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

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Presentation on theme: "Www.agca.com.au This PowerPoint is part of a package on early identification processes used at Coombabah High School."— Presentation transcript:

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

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  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 Mental health disorders & educational outcomes NB: Most mental health disorders have their peak period of onset during adolescence 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  To assist students to be more effective learners  And become emotionally resilient Ultimately www.agca.com.au

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

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

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

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

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

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

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

18 Thank you www.agca.com.au

19

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

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

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

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

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

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

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

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

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

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

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

31 DAY 2 Student Support Team DAY 3 Self Report Measure DAY 1 Classroom Teachers 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 5 Delegate jobs to support team members Step 6 Conduct Teachers Day - Collect information of students from teachers Step 7 Conduct Support Team Day - collate information from teachers day & support team Step 8 Administer self-report to students Step 9 Score self-report measures & collate with other information Step 10 Implement interventions

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