suggestions for supporting student mental health and well-being in your district school board...
TRANSCRIPT
SUGGESTIONS FOR SUPPORTING STUDENT MENTAL HEALTH AND WELL-BEING IN YOUR
DISTRICT SCHOOL BOARD
Building and Sustaining District Conditions
for Effective School Mental Health
1
DRAFTSchool Mental Health
ASSIST Webinar Series
School Mental Health ASSIST
2
is a provincial team designed to help Ontario school boards to support student mental health and well-
being
School Mental Health ASSIST
Équipe d’appui en santé mentale pour les écoles
School Mental Health ASSIST
1. Organizational Conditions for Effective School Mental Health
2. Mental Health Capacity-Building for Educators
3. Implementation of Evidence-Based Mental Health Promotion and Prevention Programming
3
Three Areas of Focus
School Mental Health ASSIST
School Mental Health ASSIST will help ALL school boards
to support student mental health & well-being
By providing hands-on resources to build Mental
Health Awareness
and to support effective decision-making in school
mental health
School Mental Health ASSIST 4
5
It is part of Ontario’s
Mental Health and
Addictions Strategy
Open Minds, Healthy Minds is the comprehensive, 10-year strategy designed to address mental health and
addictions needs in Ontario
http://www.health.gov.on.ca/english/public/pub/mental/pdf/open_minds_healthy_minds_en.pdf
School Mental Health ASSIST
Strategy Priorities for the Next 3 Years
Close Critical Service Gaps
• Increase availability of culturally appropriate services and serve more children and youth• in Aboriginal, remote and
underserved communities
• With complex mental health needs
• At the key transition point from secondary to post-secondary education
Identify & Intervene Early
• Provide tools and support to those in contact with children and youth so they can identify mental health issues sooner
• Provide resources for effective responses to mental health issues
• Build mental health literacy and local leadership
Fast Access to High Quality Services
• Build capacity in the community-based sector
• Reduce wait times• Meet community needs• Link education, child and
youth mental health, youth justice, health care, and the community
Support System Change• Support development of an effective and accountable service system for all Ontarians• Build on efforts that promote evidence-informed practice, collaboration, and efficiencies • Develop standards and tools to better measure outcomes for children and youth
School Mental Health ASSIST 6
School Mental Health ASSIST
7
Starting with Child and Youth Mental Health Our Vision:
An Ontario in which children and youth mental health is recognized as a key determinant of overall health and well-being, and where children and youth reach their full potential.
7
Provide fast access to high quality service
Kids and families will know where to go to get what they need and services will be available to respond
in a timely way.
Identify and intervene in kids’ mental health needs early
Professionals in community-based child and youth mental health agencies and teachers will learn how to
identify and respond to the mental health needs of kids.
Close critical service gaps for vulnerable kids, kids in key transitions, and those in
remote communitiesKids will receive the type of specialized service they need
and it will be culturally appropriate
TH
EM
ES
IND
ICA
TO
RS • Reduced child and youth suicides/suicide
attempts
• Educational progress (EQAO)
• Fewer school suspensions and/or expulsions
• Decrease in severity of mental health issues through treatment
• Decrease in inpatient admission rates for child and youth mental health
• Higher graduation rates
• More professionals trained to identify kids’ mental health needs
• Higher parent satisfaction in services received
• Fewer hospital (ER) admissions and readmissions for child and youth mental health
• Reduced Wait Times
OVERVIEW OF THE MENTAL HEALTH & ADDICTIONS STRATEGY - FIRST 3 YEARS
INIT
IAT
IVE
S
Provide designated mental health workers in
schools
Implement Working Together for Kids’ Mental
Health
Hire Nurse Practitioners for eating disorders program
Improve service coordination for high needs
kids, youth and families
Implement standardized tools for outcomes and needs
assessment
Amend education curriculum to cover
mental health promotion and address stigma
Develop K-12 resource guide for educators
Implement school mental health ASSIST program &mental health literacy
provincially
Enhance and expand Telepsychiatry model and
services
Provide support at key transition points
Hire new Aboriginal workers Implement Aboriginal Mental
Health Worker Training Program
Create 18 service collaboratives
Expand inpatient/outpatient services for child and youth
eating disorders
Reduce wait times for service, revise service contracting, standards, and reporting
Funding to increase supply of child and youth mental
health professionals
Improve public access to service information
Pilot Family Support Navigator model
Y1 pilot
Increase Youth Mental Health Court Workers
Provide nurses in schools to support mental health
services
Implement Mental Health Leaders in selected
School Boards
Outcomes, indicators and development of scorecard
Strategy Evaluation
Interconnected Initiatives
School Boards
Health care settings
Community
settings
MOHLTCNurse LeadersMHA Nurses in DSB programService CollaborativesSSLI
MCYSMH Workers with SchoolsWorking Together SSLI
EDUSMH ASSIST SSLI
8
School Mental Health ASSIST
Resources to support mental health awareness
Web space re lated to School Mental Health in Ontar io
ht tp : / / smh-ass i s t . ca /
Dec is ion-making tools
Support for Local P lanning
Presentat ions and Workshops
An Educator Guide to Student Mental Health
2011-2012 access to MyHealth Magazine
ht tp : / /www.myhea l thmagaz ine .net /
Interminister ia l Coordinat ion of In i t iat ives
What Can School Boards Expect?
9
School Mental Health ASSIST
BUILDING AND SUSTAINING
DISTRICT CONDITIONS FOR EFFECTIVE SCHOOL
MENTAL HEALTH
Webinar Series – Session 2
10
School Mental Health ASSIST
Webinar Series Overview
1. Mental Health Awareness in Ontario School Boards Audiences: All Education Sector Audiences
2. Building and Sustaining District Conditions for Effective School Mental Health Audiences: Trustees, Directors, Superintendents, Chief Social
Workers / Psychologists
3. Building and Sustaining School Conditions for Effective School Mental Health Audiences: Superintendents, School Administrators, School
Mental Health Professionals, Guidance, Student Success, Special Educators
4. Building and Sustaining Classroom Conditions for Effective School Mental Health Audiences: Teachers, Educational Assistants
11School Mental Health ASSIST
Suggested Uses for Webinar Series
Designed to be a flexible resource for educators
Could be used as part of a visioning meeting, a professional development session, or self-study
Select the Webinar that is right for you!Deliver as a Webinar
OR
Use/Tailor the Slide Deck
Draw on the Facilitation Guide for Ideas for Creating an Engaging Staff Development Session
12School Mental Health ASSIST
Mental Health Awareness Webinars
Mental Health Awareness is Not an Event
It is an iterative deepening of knowledge that is embedded within school board life
The tools in the School Mental Health ASSIST Webinar Series can be a helpful start, or an enhancement, to board initiatives in this area
The Mental Health Awareness session can be offered in isolation, or as a precursor to any of the sessions in the Series
13School Mental Health ASSIST
The Mental Health Capacity Continuum
14
The right information, to the right people, in the right way, at the right time
Mental Health Awareness
Mental Health Literacy
Mental Health Expertise
Strategies for providing basic mental health information, tailored for different school
board audiences
Strategies for ensuring deeper working knowledge for those who have a role in supporting
student mental health
Strategies for ensuring that new SMH professionals possess the skills and
knowledge to effectively provide evidence-based SMH promotion, prevention, and
intervention
ALL SOME FEW
School Mental Health ASSIST
A Vis ion for S tudent Menta l Hea l th and Wel l -Be ing
The Importance of Organizat iona l Leadership
Top 10 L is t o f Research-Based Condi t ions for
E f fect ive School Menta l Hea l th
Recommendat ions and Next Steps
Creating District Conditions Session
Overview
15
School Mental Health ASSIST
16
A Vision for Student Mental Health and Well-Being in Ontario
Schools
Ontario students are flourishing,
with a strong sense of belonging
at school,
ready skills for managing
academic and social/emotional
challenges,
and surrounded by caring adults and
communities equipped to identify and
intervene early with students
struggling with mental health
problems
School Mental Health ASSIST
Support educators with knowledge and resources to help them to create mental ly healthy classroomsProvide mental health promotion and prevention programming in schoolsEquip educators to identify and support students with mental health needs Work with famil ies and community partners to create seamless pathways to care for students with signifi cant mental health problems
17
To Achieve this Vision, we need to:
School Mental Health ASSIST
A Tiered Model of Support for School Boards
18
Universal Mental Health Promotion, Social-Emotional Learning
Targeted Prevention
IntensiveIntervention
Our focus, in District School Boards, is to create mentally healthy environments for students, to provide universal mental health promotion programs in areas of need, and to build skills amongst students who are vulnerable through prevention programming
School Mental Health ASSIST
This is familiar!19
Key Concepts
Universal Design for Learning
Differentiated Instruction
The Tiered Approach
School Mental Health ASSIST
Our Community Partners in MCYS and MOHLTC
20
Intensive Intervention
Targeted Prevention
Universal Mental Health Promotion
The focus for our colleagues in the Ministry of Child and Youth Services and the Ministry of Health and Long-Term Care is to provide therapeutic support to children and families with significant mental health problems
School Mental Health ASSIST
Tiered Support in a Systems Framework
21
Universal Mental Health Promotion, Social-Emotional Learning
Targeted Prevention
Indicated Intervention
Indicated Intervention
Targeted Prevention
Universal Mental Health Promotion We are better
together!
Community
School Boards
School Mental Health ASSIST
Universal (Tier 1) - A school d istr ict made up of car ing c lassrooms and schools , where students learn to bui ld sk i l ls for coping, and know where to turn when l i fe becomes chal lenging Targeted (Tier 2) - A school d istr ict with a range of profess ional supports and prevent ion programs that can be implemented with vulnerable students Intensive (Tier 3) - A school d istr ict with c lear protocols in p lace to ensure that students who are struggl ing are ident ifi ed ear ly and receive support at school , and with in the community i f necessary
A school district with a Tiered Support Strategy
What Would This Look Like?
22
School Mental Health ASSIST
Whi le many boards have aspects o f a Tiered Suppor t Mode l in p lace , inc lud ing a ded icated focus on promot ion and prevent ion act iv i t ies may requ i re a change in th ink ing (and poss ib ly a change in s t ructures , a change in ro les , a change in par tnersh ip re la t ionsh ips )
We need to pay at tent ion to s taff menta l hea l th and wel l -be ing dur ing the change process
We need to cont inue to tend to our most d i s t ressed s tudents as we make th i s sh i f t
Getting from Here to There
23
School Mental Health ASSIST
Where is our board currently in moving towards a Tiered Support Model for
student mental health?
What are the benefi ts of moving further towards this model?
What are the challenges that would emerge for our board in moving further
towards this model?
How might these challenges be approached?
Reflecting on the Tiered Support Model
24
School Mental Health ASSIST
25
The Importance of Organizational Leadership
School Mental Health ASSIST
ChangeVision Skills Incentives ResourcesActionPlan
=
Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC(Adapted by Knoster from Enterprise Group Ltd.)
Managing Complex Change
26
School Mental Health ASSIST
Skills Incentives ResourcesActionPlan
Confusion=
Vision Incentives ResourcesActionPlan
Anxiety=
Vision Skills ResourcesActionPlan
Resistance=
Vision Skills IncentivesActionPlan
Frustration=
Vision Skills Incentives Resources Treadmill=
Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC(Adapted by Knoster from Enterprise Group Ltd.)
Managing Complex Change
27School Mental Health ASSIST
Does your board have a clear vision for school mental health? Does your BIPSA address student well-being?
Do educators and central offi ce staff have the ski l ls they need to provide eff ective mental health supports?
Are the incentives for a t iered model of mental health service del ivery clear to board staff ?
Are there suffi cient resources to support eff ective school mental health?
Do you have an action plan related to school mental health? Does the plan include a clear pathway to care?
Self-Assessment
28
School Mental Health ASSIST
Have a pivotal role in:Highlighting the importance of student mental health at schoolCommunicating about the Tiered Support ModelCo-Creating a Board Vision for School Mental HealthRecognizing the foundational work of school mental health
professionalsDeveloping required infrastructure and protocols to facilitate effective
tiered supportEncouraging a systematic approach to educator mental health
awareness / literacyEncouraging a systematic approach to the selection of promotion /
prevention programsCo-creating a Board Mental Health Strategy and Action PlanPromoting local evaluation of programs and services
System Leaders
29
School Mental Health ASSIST
Supporting the mental health and well-being of staff
Although educators have been dealing with student mental health problems throughout their careers, it may feel like a new area of responsibility Educators feel ill-prepared to deal with student emotional and behavioral problems at school (Taking Mental Health to School, 2009)
Mental health is a sensitive area for some
The Special Role of Leaders
30
School Mental Health ASSIST
31
Ontario Leadership Framework
Leadership is a lever we are using to support
large scale system improvement to
enhance achievement and well-being for our
2 million students in 5000 schools. The Ontario Leadership
Framework is relevant to our work with
student mental health and well-being.
School Mental Health ASSIST
Ontario Leadership Framework
5 Domains:
1. Setting Directions
2. Building Relationships and Developing People
3. Developing the Organization
4. Leading the Instructional Program
5. Securing Accountability
5 Core Leadership Capacities:
1. Promoting Collaborative Learning Cultures
2. Aligning Resources with Priorities
3. Using Data
4. Setting Goals
5. Engaging in Courageous Conversations
32
School Mental Health ASSIST
33
Ontario Leadership Framework
The min istry has ident ifi ed fi ve core leadership capaci t ies der ived f rom the OLF to be the key focus for capaci ty bui ld ing for pr inc ipals
Core Leadership Capacities
34
School Mental Health ASSIST
Have a pivotal role in:1. Setting Directions for Student Mental Health
e.g., Co-Creating a Board Vision for School Mental Health
2. Building Relationship and Developing Peoplee.g., Recognizing the foundational work of school mental health
professionals
3. Developing the Organization to be Proactive about Student Mental Healthe.g., Developing required infrastructure and protocols to facilitate effective
tiered support
4. Leading the Mental Health Promotion / Prevention Programming in Schoolse.g., Encouraging a systematic approach to the selection of promotion /
prevention programs
5. Securing Accountability for Student Mental Health and Well-Beinge.g., Promoting local evaluation of programs and services
System Leaders
35
School Mental Health ASSIST
36
Organizational Conditions for Effective School Mental Health
School Mental Health ASSIST
37
Implementation Science ( e .g . , Fi x sen e t a l . )
Getting to Outcomes ( e .g . , Wander sman e t a l . )
School-Wide Posit ive Behavior Support ( e .g . ,
Suga i e t a l . )
Expanded School Mental Health ( e .g . , We i s t e t a l . )
REACh Framework ( e .g . , K ra tochw i l l e t a l . )
Knowledge Translation and Exchange ( e .g . ,
Ba rw i ck e t a l . )
Research in Organizational Conditions
School Mental Health ASSIST
38
Top 10 List of Conditions
1. Commitment
2. School Mental
Health Leadership
Team
3. Clear & Focused
Vision
4. Shared Language
5. Assessment of Initial
Capacity
6. Standard Processes
7. PD Protocols
8. School Mental
Health Strategy /
Action Plan
9. Broad Collaboration
10. Ongoing Quality
ImprovementSchool Mental Health ASSIST
39
Board leaders v iew chi ld and youth mental health as a pr ior i ty , and communicate th is through act ion Board leaders commit to the Tiered Support Model
• Help board staff to understand the rationale for the model, emphasizing the focus in schools on mental health promotion and prevention and the need to work with community partners for help with students with significant mental health concerns
Board leaders cons istent ly attend community l ia ison meet ings and internal mental health team meet ingsBoard leaders prov ide v is ib le , strategic and tangib le support for needed inf rastructure, resources, staffi ng
Commitment
Condition #1
School Mental Health ASSIST
40
Board has a mult id isc ip l inary, mult i - layered mental health leadership team
A l l o f the r ight people are at the table ( in terms of expert ise , infl uence, re lat ionships, representat ion)
Parent and youth voice are cr i t ica l
Team has meaningfu l l ia ison with community partners
Team is focused on v is ion-sett ing, leadership, co l laborat ion, strategy/program select ion, problem-solv ing
School Mental Health Leadership Team
Condition #2
School Mental Health ASSIST
41
Board has shared, real is t ic goals Vis ion is a l igned with AOP, B IPSA, Strategic Direct ions Vis ion is a l igned with key pr inc ip les in school mental health (e .g. , prevent ive, l inked with instruct ion, ev idence-based, connected with partners at home and school , s trong use of data) Vis ion and goals are created col laborat ive ly Vis ion is the bas is for dec is ion-making
Clear and Focused VisionCondition #3
School Mental Health ASSIST
42
The Board Vision for school mental health is communicated clearly across the organizationFoundational knowledge about student mental health is conveyedTerms are defi ned consistentlyWhere diff erences in language occur (e.g., across sectors), there is translationUse of early identifi cation tools can be helpful for fi nding common ways to speak of problem areas
Shared Language
Condition #4
School Mental Health ASSIST
43
Assessment data informs the development of the board mental health strategy Before setting priorit ies, an assessment of organizational strengths, needs, and resources (resource mapping) can be very helpful This assessment includes a scan of resources, in the form of people, processes, and programs Staff and student voice data can deepen understanding of needs
Assessment of Initial Capacity
Condition #5
School Mental Health ASSIST
44
Board has standard processes for school mental health:
Who does what (role clarification)Selection of school and classroom evidence-based
programsDelivery of training and coaching on programs and
strategiesStandards and tools for monitoring progressPartnerships with communityPathways to service
Standard ProcessesCondition #6
School Mental Health ASSIST
45
Board has a systematic approach to capaci ty bui ld ing in mental health and wel l -be ing that inc ludes:
Mental Health Awareness for allMental Health Literacy for those most closely involved with studentsMental Health Expertise for those delivering specialized assessment
& intervention servicesHigh qual i ty t ra in ing protocols , de l ivered by an engaging expertJob-embedded, with ongoing coaching
Protocols for Professional Development
Condition #7
Tools + Training + Technical Assistance + Quality Assurance
School Mental Health ASSIST
46
The Board Mental Health Strategy is a l igned with
system goals
The Strategy is founded on ev idence-based
pract ices in school mental health
The Strategy is ta i lored to local context and data
with respect to board needs and strengths
The Strategy is focused on measureable outcomes
An implementat ion support p lan is c lear ly
art icu lated
Mental Health Strategy / Action Plan
Condition #8
School Mental Health ASSIST
47
The Board has several established platforms for dialogue and collaboration:
Across departments and schools in the organizationWith community and health agenciesWith universities and other research organizationsWith parentsWith studentsWith other boardsWith government
Broad CollaborationCondition #9
School Mental Health ASSIST
48
The board has a system of ongoing quality improvement, that includes measurement:Of program / strategy implementationOf teacher perceptions and knowledgeOf student perceptions and knowledgeOf student outcomes
Ongoing Quality Improvement
Condition #10
School Mental Health ASSIST
49
Support for Ontario School Boards
School Mental Health ASSIST
Takes Time Takes Knowledge Takes Partnership Takes Support
Creating these Conditions…
50
School Mental Health ASSIST is here to support Ontario School Boards to create conditions necessary for effective delivery of the Tiered Support Model
School Mental Health ASSIST
Diff ering levels of readiness, in terms of: Awareness and understanding Dedicated infrastructure Expertise and resources Relationships with community partners Availability of services in the community
Range of needs and circumstances Economic hardship, remote and rural contexts, special populations,
need for French (and other) language resources
Varying models of service delivery Dependent on resources, needs, cross-agency relationships, past
practices, beliefs…
School Boards…Are Each Unique
51
School Mental Health ASSIST
School Mental Health ASSIST appreciates these diff erences and will provide supports that can be tailored for your context:
Mental Health Awareness materials that can be used as part of your professional development work
Selection Tools to help with decision-making related to mental health programs and capacity-building offerings
Website with links to other high-quality resourcesConsultation by request
Resources
52
School Mental Health ASSIST
Visit us: http://smh-assist.ca/
Kathy Short, Ph.D., C.Psych.Director, School Mental Health [email protected], x2634
Contact School Mental Health
ASSIST
53
School Mental Health ASSIST