE and
health classes to the point of obsession
- wearing clothing to conceal weight changes
48
Psychosis
49
Psychosis
- loss of contact with reality, resulting in
severe disruptions in thinking, emotion, and
behavior.
- episodic
- changes in emotion or motivation; thinking
and perception; and behavior
50
What this might look like at school:
- appearing unmotivated
- distancing themselves from peers
- showing a decline in completing work, not doing as
good a job as they had, or missing school
- having inappropriate or no reactions to others
- Doing things to drown out auditory hallucinations (i.e.,
listening to music on headphones in class)
51
1. Assess for risk of suicide or harm.
2. Listen carefully.
3. Give reassurance and information.
4. Encourage appropriate professional help.
5. Encourage self-help and other support
strategies.
ACTION PLAN
52
Let’s try one: Tim
What types of symptoms are you seeing?
How should you respond to what is happening?
What steps, if any, would you take next?
Who else needs to know about this situation?
53
Let’s try one: Eddie
What types of symptoms are you seeing?
How should you respond to what is happening?
What steps, if any, would you take next?
Who else needs to know about this situation?
54
1. Assess for risk of suicide or harm.
2. Listen carefully.
3. Give reassurance and information.
4. Encourage appropriate professional help.
5. Encourage self-help and other support
strategies.
ACTION PLAN
55
More classroom interventions . . .
- slow things down; quiet things down
- go back to simple things
- allow students to “re-focus” when they
become too emotional
- as student begins to comply, increase the
ratio of positive interactions (hit and run)
56
We are only asking for . . .
- immediate and temporary help
- emergency care
- assistance given to the student before
professional mental health care is available
57
Resources
Youth Mental Health First Aid USA @2012
Texas Texas University, TWITR Project, @2013
http://www.turningstonechoice.com
58