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YOUTH
MENTAL
HEALTHA Whole-School
Approach
S C H O O LC L I M AT E
A M Y H I L L , S Y S T E M D I R E C T O R O F S C H O O L B A S E D S E R V I C E S
S H E L L Y F A R N A N , S Y S T E M D I R E C T O R O F D I V E R S I T Y A N D I N C L U S I O N
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
WHAT IS SCHOOL CLIMATE?
Generally, school climate represents the shared norms, beliefs, attitudes, experiences, and
behaviors that shape the nature of interactions between and among students, teachers, and
administrators- PBIS Technical Brief
School climate refers to the quality and character of school life. School climate is based on
patterns of students', parents' and school personnel's experience of school life and reflects
norms, goals, values, interpersonal relationships, teaching and learning practices, and
organizational structures. –National School Climate Center
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• 1. Safety
• 2. Relationships
• 3. Teaching and Learning
• 4. External Environment
• Positive School Climate = Academic Achievement and Positive Youth
Development
4 KEY COMPONENTS
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
SAFETY
• Rules- Clear communication about harassment, bullying, physical violence and adult
intervention
• Sense that students feel physically safe
• Sense that students feel emotionally safe
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
RELATIONSHIPS
• Connection with adults, engagement, high expectations
• Respect for student diversity
• Relationship with peers, friendships, involvement
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
TEACHING AND LEARNING
• Academic learning- individualized learning, varied ways to show achievement, academic
challenge, constructive feedback, encouragement, dialog and questioning
• Social learning- empathy, conflict resolution, decision making, responsibility, emotional
regulation, social skills, self-relection
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
ENVIRONMENT
• Opportunities to participate, extra curricular activities, school life, community involvement,
family connections
• Building readiness, cleanliness, access to resources/materials, adequate facilities
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
F O U R E L E M E N T S
O F F L O U R I S H I N G
The Person Brain Model- Paul
Baker
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
T H E E C O -
R E L AT I O N A L
F U N N E L
The Person Brain Model-Paul
Baker
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• Survey Questions (never, sometimes, often, always)
• I like school
• I feel successful at school
• I feel my school has high standards for achievement
• My school sets clear rules for behavior
• Teachers treat me with respect
ASSESSING YOUR SCHOOL CLIMATE
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• Survey Questions (never, sometimes, often, always)
• The behaviors in my class allow the teachers to teach
• Students are frequently recognized for good behavior
• School is a place at which I feel safe
• I know an adult at school that I can talk with if I need help
ASSESSING YOUR SCHOOL CLIMATE
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Survey Questions for teachers
I get along well with other teachers
I feel supported as a teacher
Teachers at my school have a high standard for success
Teachers at my school recognize student success
I feel safe at my school
Teachers at my school work hard to ensure student success
Students at my school show respect for others
ASSESSING YOUR SCHOOL CLIMATE
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
5 STEPS TO POSITIVE SCHOOL CLIMATE
1. Make relationships a priority
• Students
• Staff
• Community
2. Provide a safe environment
• Teachers can’t teach when they don’t feel safe. Kids can’t learn with they don’t feel safe
3. Communicate well and often
• Students
• Staff
• Community
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
5 STEPS TO POSITIVE SCHOOL CLIMATE
4. Check assumptions, observe, and question
• Identify your own assumptions
• Catch yourself making an assumption and make an observation instead
• Ask questions and really listen to the response
5. Give everyone a voice
• Evaluate and re-evaluate
• Take action
• Monitor success
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
RESOURCES
• https://www.pbisapps.org/Resources/SWIS%20Publications/School%20Climate%20Survey%20Su
ite%20Manual.pdf
• https://safesupportivelearning.ed.gov/safe-and-healthy-students/school-climate
• https://www.schoolclimate.org/
• https://www2.ed.gov/policy/elsec/leg/essa/essaguidetoschoolclimate041019.pdf
Q U E S T I O N S ?C O M M E N T S ?
YOUTH
MENTAL
HEALTHA Whole-School
Approach
THANK YOU
YOUTH
MENTAL
HEALTHA Whole-School
Approach
NETWORKING & VENDOR BREAK
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Thank You
SPONSO
RS
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
BREAKOUT 21:45-2:45
YOUTH
MENTAL
HEALTHA Whole-School
Approach
HELP! THIS CLASSROOM IS IN CHAOS
Potential Diagnoses Brewing Under the Surface
A D A M A N D R E A S S E N , P S Y . D
C H I E F O P E R A T I N G O F F I C E R
B U R R E L L B E H A V I O R A L H E A L T H
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Objectives of Presentation
• Summarize the most common diagnoses underlying disruptive classroom
behaviors
• Identify the obvious and subtle differences in these diagnoses including
ADHD, PTSD, Disruptive Mood Dysregulation Disorder
• Explore contributors and conceptual frameworks for understanding why
these behaviors occur
• Apply this information to broad strategies for preventing and managing
disruptive classroom behaviors
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
May I have fries with that Ritalin?
Common Diagnoses Simplified
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Common Diagnoses Influencing Disruptive Behaviors• Attention-Deficit/Hyperactivity Disorder (ADHD)
• Inattentive and/or Hyperactivity/Impulsivity
• Aka “ADD”
• Posttraumatic Stress Disorder (PTSD)
• Strong reactions to reminders of previous traumatic experiences
• Anything from avoidance/anxiety to anger outbursts and inattention
• Bipolar Disorder
• Mood Disorder including both energy increased moods (mania) and decreased energy
moods (depression)
• Historically overdiagnosed
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Common Diagnoses Influencing Disruptive Behaviors• Oppositional Defiant Disorder
• Generally oppositional behaviors, especially to limit setting
• Considered relatively “mild” – anything BUT mild in the classroom
• Conduct Disorder
• Oppositional and/or indifference to normative expectations by authority
figures
• Includes conduct problems such as aggression, theft, deceitfulness,
lawbreaking, etc.
• Disruptive Mood Dysregulation Disorder (DMDD)
• Intended as a REPLACEMENT for many Bipolar Disorders
• Includes elements of ADHD, Depression, ODD, and Bipolar
• General moodiness and reactivity with distress
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• Autism Spectrum Disorders
• Generally characterized by lack of awareness or interest in prosocial behaviors
• Often, but not always, influenced by low IQ
• Anxiety Disorders
• Depressive/Mood Disorders
• COMORBIDITY!
• ADHD & PTSD
• ADHD & Conduct Disorder
• ADHD & Mood Disorders
Other Factors and Diagnoses
ADHD
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
700% increase of Ritalin
prescribed in the US since 1995Diller, 1998
Total stimulant usage has
doubled in the last decadePiper et al., 2016
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Common Overlapping Symptoms in the Medical Field
Appendicitis
Strep Throat
Fever
Geller & DelBello, 2008
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Common Overlapping Symptoms in Psychological Symptoms
Mania
(elated mood and grandiosity)
Major Depressive
Disorder
(low mood and
anhedonia)
Autism
(communication and social deficits)
ADHD
(no cardinal symptoms)
Irritability and Hyperactivity
Geller & DelBello, 2008
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Where are we heading?
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Prevalence Rates
1% 8%
Barkley, 2006
Goldstein, 2012
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
History and Features of ADHD
• Around WWI ADHD symptoms were often associated with an outbreak
of encephalitis
• Clinicians began to see similar symptoms in other organic based
disorders (brain injured child, MBD)
• Also “spoiled child” syndrome
• 1930’s began to notice improved effects with amphetamine use to
control headaches
Barkley 2006
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
History and Features of ADHD
• 1950’s movement to hyperkinetic impulse disorder
• Later in the decade more specific learning problems were
identified rather than generalizing MBD
• 1970’s began to focus on impulsivity as well
• 1980’s focus on attention problems
• Later focus on educational needs
• 21st century continues to look at further subtypes
Barkley 2006
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
CONCEPTUALIZING
ADHD
Kolb & Whishaw (2003)
Halperin et al., 2012
• Exhibit poor and irregular sleep
• Colic
• Feeding problems
• Dislike being cuddled or held still for long
In Infancy
• Driven to run rather than walk
• Driven to handle everything
• Major problems as adults:
• Low self-esteem
• Poor social skills
Toddler
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
DISTINCTIVE ADHD FEATURES
• Demanding
• Oppositional
• Do not play well with others
• Poor tolerance of frustration, high level of activity, poor concentration, and poor self-esteem may lead to a referral
Elementary school
• May be failing school
• 25-50% have encountered legal problems
• Withdraw from school
• Fail to develop social relations and maintain steady employment
• Females with inattention often diagnosed with dysthymia (chronic mild depression) rather than ADHD
• Females with combined symptoms (impulsivity, hyperactivity, inattention) often diagnosed with Bipolar Disorder
Adolescence
Kolb & Whishaw (2003)
Quinn and Madhoo (2014)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Different Types of ADHD• ADHD, Inattentive Type
• ADHD, Sluggish Cognitive Tempo
• ADHD, Hyperactive-Impulsive Type
• ADHD, Combined Type
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• Often fails to give close attention to details and make careless mistakes
• Difficulty sustaining attention
• Does not listen when spoken to directly
• Not following through on instructions
• Difficulty organizing tasks
• Often loses things
• Often forgetful in everyday activities
ADHD, Inattentive Type
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
ADHD, H-I TypeINATTENTIVE TYPE PLUS:
• Fidgets with hands or feet in seat
• Leaves seat in the classroom
• Runs or climbs about excessively
• Difficulty playing in leisure activity
• Is often “on the go” or appears “driven by a motor
• Often talks excessively
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
WHY IS IT
OVER
DIAGNOSED?
• Changing culture/Parenting styles
• One size fits all?
• Concept called comorbidity
• Relief Factor: “Have a name”
• Cultural medication solution
• Impact of schools
• Treatment of “spectrums”
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Most Common School Problems & ADHD• High rates of disruptive disorders
• Low rates of engagement with academic instruction and achievement
• Inconsistent completion/accuracy of school work
• Poor performance on homework, tests & long-term assignments
• Difficulties getting along with peers
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Concept of Executive Functioning and brain development
• The ability to plan and organize event in a sequential manner with
sound judgment
Also involves:
• Nonverbal and verbal working memory
• Emotional Self-Regulation
• Planning and Problem-Solving
ADHD & Executive Functioning
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
ADHD & Low Arousal TheoryTheory suggesting that ADHD (and Conduct, Antisocial, etc.)
individuals seek/require more stimulation to transcend their
excessively low arousal rate.
In one study ADHD individuals required more noise levels to establish the same
stimulation level (due to less dopamine).
-See Wikipedia – “Low Arousal Theory”
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Interfacing Medical Issues
Sleep Apnea AsthmaInner Ear
Infections
Pervasive
Development
Disorders
Bipolar Disorder
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Bipolar Disorder
• The word “manic” traces back to Ancient Greek
• Mania and melancholia have been tied together for centuries
• Biphasic Mental Illness causing recurrent oscillations between mania
and depression (1854 Jules Baillarger)
• Emil Kraepelin coined term manic depression (1900’s)
• 1952 placed in the Diagnostic Manual
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
BIPOLAR &
KINDLING
THEORY OF KINDLING• Somewhat controversial, but conceptually useful
• Important to assumptions of early psychosocial
interventions
• First applied to seizure disorders
• Combination of stress and genetic vulnerability
leads to greater destabilization until full onset
• Brain becomes further sensitized with each
episode until spontaneous occurrence without
stressors
• Will result in less inter-episodic recovery time and
treatment resistance
Geller & DelBello, 2008
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Manic EpisodeDistinct period of abnormally and persistently elevated, expansive, or irritable
mood for 1 week (unless hospitalization is necessary)
Three or more (4 if just irritable) and PRESENT TO A SIGNIFICANT DEGREE
1. Inflated self-esteem or grandiosity
2. Decreased NEED for sleep
3. More talkative than USUAL
4. Flight of ideas or racing thoughts
5. Distractibility
6. INCREASE in goal-directed activity or psychomotor agitation
7. Excessive involvement in pleasurable activities with a high potential for painful consequences
Disruptive Mood Dysregulation Disorder (DMDD)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
A. Severe recurrent temper outbursts (verbal or physical)
B. Outbursts inconsistent with developmental level
C. Occur 3+ times per week (on average)
D. Mood at other times is largely irritable or angry most of the time
E. A-D have been present for 12 or more months with no 3 month remittance
F. A & D present in 2 of 3 settings
G. Don’t diagnose before age 6 or after 18
H. A-e onset prior to age 10
I. No mania or hypomania criteria for longer than a day
J. Not part of MDE
K. Not something else
DISRUPTIVE MOOD DYSREGULATION DISORDER
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Disruptive Mood Dysregulation DisorderCAN’T COEXIST WITH:
• ODD (only dx DMDD if both criteria met)
• IED or Bipolar (don’t dx dmdd if mania or hypomania ever met)
CAN COEXIST WITH:
• MDD
• ADHD
• Conduct
• Substance Use Disorders
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Disruptive Mood Dysregulation Disorder• Diagnosis invented to account for non-episodic mood problems
• Also to reduce number of children receiving bipolar dx due to chronic but not episodic
mood disruptions
• Prevalence
• Unknown (Brand new)
• Guess: 2% - 5%
• Rates expected to be higher in males and school-age children
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Disruptive Mood Dysregulation DisorderMarked by low frustration tolerance – lots of functional
implications at school and elsewhere
Posttraumatic Stress Disorder (PTSD)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Posttraumatic Stress Disorder• First Challenge: PTSD is only ONE outcome of trauma
• Trauma = From a psychological perspective it’s an emotional response to a terrible
event
• Appraisal is important indicator
• All my fault?
• Totally helpless?
• SAMHSA’s 3 E’s of Trauma (Event, EXPERIENCE, Effects)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• High Arousal will look similar to ADHD even though ADHD is
triggered by a LOW arousal!
• Bipolar is more like organic arousal that will look like
triggered (PTSD) arousal AND low arousal response (ADHD)
• How to differentiate?
PTSD & Arousal
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Trauma in the Classroom• Greater likelihood of performing below grade level (lower GPA)
• Higher rates of office referrals, suspensions, and expulsions
• Decreased reading ability
• Language and verbal processing deficits
• Delays in expressive and receptive language
• Greater tendency to be misclassified with developmental delays
• Decreased ability to focus and concentrate, recall and remember, organize and
process information, and plan and problem-solve
Differentiating the Diagnoses
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• Destructiveness: ADHD careless destruction v. Bipolar occurs in anger
• Temper-tantrums: ADHD children calm down in 20-30 minutes; Bipolar for hours
• Regression during outbursts: Bipolar may lose memory of tantrum; regression more severe in Bipolar
• Triggers: ADHD-triggered by sensory and emotional overstimulation; Bipolar react more to limit setting
• ADHD does not show depressive as primary predominant symptom
• Arousal in morning: ADHD- arouse quickly and alert within minutes; Bipolar fuzzy thinking and irritable
Important Distinctions(Papolos & Papolos)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Profiling the DiagnosisBIPOLAR• Can you identify manic or mixed symptoms? (Required)
• How long are outbursts occurring? (more than an hour?)
• How intense are outbursts?
• Can increased energy be confirmed?
• Remember the brain! (ADHD – Executive Functioning; Bipolar – Emotional Dysregulation;
PTSD – Triggering events and external influence)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• PTSD
• Can triggering event be identified? If not, trauma can still be relevant
even if you don’t diagnose PTSD
• Attention Problems/Hyperactivity could be in fact keyed-up OVER-
ATTENTION (monitoring)
• Any subtle behavioral clues?
• How do they respond when you give them a focusing task?
• Many individuals with anxiety/PTSD focus well and actually calm themselves with
tasks
Profiling the Diagnosis
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
ADHD & PTSDUnderlying ADHD can increase risk of PTSD
• Problems gathering and using information can complicate appraisal of events which
heavily influences PTSD factors
• Can ADHD be identified prior to traumatic events
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
TESTING &
FORMAL
EVALUATION
ADHD is a performance-based
issue; may need performance-
based assessment alongside
full evaluation
• Bipolar – many mood factors are
easier to identify when paired with
test data
• PTSD – Residual effects of trauma
also easier to isolate with testing
• But sometimes time or resources don’t
allow this approach
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• ADHD – Peeling back layer of the onion (what’s left)
• Degrees of certainty rather than “confirming”
• Additive: Sleep Problems? Sleep Apnea? Early Ear Infections, Asthma, etc.
• PTSD – Don’t rush to it as dx just because a trauma occurred
– it’s a very specific set of reactions
• One of the most effective ways of narrowing it down
• Bipolar – Is affect brain lighting up and flooding person?
• Genetics, etc.
• Assess mood upon awaking! (Cranky/Sluggish v. Good to go!)
Simplifying Further
Intervention
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Outside the Classroom
Trauma Stressors Diet & Health Sleep!
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Why is Sleep so Important?• Critical for affect regulation
• Important for cognitive functioning
• Impacts health
• Associated with substance use
• Contributes to impulsivity and risk taking
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
• 40% of children in some studies suffer from sleep problems
• 15% exhibit bedtime resistance
• 10% or more experience daytime drowsiness
• Students with C’s, D’s, and F’s went to bed on average 40
minutes later than A students
• Insufficient sleep leads to many other problems
National Sleep Foundation
Some Staggering Statistics
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
How Much Sleep is Enough?
AGE HOURS
3 to 5 10 to 13
6 to 13 9 to 11
14 to 17 8 to 10
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
What Works?ADHD
• Important: You can’t talk/discipline/train a child out of having ADHD!
• Regulate Environment
• Reduce Chaos and/or Increase Interest-level (stimulation) of activities
• Shorten/Breakup Instruction
• When to Medicate:
• When disruptions are not easily managed/redirected
• When there are secondary results causing distress
• Poor grades
• Social failures
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Bipolar Disorder/DMDD
• Important: You can’t talk/discipline/train a child out of having a
manic episode
• In a general way, therapeutic interventions such as
therapy/counseling can improve mood management and reduce
likelihood of depressive episodes
• Mood stabilizers and antidepressants are first-line defense
• When encountering a manic reaction
• Reduce stimulation
• Avoid dogmatic limit-setting; be calm and offer options
• Remove from the situation and ensure safety
What Works?
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
What Works?POSTTRAUMATIC STRESS DISORDER (PTSD)
• Most responsive to environmental cues
• Reduce stimulation – especially intensity
• Be calm and reassuring – even when they are angry
• Remove from the situation and ensure safety
• Antianxiety medication has some, but limited, efficacy
• Therapeutic interventions are key
• Reduce associations
• Increase tolerance to exposure/reminders
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Conduct/Oppositional Disorders
• Limited effectiveness of medication
• Limited effectiveness of short-term behavioral interventions
• Longstanding behavioral interventions and consistency shows some
results
• In the Classroom:
• Be consistent
• Avoid power struggles/Reactivity
What Works?
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
What Works?AUTISM SPECTRUM• Generally requires more intensive behavioral treatment such as Applied Behavioral
Analysis (ABA)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Regardless of Diagnosis, What Works?• Be empathetic and supportive
• Be aware of your own experiences, mood, stressors, etc.
• Seek support and treatment when necessary
• Communicate with parents/guardians
• Balance support and concerns
• Don’t wait until it gets bad
• Encourage assessment, detection, and prevention indicatives
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
General Classroom StrategiesMAINTAIN A TRAUMA-INFORMED LENS
TRADITIONAL PERSPECTIVE
• Challenging behaviors are the result of individual deficits
(e.g. what’s wrong with you?).
• Understands difficult behaviors as purposeful or personal.
• Focuses on changing the individual to “fix” the problem.
• Providers/school faculty need to uphold authority and
control.
• Punitive approaches are most effective.
• Support for people exposed to trauma is provided by
counseling professionals.
TRAUMA-INFORMED PERSPECTIVE
• Challenging behaviors may be ways of coping with trauma
(e.g. what happened to you?).
• Understands difficult behaviors may be an automatic stress
response.
• Focuses on changing the environment.
• Providers/school faculty need to offer flexibility and choice.
• Positive, strengths-based approaches are most effective.
• Support for people exposed to trauma is the shared
responsibility of all who provide support.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
General Classroom Strategies6 PRINCIPLES OF COMPASSIONATE EDUCATION
1. Always empower, never disempower
• Avoid power struggles, Discipline must never resemble the trauma, Discipline should
be consistent, respectful, and non-violent
2. Provide unconditional positive regard
• Genuine respect, kindness, and empathy
3. Maintain high expectations
• Consistent expectations and limits, Set limits and rules that keep students safe and
protect their well-being using a calm and respectful voice
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
General Classroom Strategies6 PRINCIPLES OF COMPASSIONATE EDUCATION
4. Check assumptions, observe, and question
• Identify your own assumptions, Catch yourself making an assumption and make an
observation instead, Ask questions and really listen to the response
5. Be a relationship coach
• By helping students feel safe and supported, they can put more energy into learning,
By being a relationship coach, teachers can help students mend perceptions of
community and friends
6. Provide guided opportunities for helpful participation
• Carefully plan, model, and observe ongoing interactions
YOUTH
MENTAL
HEALTHA Whole-School
Approach
Questions & Discussion
ADAM.ANDREASSEN@BURRELLCENTER.COM
YOUTH
MENTAL
HEALTHA Whole-School
Approach
NETWORKING & VENDOR BREAK
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
Thank You
SPONSO
RS
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH
BREAKOUT 33:00-4:00
MAIN HALL
YOUTH
MENTAL
HEALTHA Whole-School
Approach
Y O U T H W O R KS H O P
Z A C H H E D G E S & J E S S I C A O B U C H OW S K I
YOUTH
MENTAL
HEALTHA Whole-School
Approach
N ET W O R K I N G R E C E P T I O N
HOTEL LOBBY
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