Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.

1. Identifying and Managing
Mental Health Issues in the
Classroom

2. WHO WE ARE

3. PARTICIPATION TIPS

4. OBJECTIVES
4
Understand
the
link
between
mental
health
issues
and
problema4c
student
behavior
Understand
the
tradi4onal
approach
to
problema4c
student
behavior
Understand
the
importance
of
seeking
to
understand
the
beliefs
beneath
problema4c
behavior
Learn
some
prac4cal
strategies
to
reduce
problema4c
behavior
and
intervene
more
effec4vely
when
it
does
occur

5. 5
PREVALENCE OF CHILD AND ADOLESCENT
MENTAL HEALTH ISSUES
20%
Most
Common Ages
10-2410%
About
20%
of
children
and
youth
aged
9–
17
currently
have
a
diagnosable
mental
health
disorder
that
causes
some
degree
of
impairment.
The
most
common
mental
illnesses
in
adolescents
are:
anxiety,
mood,
aCenDon,
and
behavior
disorders.
Onset
for
lifeDme
mental
health
issues:
50%
by
age
14,
75%
by
age
24.
About
10%
have
a
disorder
that
causes
significant
impairment.
Suicide
is
the
third
leading
cause
of
death
in
young
people
aged
10–24.

6. ISSUES THAT AFFECT SCHOOL
ADJUSTMENT AND PERFORMANCE
6
Depression
&
Mood
Disorders
Anxiety
Disorders
Neurological*
(AuDsm
Spectrum
Disorder)
ACenDonal
Disorders
Behavioral
Disorders

7. IS IT A MENTAL HEALTH ISSUE OR A BEHAVIORAL ISSUE?
Which
of
these
rows
most
likely
reflects
a
Mental
Health
Issue?
Which
row
most
likely
reflects
a
Behavioral
Issue?
1. DisrupDve,
Nuisance,
Show-­‐off,
Clown,
Pesters,
Blurts
out,
Teacher’s
Pet
2. Acts
Helpless,
PiDful,
Scared,
Whiny,
Demanding
3. Defiant,
ArgumentaDve,
Passive
Aggressive,
ApatheDc,
Tries
to
Take
Over
4. Hur_ul,
VindicDve,
Rude,
Abusive,
DestrucDve
5. Shows
Indifference,
PessimisDc,
Hopeless,
Withdraws
(Frequently
Absent)

8. RECOGNIZING THE WARNING SIGNS: TWO KEY
QUESTIONS
HOW
FREQUENT/PERSISTENT?
HOW
EXTREME/SEVERE?

9. Under the Radar Signs
o Social
IsolaDon
(e.g.,
eats
alone,
does
not
interact
with
peers,loner)
o Target
of
HIB
o ReDcent
to
speak
in
class
Visible
Signs
o Underachievement,
DisorganizaDon,
Memory
Issues
o Work
Refusal
o School
Refusal
o InaCenDon,
Lack
of
Focus,
Can’t
Sit
SDll
o Sleeps
in
Class
WARNING SIGNS OF A POTENTIAL
MENTAL HEALTH ISSUE
Look
for
Social/Emo4onal
as
well
as
Academic
Cues
(Persistence
&
Severity)

10. Alcohol
and/or
Drug
Use
Irritable,
Angry,
Opposi4onal
MORE VISIBLE WARNING SIGNS
Compulsive
Behaviors/Rituals
(wipes
doorknob,
checks
lock,
repeDDve
touching
of
same
object,
counDng
objects,
handwashing)
Panic
ARacks
TheS,
Assault,
Property
Destruc4on,
other
an4social
behavior

11. WARNING SIGNS: WHERE TO LOOK OUTSIDE THE
CLASSROOM
11
School
Nurse
a. SomaDc
Complaints
b. Chronic
Illness
c. Psychiatric
or
EmoDonal
DIsorders
.
Guidance
Referrals
a. Social
b. EmoDonal
c. CombinaDon
ACendance
(
over
10
days?
15
days?
20
days?
More?)
Home
InstrucDon
Referrals
to
Principal/
Assistant
Principal
a. Social
b. EmoDonal
c. CombinaDon
HIB
Involvement
(Role?)
504
Plans
and
IntervenDon,
Referral
&
Services
a. Primary
Social?
Primary
EmoDonal?
b. Primary
Academic?
CombinaDon?
.

12. TRADITIONAL BELIEFS AND APPROACHES
BEHAVIORS
ARE
PROBLEMS
TO
BE
MANAGED
Adults
maintain
control
by
administering
rewards
and
punishments
Theorists:
Pavlov,
Thorndike,
Skinner
Models:
Asser%ve
Discipline
by
Lee
Canter,
Token
Economy
Adults
set
and
enforce
rules
and
guidelines
Students
cooperate
in
response
to
rewards
and
punishments
Students
learn
best
when
adults
have
control
over
their
behavior

13. HOW WE RESPOND
Behavior
is
PURPOSE-­‐DRIVEN.
People
act
in
accordance
with
their
PERCEPTIONS.
People
seek
to
belong
(CONNECTION)
and
to
have
meaning
(SIGNIFICANCE)
Misbehavior
is
discouraged
behavior
based
on
MISTAKEN
BELIEFS
A
student’s
problemaDc
behavior
is
really
his/
her/their
SOLUTION
A Paradigm Shift: Positive Discipline
Individual Psychology (Alfred Adler, 1870-1937, MD, psychotherapist) www.positivediscipline.com

14. LOOK FOR THE BELIEFS AND NEEDS BENEATH THE BEHAVIOR

15. MISTAKEN GOALS
Jane Nelson & Lynn Lott, www.positivediscipline.com
0
1
2
3
4
5
6
Category 1 Category 2 Category 3 Category 4
Chart Title
Series 1 Series 2 Series 3

16. FIND THE STRENGTH
Positive Discipline In The School And Classroom Leader’s Guide
0
1
2
3
4
5
6
Category 1 Category 2 Category 3 Category 4
Chart Title

17. SUICIDAL RISK: SIGNS THAT STUDENTS NEED HELP
2 Actual
thoughts
of
killing
self
4 Thoughts
combined
with
SOME
intent
of
ac4ng
on
them
6 Ever
done
anything,
started
to
do
anything,
or
prepared
to
do
anything
to
end
your
life
Collected
pills,
obtained
a
gun,
gave
away
valuables,
wrote
a
will,
suicide
note,
took
out
pills
but
didn’t
swallow
any,
held
a
gun
but
changed
your
mind
(or
someone
grabbed),
went
to
roof
but
didn’t
jump,
took
pills,
tried
to
shoot
self,
tried
to
hang
self.
1 A
wish
to
be
dead
or
a
wish
to
go
to
sleep
and
not
wake
up
3 Thoughts
of
how
he/she/
they
might
kill
self
5 Started
to
work
out
details
of
a
plan
and
SOME
intent
of
ac4ng
on
the
plan

18. WHAT TEACHERS CAN DO
• Model
and
Talk
About
What
You
WANT
to
See
(STRENGTHS!)
• Classroom
as
Community:
Establish
RouDnes,
Expect
DisrupDons
• Teach
Skills!!
• ASD:
(Visible
Structure)
(schedules,
subtle
signals,
Skitch,
peers)
• Anxiety/Depression:
Environment,
Pace
(TNT),
Workload,
Space,
Extended
Time
(with
limits),
Gradual
Release
of
Responsibility
ACenDon:
(Visible
Future)
TEACH
ExecuDve
FuncDoning:
OrganizaDon
of
Time,
Space,
Things
(Photos,
Maps,
Skitch)
• AssisDve
Tech
(Calculator,
Talk
to
Text,
Audiobooks)
• Be
Open
to
Support
and
Coaching
• Communicate
concerns
(In
case
of
Suicide
Risk:
Act
Immediately)

19. WHAT SUPPORT PROFESSIONALS
CAN DO
• Establish and Reinforce a Supportive School
Community
• Cultivate Buy-In at all Levels
• Establish A School-wide Risk Assessment Protocol
• Provide Job-Embedded Professional Development
• Educate Staff on Warning Signs
• Support and Coaching
• IEP Supports: Help the student adapt to the
environment (or adapt for all)
• School-Based Counseling, Extended Time, Notes,
Study Guides
• Provide school-embedded, dedicated, therapeutic
support
• Engage & Support Parents
• Recognize Defenses (e.g. splitting, idealization,
devaluation)
• Resistance? Appeal to What Works/Makes Life Easier

20. HOW WE CAN HELP
20
● Phone
ConsultaDon
● Comprehensive
Needs
Assessment
● ProacDve
School
Mental
Wellness
● Suicide
Risk
Assessment
● Professional
Development
● Sage
CerDfied
Clinician™
in
Your
School
to
respond
immediately
to
panic
aCacks,
emoDonal
and
behavioral
issues
on
site.
● Individual,
group
and
family
counseling
mulDple
Dmes
per
week.
Sage Thrive Sage Day
● Phone
ConsultaDon
● Comprehensive
Needs
Assessment
● ProacDve
School
Mental
Wellness
● Suicide
Risk
Assessment
● Professional
Development
● Sage
CerDfied
Clinicians™
to
respond
immediately
to
panic
aCacks,
emoDonal
and
behavioral
issues
on
site.
● Individual,
group
and
family
counseling
mulDple
Dmes
per
week.

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