Transcript Eliminating Barriers for Learning: Social & Emotional

TRAINING OF TRAINERS:
ELIMINATING BARRIERS TO
LEARNING THROUGH THE EARLY
IDENTIFICATION OF STUDENT
MENTAL HEALTH ISSUES
PRESENTERS:
CHRISTINA BORBELY, PH.D., RET PARTNERS
CRAIG GIBBS, LCSW, PPS, PCOE
TAD KITADA, SCHOOL SOCIAL WORK
INSTRUCTOR, CSUS
2013
Placer County
Of fice of
Education
Sponsored by
California
Department of
Education,
Coordinated Student
Support and Adult
Education Division.
Made possible
through funding from
the Mental Health
Services Act of 2004
1
PURPOSE OF THIS TRAINING
 Orient school/district teams to the Eliminating
Barriers to Learning Through Early Identification of
Student Mental Health Issues (EBL)
 To Develop Skills to Delivery Training at your site
Purpose of EBL
 Increase educator and school staff awareness of
student mental health
 Increase educator and school staff accountability for
action
 Infuse systemic promotion of student mental
wellness through positive school climate
2
TOT LEARNING OBJECTIVES
 Appreciate the value of mental wellness in schools
and the role educators have in achieving positive
school climate and school safety for ALL students
through TETRIS.
 Be familiar with the EBL curriculum and supporting
materials.
 Understand best practices for EBL delivery with
fidelity, including customization for best fit for local
level implementation.
 Possess tools needed to replicate the training with
their LEAs at least one time in 2013.
 CRITICAL ELEMENTS ACTION PLAN
3
CALIFORNIA DEPARTMENT OF ED
Learning Supports Initiatives:
 Provides strategies, resources, and training in
psychological and mental health issues, including
coping with tragedy, crisis intervention and
prevention, school psychology and suicide
prevention.
Links to:
 Training Educators Through Recognition and
Identification Strategies (TETRIS)
4
WHY EBL?
 Adapted for California from
original USDHHS Substance
Abuse and Mental Health
Services Administration
(SAMHSA) version
 SAMHSA sets the standard
for the field
 Developed by team of
leading experts
 Aligns with California
standards and state-level
initiatives
5
DISCUSSION
Table Groups:
Discuss the links between student mental health
issues/mental wellness and learning.
 Why is student mental health relevant?
 Why does it matter to ________?
 How does it impact students’ learning?
6
EBL RESOURCES
 Training Package: All training materials are provided
(Slides, Trainer’s Guide, Participant handouts,
supplemental resources, videos)
 Implementation guide supports novice to expert
trainers/facilitators
 Designed to be customized for local level
considerations (e.g. populations, time/resource
parameters)
7
EBL ONLINE
 Training Materials,
Supplemental
Resources, & Videos
http://sites.placercoe.k12.ca.us
/ebl/
https://www.youtube.com/user/
YouthWellness?feature=mhee
8
EBL ONLINE
KOGNITO SIMULATION
Introduction Video Interactive Learning
Kognito Interactive
Orientation Tool
When to use Kognito
1.
2.
3.
4.
First Kognito assessment
Train EBL
Trainees participate in Kognito simulation
Second Kognito assessment
9
REVIEW OF EBL
CONTENT
10
OVERVIEW OF MODULES
I. Eliminating Barriers for Learning: The Foundation
Social-emotional development, stigma, and discrimination
V. Infusing Cultural Competence into Mental Wellness Initiatives
Practical considerations for the classroom and campus
II. Social-Emotional Development, Mental Health, and Learning
Over view of disorders, ef fects on learning, and risk factor s
III. Making Help Accessible to Students and Families
Formulate a plan to help students with mental health needs
IV. Strategies To Promote a Positive Classroom Climate
Create a climate that promotes learning and mental health
Create a formal action plan for promoting mental health wellness
I-D
MODULE I: LEARNING OBJECTIVES
Eliminating Barriers for Learning: The Foundation
 Relate social-emotional development to academic and
nonacademic success
 Know the definition of mental health disorders and
serious mental illness
 Understand the stigma surrounding mental health
problems and the impact of stigma and discrimination on
help-seeking behavior
 Understand the teacher's and other staff’s roles in
relation to mental health and emotional problems
I-G
KEY CONSIDERATIONS
13
MODULE II: LEARNING OBJECTIVES
Social-Emotional Development, Mental Health, and
Learning
 Learn social-emotional factors related to positive youth
development, including risk and protective factors
 Understand the range of social-emotional development
and its relationship to mental health
 Know the most common mental health disorders and
serious mental illnesses in students and their potential
impacts on learning and behavior
 Learn indications that a student needs additional support
II-C
KEY CONSIDERATIONS
15
MODULE III: LEARNING OBJECTIVES
Making Help Accessible to Students and Families
 Know a number of internal resources and external
partnerships available to support teachers, students,
and families
 Understand how to access those resources and
partnerships
 Learn the elements of a successful action plan to
help students with mental health needs
 Know the appropriate limits of educators' roles with
regard to outside involvement and confidentiality
III-C
KEY CONSIDERATIONS
17
MODULE IV: LEARNING OBJECTIVES
Strategies To Promote a Positive School -Wide and
Classroom Climate
 Understand the relationship among school and classroom
climate, learning, and mental health
 Learn strategies that promote a positive school and
classroom climate by taking advantage of adolescent
social-emotional development
 Learn strategies for maintaining an accepting, stigma free school and classroom climate
 Learn instructional strategies that promote a positive
school and classroom climate and mental health
IV-C
KEY CONSIDERATIONS
19
MODULE V: LEARNING OBJECTIVES
Infusing Cultural Competence into Mental Wellness
Initiatives
 Verify current definitions of what cultural competency
is, and what it is not
 Examine cultural competency as an on-going process.
Identify where you are on continuum
 Appreciate dynamics of power
 Commit to strengthening cultural proficiency at
individual, classroom, and school levels for system wide change
V-I
KEY CONSIDERATIONS
21
END OF
MODULE REVIEW
FIDELIT Y
 “Adherence”, “integrity”, and “purity”, is the extent to
which a curriculum or program model is delivered in
accordance with the intended (and tested) design
If schools and agencies are not committed to program
fidelity, they may be utilizing a great deal of valuable time
and resources with little to no effect on the behaviors
they are trying to change.
23
CORE COMPONENTS OF EBL
1. Module I as pre/co-requisite to other
modules
2. Engage appropriate audience
3. Trainers with training skills & subject area
expertise achieve module learning objectives
4. Trainers follow preparation instructions in
EBL Trainer’s Guide
5. Adherence to strengths-based model of
student wellness and positive school climate
24
ADAPTATION
 Also referred to as “reinvention”, it is the
unintentional or deliberate modification of original
program model.
 Modifications may take the form of:
 eliminating, abbreviating, reorganizing, or
supplementing program structure or content.
25
CUSTOMIZING THE EBL DELIVERY
 In segments over time (~1 hour & 15 minutes each)
 In single one-day training (~6 hours)
 Modules of interest/priority only (must include
prerequisite, Module 1)
 As complement to a larger professional development
event
 As booster sessions to specific topics (e.g. cultural
competency module)
 As a basic or augmented variation
See Sample Agendas
Trainer Resources
26
Hallmarks of “Watered Down” Training
Issues/focus of local agenda typically take priority to
stated learning objectives.
Implementers pick and choose from
model/curriculum components at will
Trainers do not demonstrate a clear & detailed
understanding of the curriculum model.
Modifications to content delivery can not be
articulated or identified
27
NAVIGATING LOGISTICS:
CRITICAL ELEMENTS
Who to train?
How/when/where?
Your commitment
Meeting expectations
28
STRATEGIC IMPLEMENTATION TOOL
1.
2.
3.
4.
•Identify MH needs of students and their families
•Determine what strategies/practices/programs
will address the problem?
•What (existing) resources are required
•Who will do what by when?
29
LUNCH TIME SPEAKER: NAMI
30
LOCAL RESOURCES
31
GROUP ACTIVIT Y
Design Your EBL Excerpt Presentation
32
GO FORTH AND
PROMOTE WELLNESS!
33