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www.agca.com.au

This PowerPoint is part of a package on early identification processes used at Coombabah High School. www.agca.com.au. This PowerPoint presentation is part of a suite of initiatives produced through Mind Matters Plus. It is meant to be used in conjunction with supporting material.

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www.agca.com.au

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  1. This PowerPoint is part of a package on early identification processes used at Coombabah High School www.agca.com.au

  2. This PowerPoint presentation is part of a suite of initiatives produced through Mind Matters Plus. It is meant to be used in conjunction with supporting material. www.agca.com.au

  3. An Identification Process For Students with High Needs in the area of Mental Health Why? Who? How? www.agca.com.au

  4. Why? Because there is a need www.agca.com.au

  5. NB: Most mental health disorders have their peak period of onset during adolescence Mental health disorders & educational outcomes • Prevalence 14% of children and adolescents aged from 4 to 17-years-old in Australia(Sawyer et al, 2001) Estimated as high as 20-25% for adolescents (12 to 17yo)(Zubrick et al, 2000) • Rate is increasing www.agca.com.au

  6. Impact of anxiety disorders • Lower academic achievement(Lalongo, Edelsohn, Werthamer-Larsson, Crockett, & Kellam, 1995), • Peer relationship problems(Strauss, Frame, & Forehand, 1987) • Impairments in general social competence (Messer & Beidel, 1994). www.agca.com.au

  7. Impact of anxiety disorders • Excessive school absenteeism & impaired peer relationships associated with anxiety lead to poor vocational adjustments (Hibbert, Fogelman, & Manor, 1990) • Self concept problems (Asher & Coie, 1990) • Psychiatric disorder later in life (Kovacs & Devlin, 1998) www.agca.com.au

  8. Depression • Single most prominent risk factor for adolescent suicide (Brent et al, 1993; Kutcher & Marton, 1996). • Impairs interpersonal relationships and can result in academic problems • (Birmaher et al, 1996; Kessler & Walters, 1998; Owens, Slee, & Shute, 2000). www.agca.com.au

  9. The objective is to • Develop resilience • Nurture mental health • Build healthy community www.agca.com.au

  10. Ultimately • To assist students to be more effective learners • And become emotionally resilient www.agca.com.au

  11. Students with Who? high needs in the area of mental health www.agca.com.au

  12. Implement a How? systematic identification process www.agca.com.au

  13. The method used to identify students needs to be • Comprehensive • Effective • Confidential www.agca.com.au

  14. DAY 3 Student input DAY 1 Teachers input DAY 2 Support Staff input The identification process www.agca.com.au

  15. What happens then? • Support interventions are implemented through Group programs Individual assistance Referrals to community agencies www.agca.com.au

  16. AIM: Provide preventative programs for students with high support needs as well as developing teacher skills for supporting and promoting pathways to care Possible intervention programs Anxiety Grief & Loss Depression Body Image www.agca.com.au

  17. What we need from you • Your observations • Assistance with the self-report • Support for interventions www.agca.com.au

  18. Thank you www.agca.com.au

  19. www.agca.com.au

  20. Steps to identifying Students with High Needs in the area of Mental Health

  21. Step 1 Inform yourself of the process • Read guide • View Who Knows • Read articles www.agca.com.au

  22. Step 2 Gain support of your administration • Benefits www.agca.com.au

  23. Step 3 Form support team and plan timeline for the process • Explain process www.agca.com.au

  24. Step 4 Inform all staff of process • Staff meeting • Show PowerPoint • Who Knows DVD www.agca.com.au

  25. Step 5 Delegate jobs to support team members • Checklists www.agca.com.au

  26. Step 6 • Conduct Teachers Day • Collect information of • Students from teachers • Day 1 • Classroom teachers www.agca.com.au

  27. Step 7 Conduct Support Team Day – collate information from teachers day & support team • Day 2 • Student support team www.agca.com.au

  28. Step 8 Administer self-report to students • Day 3 • Select measure www.agca.com.au

  29. Step 9 Score self-report measures & collate with other information • Budget www.agca.com.au

  30. Step 10 Implement interventions • Referrals to external agencies • Programs implemented in school • Find program information @AGCA Index www.agca.com.au

  31. DAY 2 Student Support Team DAY 1 Classroom Teachers DAY 3 Self Report Measure Tripartite model of Data Collection www.agca.com.au

  32. Step 1 Inform yourself of the process Step 2 Gain support of your administration Step 3 Form support team and plan timeline for the process Step 4 Inform all staff of process Step 5Delegate jobs to support team members Step 6Conduct Teachers Day - Collect information of students from teachers Step 7Conduct Support Team Day - collate information from teachers day & support team Step 8Administer self-report to students Step 9Score self-report measures & collate with other informationStep 10Implement interventions

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