Mental and Behavioral Health Issues: An Overview A Safety and Violence Prevention Curriculum

1. Mental and Behavioral Health Issues: An Overview A Safety and Violence Prevention Curriculum Module One

2. Click on the link to obtain the handouts needed to complete this module. • https://docs.google.com/a/elginschools.org/file/d/0B73APt_4GQIyQ0J6UXpLbDBvZEU/edit?usp=sharing • You need to sign into your Google Drive account with your school account when this link is open to gain access.

3. Purpose of Curriculum Create training for all educational professionals regarding barriers to student success. 3

4. Purpose of Curriculum Ensure the education of Ohio’s youth through joint efforts of several agencies.

5. Purpose of Curriculum Provide early identification, referrals, community connections and help for students and their families.

6. Four Modules

7. 1 Overview of Mental and Behavioral Health Issues

8. 2 Recognizing Depression and Suicide Ideation

9. 3 Identifying Substance Use and Abuse

10. 4 Violence Against Children: Bullying and Child Abuse

11. Objectives of Module #1 To understand: Resiliency and protective factors Non-academic barriers to academic achievement Early identification and intervention

12. Objectives of Module #1 To understand: Characteristics indicative of student behavioral health concerns How to make referrals to school and community professionals

13. Protective Factors What do kids need to be successful? • Common sense • Supportive family • Healthy environment: home, school, community • Ability to deal with challenges, changes COPING ABILITIES = RESILIENCE

14. Developmental Assets Since 1990, the Search Institute studied more than one million students and 213 communities. The Institute articulated 40 Developmental Assets • See full list in Resources • 20 External Assets • 20 Internal Assets Which assets can schools influence?

15. Assets in Schools • Positive other adult relationship (3+ non-parent adults) • Caring school climate • Parent involvement in school • Service to others (one or more hours per week) • Safety: youth feel safe at school • School boundaries: clear rules and consequences • Adult role models • High expectations

16. Assets in Schools • Creative activities (3+ hours/week) • Youth programs (3+ hours/week) • Achievement motivation • School engagement • Homework • Bonding to school POWER OF ONE CARING ADULT

17. One Caring Adult • Research reinforces the power of one adult • Parents or other caregivers or extended family members can serve this role • Neighbors and other adults youth see in their daily lives. • Adults who spend time with youth through schools and programs, including coaches, teachers, mentors, child care workers, youth workers and employers.

18. One Caring Adult “We need to make sure that no boy or girl in America is growing up without …the presence of a responsible, caring adult.” Founding Chairman General Colin L. Powell, Minnesota Alliance with Youth

19. Non-academic Barriersto Learning 5. Self-Actualization – Attaining one’s full potential 4. Significance – Status within the group 3. Social – Belonging to a group 2. Safety – Knowing survival resources are safe 1. Survival – Food, clothing, shelter

20. ODE Resources See education.ohio.gov and use these keyword search terms: • Safe and Supportive Learning • Safe and Drug-Free Schools • Ohio School Climate Guidelines • Learning Supports Guidelines • Tobacco Prevention • Bullying Prevention • Students with Disabilities • Just for Families

21. Myth or Fact?

22. Whenever a student has red eyes, he/she has been doing drugs.

23. Bullying only happens at other schools.

24. Bullying is just kids being kids. It makes kids tougher and teaches them valuable life lessons.

25. Kids have the right to attend schools in which they feel safe.

26. Parents will punish children if they are reported to Child Protective Services. Besides, kids will lie to get their parents in trouble.

27. Only lower-income parents commit child abuse.

28. Children don’t commit suicide.

29. Talking about suicide will increase the likelihood that someone will commit suicide.

30. Suicide is contagious.

31. “Good” kids won’t have these problems. I can always spot a troubled kid.

32. The parents are at fault when something goes wrong with a kid.

33. The parents are at fault when something goes wrong with a kid.

34. I don’t know how to help these kids!

35. One caring adult can save a child’s life.

36. Recognizing Changes in Behavior, Appearance and Performance Not all students have the support they need to be successful in school and in life. Students don’t always ask for help, but school professionals can be alert for barriers to learning.

37. General Indicators School work has declined; grades suddenly slipping or dropping dramatically Missing school (skipping secretly or too "tired" or "sick" to go) Unexplainable and dramatic mood changes (irritable, crying jags)

38. General Indicators Dropping out of usual activities (music, sports, hobbies) Physical appearance changing (poor hygiene, unusual style changes) Seems to have "lost" motivation

39. What Can You Do? IDENTIFY students who are experiencing barriers to learning. REACH OUT: Tell them you care and want to help. REFERstudents to in-school staff or community resources.

40. Referral Process • Need student’s name and reason for concern. • You do not need to investigate, only report concerns. • Follow your school or district policy for referral: • In-school referral contact; and/or • Community contacts

41. Click on link to route you to a Google Form that must be correctly completed to obtain credit for this module. • https://docs.google.com/a/elginschools.org/forms/d/1RsQL6cqPBW-dJXZsKBpeQdaLCqGYqm-VjorYW7Kv5R8/viewform • You will have to sign into your Google Drive account to access the assessment.

42. Discuss School or District Referral Process

43. Resources Search Institute’s Forty Developmental Assets References Resources

44. @OHEducation ohio-department-of-education OhioEdDept Ohio Teachers’ Homeroom