School Counselor Conference

Name: School Counselor Conference
Uploaded: 2017-07-18T05:16:07+00:00
Duration: PTM29S20
Channel: Lora Todd
Description: School Counselor Conference

School Counselor Conference 4.16.13
“So – You Are Interested in Getting More Mental Health Services – Now What?” Regional School Counselor Conference Chief Logan State Park April 16 , 2013

Introductions Sheila Rose, Youth Health Services, Elkins
Joumana Elkhansa, Prestera, Kanawha County Jenni Durham, Prestera, Kanawha County Linda Anderson, Marshall University

Objectives Participants will be able to: Describe the three tiers of an expanded school mental health model (ESMH) Identify at least three resources for planning and implementing a comprehensive model Identify at least three strategies essential to successful implementation

Links Between Mental Health and School Success
School Counselor Conference Links Between Mental Health and School Success 4

Facts 5-9 % of children and teens have a serious emotional disturbance. (US Surgeon General’s Report, 1999) 20% of children and adolescents at any given time have a diagnosable mental disorder which interferes with their functioning.(US Surgeon General’s Report, 1999) MH and physical health are inextricably linked to overall well being. One can have an affect on the other. Unfortunately mh concerns are so common in children and youth – with some such as anxiety disorders more common than many physical health problems; and reaching epidemic levels.

Facts 1-2 children in every classroom have a diagnosable mental health concern which hinders functioning. (President’s New Freedom Commission Report) Less than 50% of children and adolescents with a mental illness receive adequate (or any) services . (Kataoka, Shang, Wells, 2002)

Academic Performance Is negatively affected by: Alcohol, tobacco, and other drug use Emotional problems Health risk behaviors (e.g. obesity, sexual behavior, poor diet) Low self-esteem, risky sexual behavior Lack of access to health and mental health care Poor home life Is positively affected by: High levels of resiliency, developmental assets, and school connectedness (work of CASEL, Search Institute; and others) 7

Graduation Rates School Mental Health strategies can improve graduation rates by addressing factors that interfere with a student’s ability to succeed in school, such as: Exposure to violence Anxiety disorders Other unmet mental health needs (Black, et al, 2003, Woodward & Ferguson, 2001; and others)

Definition Expanded School Mental Health refers to programs that build on the core services typically provided by schools. It is a three-tiered framework that includes the full continuum of: Prevention Early intervention Treatment Emphasizes shared responsibility between schools and community providers

…in both general and special education
School Counselor Conference Focuses on all students… …in both general and special education

Builds on existing school programs, services, and strategies.

12

Tier 1 - Universal Prevention Recommendations
School Counselor Conference Tier 1 - Universal Prevention Recommendations Infrastructure Positive Behavior Support Developmental guidance Early identification School climate Connectedness Family engagement Staff development School safety Support for Transitions

Response to Intervention PBIS Student Assistance Team Student Mental Health Initiative Safe Schools, Healthy Students Special Education Crisis management Systems of Care Social and Emotional Learning School linked Wrap around Shared Agenda Multiculturalism NCLB Family support services Where to Begin? Cultural competence Risk and protective factors School based Strengths based Multi system approach School linked Student Support Services Suicide Prevention Mental Health Services Act IDEA School climate Peer-to-Peer Support School connectedness Evidence based practice Coordinated school health program 16 16

Planning Process Support from school administration Principal District Form core school leadership team Identify and convene key community agencies, parents, youth Meet regularly Educate one another Keep notes Build RELATIONSHIPS 17

Planning Process Analyze needs and resources School data SWOT analysis MH-PET: School Improvement Plan Define a communications plan Develop an implementation plan Set goals, objectives, timeframes Shared vision Memo of Understanding (MOU) 18

Funding It doesn’t take a lot of money; just a few committed people
Start small – focus on “low hanging fruit” A diversified funding base increases sustainability School System: Title 1, Safe and Supportive Schools, SIG, Innovation Zone Hospitals County Community Foundations- SSJHWF, regional Community Mental Health Third party insurance Family Resource Network Community Health Centers Regional School Wellness Specialist Corporations/Businesses BBHHF -

DEVELOPMENT & SHORT-TERM OUTCOMES for Health Connections
School Counselor Conference DEVELOPMENT & SHORT-TERM OUTCOMES for Health Connections A Rural EXPANDED SCHOOL MENTAL HEALTH PROGRAM Youth Health Service, Inc. Elkins, West Virginia Objectives of this presentation is to give you a picture of the structure of our program and then to share with you a picture of our services and what the children are like who access these services at Tier 3.

Serving Five Very Rural Schools
Green Bank Elementary/Middle School Pocahontas County High School Tucker Valley Elementary/Middle School Davis-Thomas Elementary/Middle School Tucker County High School Combined student population - 2,131 students

Goals: Our program goals are consistent with the mission of both YHS’s Division of Behavior Health Services and that of the public schools who are our partners. Increase access to quality, evidence-based mental health services for children and adolescents Improve school attendance, academic performance and psycho-social functioning of students

Short-term Outcome: Remove Barriers to MH Services
School Counselor Conference Short-term Outcome: Remove Barriers to MH Services BARRIER High social stigma associated with MH & services Teachers/other school personnel feel unprepared PROGRAM RESPONSE Move services to youths’ natural environment (schools) & have a low profile initially~ Establish & train work teams Community (Core Team), Program team (school counselors, nurse, MH staff) work with SATs Train all school personnel Significant to the success of any service is the reduction or elimination of barriers to that service. The following barriers presented formidable challenges to youth and their parents who were seeking mental health services in the more remote communities we serve. Today, thanks to our ESMH program, “Health Connections”

Barriers & Response(cont.)
School Counselor Conference Barriers & Response(cont.) High gasoline prices & parents must miss work to get youth to appointments Lack of local access to high-end MH services Confidential clinical records Difficulty in keeping up with staff working in schools Move services closer to clients to eliminate travel Utilize telemental health services called, YHS-Telecare Web-based electronic records Central scheduling $4 per gallon of gasoline was a major barrier to services. Long distances to travel during winter months over two-lane roads in mountainous terrain is also a significant barrier the has been eliminated for many youth. Most rural parent’s can not afford loss work hours to get their child to MH services, therefore they do not enroll the child in services. A loss to the child, the school and the agency. This is a very family and consumer friendly service and is highly rated by 95% of our clients and parents who use it each month. Most rural communities have extremely limited access to a child psychiatrists or psychologists, both so important to the provision of quality mental health services for children. Prior to our ESMH program some children traveled 2-4 hours each way to see our child psychiatrist requiring the child to miss a whole day of school and the parent a whole day of work, each month. YHS-Telecare eliminates these significant barriers and provides ready access to our child psychiatrists and psychologists regardless of where they live through the use of HIPPA compliant, secure video-conferencing and inexpensive lap top computers, cameras and microphones.

Client Flow Process in YHS ESMH Program
School Counselor Conference Youth are referred in multiple ways and once referred receive an intake in their local school or they can choose to come to a YHS service site. If services are to be provided in the school, the school counselor notifies the parent, and explains the program. With the parent’s permission she/he then sends the referral to YHS’ case manager (Family Services Specialist) who then contacts the family, further explains the program and the schedules an enrollment appointment. During the enrollment process the family provides informed consent to receive services within the local school and the assessment process begins. All interventions provided in the schools are evidence-based (either listed on SAMHSA’s National Registry of Evidenced-Based Model programs or on the California Department of Social Services Registry of Evidence-based mental health and social program for youth. Client Flow Process in YHS ESMH Program Referrals may be initiated by parent, teacher, nurse, principal, SAT or student. All in-school referrals go to the school counselor first.

Current Services Tier 3 Individual & Group Therapies (all must be evidence-based) Family Therapy Psychiatry Psychology Tier 2 Early Intervention Groups (small groups, or classroom intervention) Tier 1 Dinosaur School Classroom Intervention (Kindergarten, early elementary) SOS for Suicide Prevention Summer Group Program (Pocahontas County) Primary Prevention Classroom group interventions Our major work is at the Tier 3 level, as this is the most needed service in all of the schools we serve. Since our implementation began in January, 2012 we have served 98 youth in these schools with Tier 3 services. We have served _____children in Tier 2 classroom intervention services. We have served 350 students in the SOS for Suicide Prevention, and in classroom primary prevention interventions, in collaboration with our partners, we have served 1,195 students.

Short-term Outcome: Reach Children who need Tier 3 Services
School Counselor Conference Short-term Outcome: Reach Children who need Tier 3 Services 98 children have improved access to high quality children’s mental health services & receive those services in a more consistent manner (lower no-show rates). Slightly more boys than girls received services (54% vs. 46%) Medicaid was leading insurance coverage (57%), while 43% had private insurance coverage (n=88), all but 10 children had some coverage at enrollment.

Short-term Outcomes cont.
School Counselor Conference Short-term Outcomes cont. 32% of all children lived outside of their natural parents home(n=94) School personnel were leading referral source, followed by family member Most children (91%) were enrolled in regular education with 9% receiving special education services This data shows that when mental health services are made available, school personnel and families will use the services. National statistics show that approximately 5-10% of youth have a mental health problem. We have treated approximately 10% of the student population in our Pocahontas County schools and approximately 4% in our Tucker County schools with Tier 3 services.

Tier 3 Short-term outcomes cont.
School Counselor Conference Tier 3 Short-term outcomes cont. Presenting Problem Areas Areas of Concern at Entry Behavior-39% Depression-19% Academic-18% Trauma-16% Severe MI 4% Autism-2% Drugs-1% (n=98) The old adage: “the squeaky wheel gets the grease” might apply here in that problem behaviors was the leading presenting problem among the 98 youth served to date. However, more than half of those referred presented with a significant mental health problem, although other mental health problems such as depression, trauma and severe mental illnesses such as bi-polar disorder, anorexia , autism and substance abuse accounting for the remaining 60%, showing that the children we are reaching in the first 15 months of implementation are indeed those who most need MH services.

LESSONS LEARNED & PLANS
ESMH Programs are a win-win for schools, families and students Schools welcome us, provide space and collaborate with staff Staff like the school setting Must adjust to school calendar, snow days Must plan for services to continue in the summer in local communities Collaborate with School-Based Health Clinics Make all schools SBIRT sites Add ESMH sites in all schools that are pilot sites now (12 schools) Study the impact of ESMH programs on mental health of staff, students and schools.

LESSONS LEARNED & PLANS cont.
School Counselor Conference LESSONS LEARNED & PLANS cont. LESSONS Telemental health is a great way to provide emergency mental health services and backup supervision for school-based staff. A planning period before full implementation is critical. Investments in training staff in EBPs & for work in schools is critical PLANS Expand Tier 1, 2 services Recruit more therapists who enjoy providing children’s mental health services and who are innovators. (304) After a planning and pilot period and 15 months of implementation we have learned much. We have exciting plans for the future and are looking for clinicians to join us in this effort. We are recruit more therapists who like to work with children. If you, or anyone you know who might be interested in working with us, here is how you can reach us.

Prestera Center School-based Services Kanawha County
School-based services support the school environment by helping children stay in school and by identifying and addressing mental health problems that may interfere with the learning process.

School-based services
Chandler Middle School Chandler High School SOCRATES CHANCE ESMH- Stonewall Jackson Middle School

Chandler Academy Chandler Middle School:
Phase 1: Intensive services for 6 weeks Phase 2: Transitioning into the regular alternative school classroom Phase 3: Follow-up and monitoring in the home school

Chandler Academy Chandler High School
This program is designed to assist the student with adjusting to the alternative school setting and to provide follow-up and monitoring upon the student’s return to his or her home school.

Elementary School-Based Services
CHANCE The CHANCE (Caring and Helping Academically while Nurturing Children Emotionally) program is about working with students that need another chance to improve their behaviors so they can be successful at their home school. This is an eight week intensive program consisting of half a day of academics and half a day of mental health services. SOCRATES The SOCRATES (Specialized Outpatient Counseling Resources Available To Elementary Students) program provides services to assist the elementary student with improving their functioning in the academic setting to prevent school suspensions and expulsions.

Expanded School-Based Mental Health Services
School Counselor Conference Expanded School-Based Mental Health Services Stonewall Jackson Middle School 812 Park Avenue Charleston, WV (304)

SCHOOL PROFILE Enrollment Data 2011 – 2012 Race / Ethnicity Total Students = 499 Caucasian = 56% African American = 42.5% Hispanic = 1.2% Asian = .4% Socioeconomic Status Low Income = 75% Key Indicators Attendance Rate = 97.2% Drop-out Rate = .30% Average Class Size = 19.4 students Disciplinary Infractions = 934 Out-of-School Suspensions = 531 Academic Proficiency Assessment Data West-Test There are 128 state middle schools Ranked 26th for scores on Math Ranked 39th for scores on Reading Percentages Math = 49% proficient Reading = 48% proficient Science = 54% proficient Social Studies = 50% proficient

ESMH - Stonewall The Expanded School Mental Health Program is a collaborative effort between Prestera Center for Mental Health and Kanawha County Schools, to address the emotional and behavioral difficulties that negatively impact school performance, including attendance, grade point average, and the development of healthy relationships with other students and school authority figures; and optimize overall student health and well-being. The program is housed within Stonewall Jackson Middle School and is designed to operate throughout the regular school year.

Universal Prevention Program (Tier One) Cybersmart Curriculum – addressing manners, cyberbullying, and ethics. Holt’s Decisions for Health – including worksheets and activities on building self-esteem, healthy body weight, mental and emotional health, stress management activities, conflict resolution, teens and drugs.

Targeted Intervention Program (Tier Two) At risk students - includes referral services, rapid response capability, study groups, tutoring, mentoring, after school programs, small group interventions to address anger, social skills, substance abuse and other needs, as well as some individual supportive services.

Intensive Intervention Activities (Tier Three)
Information and Referrals Screening for Mental Health Disorders Assessment Individual / Group / Family Therapy Supportive Intervention (Group / Individual) Crisis Intervention Case Management In-home services during school breaks,summer and by request.

Intensive - Tier Three Cont’d
Information and Referrals Screening for Mental Health Disorders Assessment Individual / Group / Family Therapy Supportive Intervention (Group / Individual) Crisis Intervention Case Management In-home services during school breaks,summer and by request.

Recommended Reading Realizing the Promise of the Whole-School Approach to Children’s Mental Health: A Practical Guide for Schools National Center for Mental Health Promotion and Youth Violence Prevention:

National Resources Center for School Mental Health U of Maryland: National Assembly on School Based Health Care: Compassionate Schools

West Virginia Resources “WV Educators Speak” video Tool Kits Website Links

www.schoolmentalhealthwv.org www.wvshtac.org
School Counselor Conference Linda Anderson, MPH Marshall University Huntington, West Virginia

School Counselor Conference

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