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Created by: Liz Diaz, Hannah Lee, Laura Liegler, Brittney Pacini, Lauren Thews, and Tien Tran
Mental health, positive psychology, and wellness are important for promoting well-being and
overcoming adversities. Students, families, and school staff can sometimes face adversities
that may harm functioning. In order to face adversities, we want to create a school climate
that incorporates good mental health, positive psychology, and wellness.
Mental Health:
Is the emotional, psychological, and social state of well being in an individual across every stage of his/her
life- from early childhood and adolescence through adulthood. It is the ability to successfully function with
everyday stressors of life, relationships. It is also the ability to work productively and make an effective
contribution to the community.
Positive Psychology:
A branch of psychology that focuses on the strengths, happiness, and well being of a person to be able to
thrive individually and cultivate what is best within themselves.
Wellness:
Wellness is state of achieving full potential in mind and body that is an evolving process throughout a
person’s life. It is not the absence of a disorder or mental health problems. Wellness is a dynamic and
comprehensive lifestyle that helps people to succeed emotionally and mentally.
(Source: https://shcs.ucdavis.edu/wellness/what-is-wellness)
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20% of youth ages 13-18 live 37% of students with a mental health 70% of youth in state and local Nearly 50% of youth aged 8-15
with a mental health condition age 14 and older drop out of juvenile justice systems have a didn’t receive mental health
condition school—the highest dropout rate of mental illness services in the previous year
any disability group
Fact: 13.3% of children aged 8–15 have, or will have a serious mental illness
Fact: More than 90% of children who die by suicide have a mental health condition
Fact: 1 in 5 children ages 13-18 have, or will have a serious mental illness.
Fact: Mental health affects everyone regardless of culture, race, ethnicity, gender or sexual orientation
National Institute of Mental Health. www.nimh.nih.gov
■ Increase possibilities for young children and adolescents to receive intervention and preventative
● Empowerment ● Autonomy
● Family Bonding & Attention ● Promoting a Healthy Start in Life
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■ Establish referrals and other ways to connect to programs & services
■ Create effective policies and procedures for preventative and reactive actions
■ Athletics ■ Technology
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RISK FACTORS
http://www.seekingjustice.com
● Risk factors are characteristics, experiences, or behaviors of a child that increase their likelihood of developing
poor mental health (Stone, 2013).
● Poor mental health risk factors for fall under four categories: Prenatal/Preconception, Infancy and Early
Childhood, Middle Childhood, and Adolescence. With three subcategories: Individual, Family, and Community
(National Research Council and Institute of Medicine, 2009).
● It is recommended to consult with a mental health professional to discuss any questions or concerns of these
risk factors.
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Here are some common diagnoses seen in schools and examples of the diagnoses:
Attention Deficit Hyperactivity Disorder (ADHD)
■ Problems paying attention, staying focused or staying on tasks, easily distracted
● https://www.chadd.org
Autism Spectrum Disorder (ASD)
■ Varying degrees of social-interaction difficulties, communication challenges and a tendency to engage in
repetitive behaviors
● https://www.autismspeaks.org/what-atutism/symptoms
Conduct Disorder
■ Bully or threaten others, lie, steal, fight, engage in power struggles, challenge rules
● http://www.mentalhealthamerica.net/conditions/conduct-disorder
Anxiety
■ Fearful, distressed, excessively worried or uneasy, irritable, restless, nervous, panic attacks, headaches,
stomach pains
● https://www.adaa.org
Eating Disorders
■ Anorexia Nervosa: May see themselves as overweight when they are dangerously underweight. Severely
restricted eating, extreme thinness, intense fear of gaining weight, distorted body image.
■ Bulimia Nervosa: Binge-eating followed by forced vomiting, excessive use of laxatives or diuretics, fasting,
excessive exercise, or a combination of these behaviors. Maintain relatively normal weight
■ Binge-Eating Disorder: Lose control over their eating. Often overweight or obese
○ https://www.nimh.nih.gov/health/topics/eating-disorders/index.shtml?utm_source=rss&utm_mediu
m=rss
Depression
■ Consistent sadness, emptiness, or irritability over a long period of time resulting in cognitive or physical
changes that significantly affect an individual's ability to function
○ https://www.adaa.org
Selective Mutism
■ May be talkative and display normal behaviors in situations where they feel comfortable, stand motionless
and expressionless, turn their heads, chew or twirl their hair, avoid eye contact, withdraw into a corner to
avoid talking
○ http://www.selectivemutism.org/resources/new-member-packet/20_Tips_for_Parents_of_Children_
with_Selective_Mutism.pdf
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LEGAL ISSUES
The Rights of the Student and Their Families
FERPA: The Family Education Rights and Privacy Act (FERPA) protects a student’s education records and in
counseling only shares private & personal information with the consent of the student’s parent or the
eligible student (aged 18 or older) ( Stone, 2013).
Students with disabilities are also recognized as a discriminated group. The Americans with Disabilities Act
(ADA) of 1990, The ADA Amendments Act of 2008, and Section 504 of the Rehabilitation Act of 1973 are
federal laws that protect students from discrimination based on their disability. Students have a right to
equal treatment from all school personnel ( Stone, 2013).
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Confidentiality: School counselors recognize their primary obligation for confidentiality is to the student
but balance that obligation with an understanding of the family or guardians’ legal and inherent rights to be
the guiding voice in their children’s lives ( ASCA Code of Ethics, 2010, A.2.d).
1. To ensure a safe environment for all students and staff.
Mandated Reporting: All teachers and school staff are required by law to report any signs of child
abuse/neglect to Child Protective Services.
You are not neither required to have witnessed the abuse nor judge whether or not the abuse occurred.
Warning signs of abuse or being told of an incident that may be considered abuse is sufficient grounds to
send in a report. You are required to submit the report within two days of becoming aware of the possible
abuse.
1. When a child has a physical injury that was not acquired accidentally.
2. Subjected to cruelty or severe/unwarranted punishment.
3. Is abused or exploited sexually.
4. Is neglected by their caretaker, meaning they are deprived of food, clothing, shelter, supervision,
and/or medical care
(What is Child Abuse, n.d.).
In loco parentis: Meaning “in place of the parent”, this law dictates that school personnel may assume
authority of a student’s well-being in absence of the parent. However, this does not mean the school
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personnel fully stands in place of the parent. School personnel are responsible for the well-being of each of
their students as a parent would just as a parent would (Stone, 2013).
Tinker v. Des Moines (1969) A court case that recognized a
student's right to free speech as long as it does not substantially
interfere with the operations of the school ( Stone, 2013).
Tarasoff vs. Regents of the University of California (1976) A court case that reinforced the mental health
professionals duty to warn and protect potential victims that their client expresses a desire to harm ( Stone,
2013).
Eisel vs. Montgomery County Board of Education (1991) This court case reminds and reinforces school
personnel of their duty to protect the duties through their duty to warn the parents of a student who has
been reported to be considering suicide ( Stone, 2013).
School Leaders
Principal: Brings in prevention programs and makes
big decisions about priorities. Supervises instruction
and discipline of mental health policies and
interventions; enforces rules, policies, and laws;
supervises and evaluates mental health crises; and
creates a safe, collaborative, school environment for
parents, students and the community (Tracy, &
Castro-Guillen, (n.d.).
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School Faculty
Teachers: First responders. Looks for mental illness red flags, warning signs, and student behaviors that are
different from regular student behavior and notify proper school personnel according to school policy.
Provides unique classroom insight for mental health plans. Directly implements special education and
mental health plans and accommodations to promote effective student learning. Collaborates with school
counselor, school psychologist, and parents to implement appropriate mental health plans for students
(Fertman et al., 2013, p. 114).
Counselors: Conducts student/parent counseling, group counseling or individual counseling regarding
social/emotional issues. Mediates peer-peer issues, teacher and parent issues. Coordinates releases of
information to facilitate work of student support team. Provides curriculum based programs and classroom
guidance for mental health issues and life skills. Serves as case manager for crisis intervention and mental
health plans, school-wide action plans, and implements interventions for teachers and staff. Advocates for
school programs and teacher meetings. Coordinates referrals to outside services and providers, as well as
informal supports. Collaborates with teachers, principal, school psychologists, parents, and students to
promote mental health plans and mental health wellness ( Fertman et al., 2013, p. 117).
School Psychologists: Schedules meetings on initial concerns, consultation & intervention on academic,
behavioral and social emotional problems. Engages in classroom modifications, progress monitoring, and
reassessing the current plan and the student’s progress. Talks with parents, teachers, other staff and
students. Conducts evaluations to determine needs of children and mental health concerns. Provides
counseling and crisis intervention, and contacts other service providers when necessary (especially in
special education) ( Fertman et al., 2013, p. 117).
School Social Workers: Assists with mental health concerns, behavioral concerns, positive behavioral
support, academic and classroom support. Consults with teachers, parents and administrators. Provides
individual and group counseling/therapy. Implements evidence-based education, behavior, and mental
health services. Promotes a school climate and culture conducive to student learning and teaching
excellence. Maximizes access to school-based and community-based resources (Tracy, & Castro-Guillen, (n.d.).
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Custodian; Bus Driver; Campus Proctors; Cafeteria Workers: F irst responders. Looks for mental illness
red flags, warning signs, and student behaviors that are different from regular student behavior and notifies
proper school personnel according to school policy. Provides unique perspective on student personality
and social behaviors at lunch/breaks and outside of the classroom. Can also be the first to notice when a
student is in crisis or when a serious situation happens on campus.
Coaches: First responders. Look for mental illness red flags, warning signs, and student behaviors that are
different from regular student behavior and notify parents and/or proper school personnel according to
school policy. Provide unique perspective on student personality and social behavior and talk to student
about concerning mental health warning signs.
Parents: Allies to the schools. Help detect student mental health concerns, actively participate on
community interagency teams and school boards to help design, implement, and evaluate services and
curriculum for their children (Fertman et al., 2013, p. 126).
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School Policies are written guidelines that meet the legal requirements to operate a school or
community organization. A school district’s policies and procedures are created to set the expectations and
boundaries for how schools and communities interact with one another. When all members are equally
aware of the policies, it makes it easier to address the students’ mental health concerns and problems.
Mental health policies within school districts may include individual policies related to suicide, threats,
bullying, harassment, crisis response,
tobacco, and substance abuse.
There are many advantages to having
effective school district mental health
policies. Policies and procedures focusing
on the prevention of drug use and mental
health-related problems create an
environment that fosters safety and
success for students. For school officials’
keeping up to date and understanding
why policies are important is the first step
in implementing them. When working in a
school district you would want to
acknowledge and be aware of what’s
included in the policies and procedures.
Being aware of these policies will keep you
proactive when addressing students’
mental health concerns. Here are some
questions to consider when thinking about your school district’s mental health policies and procedures.
Screening
Students with internalized mental health disorders, such as depression or anxiety, are less likely to be
treated for their disorder as opposed to students with disorders manifesting in externalized behavior, such
as ADHD. Because of this, in order to promote mental health, it is recommended schools screen for
distress/mental illness in order to promote mental health in all of their students.
Weist et al. (2007) describes a process in which a school may begin to introduce formal screening programs
into their policies. First they must assure that they address each of the following before they begin:
❏The availability of a trained staff and other resources.
❏The availability of mental health professionals who are trained in screening.
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❏Technical assistance in system development in order to ensure consent from parents and a student’s
willingness to participate.
❏A selection of screening measures appropriate for the target age groups.
❏Logistics such as when and where to conduct the screenings as well as selection of alternative
activities for students who were not given parental consent to be screened.
❏Resolution of liability concerns.
Once each of these are accounted for, Weist et al. (2007) continues with the five elements of successful
formal screening programs:
Inclusive Planning: It imperative that all important stakeholders, such as the families of the children, mental
health providers, and others, be involved in the planning process of the screenings. It is also recommended that
the schools involve community agencies as further resources for families.
Collaborative Relationships: Established agreements between the school and community stakeholders should
be reviewed and clarified in order to promote collaboration and the ability to address liability concerns.
Logistics: The frequency and dates of the screenings must be determined. It is recommended that schools use
data from their community in order to determine which age groups are at risk in their area and would benefit the
most from screening.
Training, Supervision, and Support: Training is required for all staff members involved in the screening
process. Supervision over these staff members as well as constant vigil over their collaborative relationships is
also necessary towards a successful screening process. Staff should be trained to recognize signs and risk factors
of poor mental health in order to provide the necessary support and resources for the student and their families.
Integration: Screening should only be one portion of a full continuum of effective mental health programs in
schools. Data should be continuously be collected and analyzed to be used to improve programs and services
while also advocating for positive mental health and mental health reform in schools.
Progress Monitoring
Progress monitoring is used to guide the most effective mental health intervention, assess students’
academic performance, quantify a student’s rate of improvement or responsiveness to instruction or
intervention, and evaluate the effectiveness of instruction or intervention. Progress monitoring can be
useful for tracking, improving, and adjusting mental health treatment and interventions. Progress
monitoring can be implemented with individual students or an entire class.
❖ Progress can be monitored frequently, weekly, bi- monthly, monthly, etc.
❖ Feedback from teachers, parents, programs, and services can be collected
❖ Self monitoring by students can be used to see how they view the progress of the counseling
❖ Questions to determine appropriateness of the intervention ( Fertman et al., 2014, p. 182-184):
➢ Is the student involved?
➢ Are the child and family’s goals being met?
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➢ Does the plan need to be improved or changed?
➢ What are the outcomes, and do they show that the intervention is effective?
http://www.interventioncentral.org/sites/default/files/graphics/blog/wright_student_intv_progress_monitoring_worksheet_example.png
Example of progress monitoring worksheet (can be modified for mental health).
Multi-tiered Approach
The multi-tiered systems of supports model (MTSS) is a three-tiered model used for guiding the selection of
school-based support, prevention and intervention models. This model can be used to help students at
different levels of need. According to Merrell et al. (2011) Tier I is referred to as the primary prevention level,
in which programs target students school-wide. The primary prevention programs address approximately
80% of all students, with other students needing additional supports. Tier II consist of secondary programs
that target approximately 15% of the student population who are at greater risk for developing problems.
Tier III focuses on 5% of students who are high-risk and have intensive needs. Screeners are developed to
help determine what level of intervention is best suited for a student. Once a student’s level of need has
been identified, progress monitoring is consistently conducted to determine if the programs are working
effectively for students.
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http://jpsmath.weebly.com/response-to-intervention-rti.html
Tier 1: Primary Prevention
Universal or primary level programs are designed to prevent emotional, behavioral, and academic problems.
These supports or interventions are targeted school-wide for all students. Often supports at this level do not
require parent permission for students to access and participate in. Just by being a part of a community
organization activity, students can receive access and participate. E xamples: student support teams, health
curriculum content, assemblies, classroom programs, conflict resolution, nursing services, and
extracurricular activities (Fertman et al., 2014, p. 141).
Tier 2: Secondary Prevention
Selected and indicated programs and services: Interventions that are targeted to some students that are at
risk for a particular issue. The purpose is early identification to treat mental health problems, reduce
frequency, and limit negative consequences.
Examples: student support teams & different school-based small group counseling programs that can
address one/each of the following: developmental concerns, family relationships, anger management,
conflict resolution, drug problems, violence, suicide, dropouts, personal relationships and stress
management (Fertman et al., 2014, p. 141).
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Tier 3: Tertiary Prevention
Individualized, intensive programs and services: Interventions designed for high-risk students that need
more comprehensive and individualized services over a longer period of time and are showing signs of a
mental disorder. These services include student support teams, Individualized Education Plans (IEP’s), 504
plans, case management, and other comprehensive services. The purpose of these Tier 3 interventions is to
provide specific students with the tools and resources they need to succeed academically and personally
and minimize the intensity and progression of their problem behaviors/mental disorder. E xamples:
One-on-one counseling, referrals to mental health assessment, special education, hospitalization, drug
treatment, crisis intervention, and family intervention (Fertman et al., 2014, p. 119-314).
How can I take care of myself to ensure I don’t burnout?
● Identifying and Planning for Triggers
● Managing Responses to Stress
● Personal“Crisis”Plan
● Create a plan of support group such as physical, mental, and emotional health
● Create Home to Work and Work to Home Transition
● Hobbies/Enjoyment
● Ensure connection to Others: outings, laughing, family time, bonding
● Spiritual Renewal/Meaning Making
● For more info go to: https://www.mindtools.com/pages/article/recovering-from-burnout.htm
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Teacher and Classroom Resources:
❖ Classroom resources for mental health:
http://au.professionals.reachout.com/teaching-and-learning/classroom-resources
❖ Classroom mental health for teachers in high school: Managing mental health in the classroom,
how to help a student, how to work with families, self-care, community resources, etc:
https://www.classroommentalhealth.org/
❖ Classroom behavior resources related to mental health:
https://www.hincksdellcrest.org/ABC/Teacher-Resource/Welcome
❖ National association of special education teachers website: h ttp://www.naset.org/3433.0.html
❖ Teach magazine: http://www.teachmag.com/archives/7220
❖ Supporting the well being of young minds in schools website:
http://www.youngminds.org.uk/training_services/training_and_consultancy/for_schools/resources
_for_teachers
❖ Webinars for childrens’ mental health and emotional or behavioral disorders:
http://www.pacer.org/cmh/resources/featured-resources/
❖ Mindfulness guided audio recordings: http://marc.ucla.edu/
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Whole School Resources:
❖ UCLA school mental health project virtual toolbox:
http://smhp.psych.ucla.edu/summit2002/toolbox.htm
❖ Response to Intervention (RTI) for the whole school information: implementing interventions for
mental health in a large scale: http://www.rtinetwork.org/about-us
❖ School counselor mental health resources:
http://www.schoolcounselor.org/school-counselors-members/professional-development/learn-mor
e/student-mental-health-resources
❖ School personnel tactics to bring more resources to schools:
http://www.schoolhealthcenters.org/start-up-and-operations/start-an-sbhc/for-educator/
❖ Mental health resources from CA department of Education:
http://www.cde.ca.gov/ls/cg/mh/mhresources.asp
❖ Orange County mental health resources:
http://www.ocde.us/HealthyMinds/Pages/Resources.aspx
❖ Positive behavior supports and intervention information: https://www.pbis.org/school
❖ Mental illness fact sheet:
https://www.nimh.nih.gov/health/publications/treatment-of-children-with-mental-illness-fact-shee
t/index.shtml
❖ Common mental health diagnoses fact sheet:
http://www.acmh-mi.org/get-information/childrens-mental-health-101/common-diagnosis/
Tools for Mental Health Support in Schools
Below are some tools you can use to help you support students with mental health issues. This section also includes
ways in which you can expand your knowledge on the treatment and implications of these mental health issues. B e
sure to check in with the school’s mental health professional when considering implementation or interventions.
Emotion/Anxiety/Depression/Stress Scales:
❖ Helps students understand their own emotions and helps the counselor/teacher/psychologist to see
how serious symptoms of mental health issues are.
❖ http://dpi.wi.gov/sspw/mental-health/behavioral-screening-tools
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Externalizing and Internalizing Behavior Scales:
❖ For teachers or counselors to observe a student’s internalizing or externalizing behavior
➢ Internalizing:
https://drive.google.com/file/d/0Bw1vB9Fj0NQ7SGUwWTk1Y3kwVXlOVHBaVHl6dUNkZkVtZ0
FR/view?usp=sharing
➢ Externalizing:
https://drive.google.com/file/d/0Bw1vB9Fj0NQ7dlFmekNEUFZWWGp6X0FQaXV5WEtkbFctZ1
lz/view?usp=sharing
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References
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