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Transition from Mental Health Facilities Back to Public Schools

Transition from Mental Health Facilities Back to Public Schools. Andrea Mackey amackey@haskellps.org. Introduction. Current position Academic background Professional Experience. In small groups of 3-4 people, decide three behaviors that would result in a student being placed in-patient.

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Transition from Mental Health Facilities Back to Public Schools

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  1. Transition from Mental Health Facilities Back to Public Schools Andrea Mackey amackey@haskellps.org

  2. Introduction • Current position • Academic background • Professional Experience

  3. In small groups of 3-4 people, decide three behaviors that would result in a student being placed in-patient.

  4. How do students get to be in-patient? • Individual severity of the disorder and behavior • In take process • Length of in-patient stay • Environmental issues

  5. In your small group, identify three “pros” of in-patient treatment.

  6. In your small group, identify three “cons” of in-patient treatment.

  7. Facility structures • Schedules/daily routine • Intense therapy • Behavioral expectations • Compliance vs. competence • EVERYTHING is structured! • Academics are not the focus

  8. Impact of this structure • Highly supportive and secure • Controlled environment • Academic gaps may not be improved-class time is often the most stressful part of their day • Medication cycle • “Out of sync” in family and school life • Open wounds/inadequate time for healing

  9. In your small group, define your biggest fear when these students return to the public school setting.

  10. & then the bell rings! • Usually in-patient one day, at school the next • Information failure-Complications related to privacy • Academic vs intellectual ability gaps/placement? • Reaction to changed medications • Concomitant disabilities-What is the most disabling? • Availability of support services-counseling especially • Need for teacher “heads up” • Preventive planning with administration

  11. How to manage educationally? • STRUCTURE! • Remember confidentiality! • The mental health issue did not dissolve-must deal with it • Minimize transitions during the day • Have high expectations • Label expected behavior • Respect is a two-way street • Students will know when you are judging them

  12. How to manage educationally, cont • Structure positive social opportunities • Words and tones with students-stern doesn’t mean hateful; “I didn’t tell Tom you were lazy” • Maintain composure – volume matters • Fair, Firm, and Consistent

  13. So.....let’s talk about how it feels for the student. In your small groups, talk about how you think these students feel when returning to school.

  14. Coping skills for students • Coping skills are taught in mental health facilities • Important to know the difference between positive coping skills vs negative coping skills • How can coping skills be utilized in the academic setting • Continuing care

  15. Transitioning forward • Mental health occurs throughout lifetime • Most get caught up in “revolving door” • Teaching coping skills that transfer from school to college/career • Set the stage for success

  16. "There is in every child at every stage a new miracle of vigorous unfolding." Erik Erikson (1902-1994) Andrea Mackey amackey@haskellps.org

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