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Objectives: Define ISF Describe how process of ISF is unique in high school context

C10 - Building a Culture of Wellness in High Schools Lead Presenters: Susan Barrett and Patti Hershfeldt Center for Social Behavior Supports Key Words: Mental Health, High Schools 2:30-3:45. Using the Interconnected Systems Framework (ISF) to Build a Culture of Wellness in High Schools.

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Objectives: Define ISF Describe how process of ISF is unique in high school context

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  1. C10 - Building a Culture of Wellness in High SchoolsLead Presenters: Susan Barrett and Patti HershfeldtCenter for Social Behavior SupportsKey Words: Mental Health, High Schools2:30-3:45

  2. Using the Interconnected Systems Framework (ISF) to Build a Culture of Wellness in High Schools Objectives: Define ISF Describe how process of ISF is unique in high school context Provide examples of ISF at the high school level

  3. List 3 Actions

  4. Context • 37% increase in teens reporting symptoms of depression • 46% of children in the US have experienced at least one Adverse Childhood Experience (ACE) • US has highest rate of opioid use in the world • The CDC reports “electronic aggression” as an emerging public health problem • Any type of harassment or bullying that occurs through email, a chat room, instant messaging, a website or text messaging

  5. Mental Health Facts: Children & Teens National Institute on Mental Health Infographic per NAMI: www.nami.org

  6. Mental Health Facts: Children & Teens National Institute on Mental Health Infographic per NAMI: www.nami.org

  7. Current National Data: Principal Concerns

  8. Derrick Bryson Taylor The New York Times, July 24th, 2019

  9. What does science tell us about wellbeing? • Brain forms and changes across life span • Continuous interplay between body, mind, spirit, behavior and genetics. • Sensitive periods • Birth to 2 • 4-6 years • Adolescence • We can intentionally train our brains to improve well being and greater good. • “Well being is a skill” Center for Healthy Minds, University of Wisconsin Madison

  10. What is the impact of enhancing social emotional instruction? • Meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.

  11. Wellbeing Should central role of education be building and improving wellbeing ? How would academic achievement improve if we had students, youth, educators in environments that fostered emotional health and wellbeing? How would that impact healthcare? Justice system, Poverty, Homelessness, Drug Use? Unemployment?

  12. Interconnected Systems Framework (ISF) A Strategy for Building a Comprehensive Mental Health System in Schools

  13. Expanding PBIS to include MH with ISFInterconnected Systems Framework • A Structure and process for education and mental health systems to interact in most effective and efficient way. • guided by key stakeholders in education and mental health/community systems • who have the authority to reallocate resources, change role and function of staff, and change policy.

  14. Single System of Delivery • Access is NOT Enough • Mental Health is For ALL • MTSS essential to install SMH Key Messages

  15. SOCIAL BEHAVIOR Size Consider Context and Foundational Systems ACADEMIC SUCCESS Culture Data School Engagement and Success Developmental Level Key Foundational Systems Key Focus Areas Core Features of Implementation PERSONALIZA-TION / SCHOOL BELONGING Contextual Influences FRESHMEN SUPPORT Leadership Communication Flannery & Kato, 2012

  16. Impulses vs planning Judgment/risk taking Developmental Level Operate from emotions/anger Differentiated Instruction Freshmen/Sophomore drop out Juniors/Seniors credit accrual Age of technology Self-check : Are we seeing these as assets Role in decision making Need for autonomy Social – Peer influence

  17. “+” Data for Decision Making: A B C.’s • Attendance • Behavior • Low attendance, drop out, substance use, delinquency in the community • On time graduation • Course completion • Academic concerns beyond grades • Before senior year + Social emotional wellness concerns • Interpersonal (social skills) • Coping strategies (mental wellness) • Internalizing behaviors (disengaged, depression) + Concerns about post-secondary direction • What will I do post-high school? • Stress as a result of high pressure testing and ? ODRs don’t always detect these Freeman, 2018

  18. How do we respond to problem behaviors? Start with the dataPrecision Statement for Vaping: The most significant concern is Vaping (what) that is taking place most often in the bathroom in Hallway C (where). This behavior occurs most often during passing periods (when) Students in grade 10 (who) are most likely to engage in this behavior. We think students may engage in this behavior in order to ???? (function) (why) PUT ON THE BRAKES

  19. How do we respond to problem behaviors?Develop a solution based on data

  20. How do we respond to problem behaviors:Teach by embedding in curriculum: • Insert vaping slide from GA?IA to show data, solution matrix • Embed in

  21. How do we respond to problem behaviors:Teach by embedding in curriculum: • Persuasive writing project in English/debate • Statistical analysis in AP Stat/Math • Qualities of hazardous chemicals in Chemistry • Historical data trends of substance use and policy in Government • Health impacts in P.E. • Impact of performance in athletics: Coaches • Georgia District leader said, “that time between AP and the end of the year” 1.4, 1.10, 1.11

  22. How do we respond to problem behaviors:Develop a solution based on data

  23. A few additional examples: • NEST lunch (post Bruin Block schedule) • School connectedness • Relationship building with adult outside your core teachers • Opportunity for students to invite students • Parent-teacher conference • MVLA district • AUTHENTIC family engagement • Including

  24. Are we teaching students how to get help? Classroom Routines Social Emotional/Mental Wellness Classroom rules

  25. What do you have currently that supports social-emotional wellness? • QR code

  26. We invite you to… • Join the APBS Network 1 of 3 ways • Registration link: https://goo.gl/forms/M6NKaqTSMKGKnCB53 • Email apbshs@usf.edu • Scan • ‘Like’ the Facebook page • Polls will be posted so you can request webinar topics • Participate in webinars and meetings • Share with colleagues & get the good word out • Join the RDQ here at the Forum and HS Network Lunch in Miami @ APBS Conf.

  27. Miami, FL Hyatt Regency Miami March 11-14, 2020 For more information, visit: conference.apbs.org

  28. Use this slide ONLY if this presentation is being given during the D block of sessions. Delete this note and the other survey slides before submitting your final slide deck. Thank you!

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