www.agca.com.au this powerpoint is part of a package on early identification processes used at...
TRANSCRIPT
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This PowerPoint is part of a package on early identification processes used at Coombabah High School
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.
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An Identification Process
For Students with High Needs in the area of Mental Health
Why? Who? How?
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Why?Because there is a need
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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 healthdisorders & educational outcomes
NB: Most mental health
disorders have their peak
period of onset during
adolescence
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Impactof 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).
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Impactof 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)
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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).
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The objective is to
Develop resilience
Nurture mental health
Build healthy community
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To assist students to be more effective learners
And become emotionally resilient
Ultimately
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Who?high needs in the area of mental health
Students with
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How?systematic identification process
Implement a
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The methodused to identify students needs to be
Comprehensive
Effective
Confidential
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DAY 2Support Staff
input
DAY 3Student
input
The identification process
DAY 1Teachers
input
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Support interventions are implemented through
Group programs
Individual assistance
Referrals to community agencies
Whathappens then?
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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
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Your observations
Assistance with the self-report
Support for interventions
What we need from you
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Thank you
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Steps to identifying Students with High Needs in the area of Mental Health
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Step 1
Inform yourself of the process
Read guide
View Who Knows
Read articles
Benefits
Step 2
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Gain support of your administration
Explain processForm support teamand plan timeline for the process
Step 3
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Step 4
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Staff meeting
Show PowerPoint
Who Knows DVD
Inform all staff of process
ChecklistsDelegate jobs to support team members
Step 5
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Step 6
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Day 1
Classroom teachers
Conduct Teachers Day-Collect information of Students from teachers
Conduct Support Team Day – collate information from teachers day & support team
Step 7
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Day 2
Student support team
Day 3
Select measure
Administer self-reportto students
Step 8
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BudgetScore self-report measures & collate with other information
Step 9
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Referrals to external agencies
Programs implemented in school
Find program information @AGCA Index
Implement interventions
Step 10
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DAY 2Student
Support Team
DAY 3Self Report
Measure
DAY 1ClassroomTeachers
Tripartitemodel of Data Collection
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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