“411” on Schools: Mental Health in the Educational Setting Lisa Holien & Veronica Walter Licensed School Counselors Mental Health Summit November 8, 2011

Presenter Background  Lisa Holien, School Counselor / Mental Health Specialist Lakeville Area Public Schools / LNHS 14 year veteran Licensed Special Education teacher  Veronica Walter, School Counselor Burnsville High School 16 year veteran

Presentation Objectives  Review mental health data relevant to the educational setting.  Define “common school language” for community based professionals.  Provide school related information to community based mental health professionals working with school-aged students.  Provide educators with tangible tools to enhance mental health support in schools.  Identify universal strategies we can all implement to support mental health awareness and support.  Provide attendees Q & A / collaboration opportunity.

Mental Health Trends and Data  Twenty-one percent of US children ages 9 to 17 have a diagnosable mental or addictive disorder that causes at least minimal impairment. (NAMI MN, 2011)  US hospitalization rates increased the most for children ages 5-12, going from 155 per 100,000 children in 1996 to 283 per 100,000 children in (NIMH, 2011)  Among teens, the hospitalization rate increased from 683 to 969 per 100,000. (NIMH, 2011)  65 percent of boys and 75 percent of girls in juvenile detention have at least one mental illness. (NIMH Study)

The Impact of Mental Health in Schools (NAMI MN, 2011)  Half of all lifetime cases of mental disorders begin by age 14.  Suicide is the third leading cause of death in youth aged 15 to 24.  Approximately 50 percent of students with a mental illness age 14 and older drop out of high school; this is the highest dropout rate of any disability group.  Research shows that early identification and intervention can minimize the long- term disability of mental disorders.  Early and effective mental health treatment enables children and adolescents to succeed in school, to develop socially, and to fully experience the developmental opportunities of childhood.  Where are the above-mentioned children much of the time? Where will many signs of mental illness arise? Who are natural partners in prevention and early intervention? SCHOOLS

School Roles Defined  In a traditional school setting, student support staff may include: School Counselor - serves the general student population School Psychologist - serves the Special Education department School Social Worker - serves the Special Education department Chemical Health Worker - serves general student population; LADC Dean - serves the general population / admin licensed / not often school counseling licensed / sometimes TOSA Family Support Worker (360 Communities) - provides financial needs / family plans / resources for basic living needs Mental Health Practitioner / Therapist - provides contracted mental health services in school setting / not often licensed as educational staff School Nurses – serves the general student population

Traditional School Based Support and Services  School Counselors: Typically found at the secondary level; sometimes at elementary level Provide academic, personal/social, and career planning services Trained in SFBC techniques for individual counseling Trained in group counseling Student contacts are generally shorter with goal to return to instructional time Often facilitate / collaborate with Student Assistance Team (SAT teams) Often facilitate / collaborate on 504 plans Do not provide long-term therapeutic interventions

Traditional School Based Support and Services  School Social Workers: Typically found at elementary level; often at secondary level in larger districts Generally funded by Special Education budget Provide individual and group counseling to SpEd population primarily Provide family system support In-depth knowledge of county systems and community resources May participate in SAT teams.

Traditional School Based Support and Services  School Psychologists: Generally found at all levels in K-12 system. Generally only services Special Education Dept. Primarily responsible for coordinating Special Education testing and completing assessments. Specialists in interpreting educational data May or may not have additional training in school-based counseling / interventions.

Common Student Support Interventions  Schools can offer the following: Student support groups / group counseling SAT Team Meeting ILP: Individual Learning Plan 504 Plan Homebound Instruction Wrap-Around Services Referrals to outside agencies School based mental health services Referral to Special Education ( can be restrictive and other options should be explored prior to this)

What Do Schools See?  When concerns emerge, schools see: Excessive excused absences Truancy Frequent nurse visits for somatic complaints Academic change Behavior incidents Chemical use Family change / family stressors Grief and Loss Social group changes

Ask the Questions!  Every outside provider working with clients with mental health concerns should frequently ask students/parents: What does school attendance look like? What do grades look like? Academic changes? Are you concerned about peer groups / friendships? Are you concerned about chemical use? Who are your school supports? How often do you see / use school support staff? Are you open to using school support if you don’t already? Would you be willing to sign a ROI for me to check in at school?

Ask the Questions!  Every school should be asking: Do our students know what do if they have concerns about themselves or someone else? What is our universal screening process? Who is running routine attendance reports noting truancy AND excessive excused absences? Who is running academic failures at marking periods? Who is tracking chemical violations? Are we scheduling SAT meetings for early intervention? How are we reintegrating students who have been in treatment? Would you be willing to sign a ROI for me to talk with outside service provider?

Collaborative Steps We All Can Take  District/Community Mental Health Task Force  Mental Health /Chemical Health Website  Mental Health / Chemical Health Resource Guide  Staff Development Trainings  Mental Health Bulletin Board / Resources  Release of Information Form  Reintegration Meetings

Bulletin Board Example  Main board stays consistent  Located in all ISD194 schools  Monthly feature  Balance of affirming / concern focused quotes  Communicates building resources  Located in “community area”.

Mental Health Website Example  ISD 194 main page  General resources  District-specific resources  Crisis information  Needs marketing

Reintegration Procedures Example  Reintegration is a detailed, purposeful process to prepare students returning from treatment or hospitalization.  The goals of reintegration planning/meeting are: Acquire information about the placement (as parents desire) Acquire information about the placement (as parents desire) Provide a educational plan for student and parents, including schedule modifications. Provide a educational plan for student and parents, including schedule modifications. Update treatment plan, medications, and related information Update treatment plan, medications, and related information Connect with doctors and mental health providers (if parents desire) Connect with doctors and mental health providers (if parents desire) Make student/family aware of school resources Make student/family aware of school resources Track student / parent feedback after reintegration Track student / parent feedback after reintegration (see provided materials) EVERYONE working with families needs to promote this process, especially at the high school level! EVERYONE working with families needs to promote this process, especially at the high school level!

Final Thoughts  Collaboration is essential.  Shared language and shared strategies = student success  Schools are committed to mental health support in effort to remove barriers to learning.  School staff have unique position to offer academic, personal, and social perspective for student support.  Value each other and roles we play. Value students, not turf!  Make sure interventions are reasonable for each party.  Communicate, communicate, communicate!

Questions / Collaboration  What questions do you have?  Do you understand the resources provided? Lisa Holien Veronica Walter