Transcript Why Support a Coordinated Approach to School Health?

Coordinated School Health Model:
District Implementation Strategies
Presented By:
Marie Stewart, Ph.D., NCC, LPC
District Coordinator PBIS-EBRPSS
Co-Presenters:
Antoinette :Toni” Bankston, LCSW
Director Mental Health Services/BR Children’s Heath Project
Patricia Friedrich
Director Safe Schools/Healthy Students-EBRPSS
Bridgette Wade, LCSW
Program Coordinator, Behavior and Counselor-EBRPSS
Session 19 B
Why Support a Coordinated
Approach to School Health?
Today’s students come to us with social,
emotional and physical needs
Today’s schools must provide more than
just academic instruction
n
1 in 7 students has been in a physical fight
on school property
n
1 in 7 students has been in a physical fight
on school property
Every 60 seconds a child is born to a teen
mother
n
n
1 in 7 students has been in a physical fight
on school property
Every 60 seconds a child is born to a teen
mother
n
n
Obesity affects 1 in 5 children in the U.S.
n
1 in 7 students has been in a physical fight
on school property
Every 60 seconds a child is born to a teen
mother
n
n
Obesity affects 1 in 5 children in the U.S.
n
Each day, 3,000 children start smoking
—1 every 30 seconds
n
1 in 7 students has been in a physical fight
on school property
Every 60 seconds a child is born to a teen
mother
n
n
Obesity affects 1 in 5 children in the U.S.
n
Each day, 3,000 children start smoking
—1 every 30 seconds
n
1 in 3 high school students reports
having consumed 5 or more drinks in a row
n1 in 7 students has been in a physical fight
on school property
Every 60 seconds a child is born to a teen
mother
n
n
Obesity affects 1 in 5 children in the U.S.
n
Each day, 3,000 children start smoking
—1 every 30 seconds
n
1 in 3 high school students reports
having consumed 5 or more drinks in a row
Every 4 hours, a child in America commits
suicide
n
Healthy Kids Make
Better Students.
Better Students Make
Healthy Communities.
What is a Coordinated
Approach to School Health
(CSH)?
The Need:
Many of today’s problems with
students are actually health related.
Kids can’t learn if they are:
n Hungry
n Tired
n Hungover from alcohol
and drugs
n Worried about violence
The Solution:
CSH is about:
n Involving parents
n Keeping kids healthy over time
n Supporting a student’s
capacity to learn
n Imparting skills, knowledge,
and judgment to help kids
make smart choices for life
n Reinforcing positive behaviors
throughout the school day
n Making it clear good health
and learning go hand in hand
CSH is also about:
nHelping young people grow
into healthy, productive adults
n
Focusing on physical and emotional
well-being of kids K-12
n
Coordinating parents, schools,
administrators, and communities
as key partners
Great Ways to School Health:
2 or 3 Are Super Starters!
1. School Environment
Great Ways to School Health:
2 or 3 Are Super Starters!
1. School Environment
2. Health Education
Great Ways to School Health:
2 or 3 Are Super Starters!
1. School Environment
2. Health Education
3. School Meals and Nutrition
Great Ways to School Health:
2 or 3 Are Super Starters!
1.
2.
3.
4.
School Environment
Health Education
School Meals and Nutrition
Physical Education
Great Ways to School Health:
2 or 3 Are Super Starters!
1.
2.
3.
4.
5.
School Environment
Health Education
School Meals and Nutrition
Physical Education
Health Services
Great Ways to School Health:
2 or 3 Are Super Starters!
1.
2.
3.
4.
5.
6.
School Environment
Health Education
School Meals and Nutrition
Physical Education
Health Services
Counseling, Psychological,
and Mental Health Services
Great Ways to School Health:
2 or 3 Are Super Starters!
1.
2.
3.
4.
5.
6.
School Environment
Health Education
School Meals and Nutrition
Physical Education
Health Services
Counseling, Psychological,
and Mental Health Services
7. Staff Wellness
Great Ways to School Health:
2 or 3 Are Super Starters!
1.
2.
3.
4.
5.
6.
School Environment
Health Education
School Meals and Nutrition
Physical Education
Health Services
Counseling, Psychological,
and Mental Health Services
7. Staff Wellness
8. Parent/Community Partnerships
CSH: The Opportunity
Every school day, 53 million
students attend more than
116,000 schools
n That’s big!
n That’s where the kids are!
Parents, schools, and
communities can make
positive contributions to
the health and education
of our nation
“Schools could do more than
perhaps any other single institution
in society to help young people,
and the adults they will become,
live healthier, longer, more satisfying,
and more productive lives.”
— Carnegie Council on
Adolescent Development
CSH: The Benefits
People in different parts of the country report that the
benefits of a coordinated approach include:
n
Reduced school absenteeism
n
Fewer behavior problems in the classroom
n
Improved student performance
CSH: The Benefits
n
n
n
n
New levels of cooperation among parents,
teachers, and organizations
A more positive spirit among educators
and students
Health awareness made a part of the fabric
of children’s lives
Young people more prepared to become
productive members of society
1.
School
Environment
To learn effectively,
children must:
n Feel comfortable
and supported
n Attend a safe, proper
functioning school
n Have minimal
distractions
1.
School
Environment
What parents, educators, business leaders,
and school officials can do:
n Hold workshops on conflict resolution and
peer pressure resistance
n Implement/enforce school policies to
prohibit tobacco, alcohol, and other drug
use
n Inspire community businesses to help
repair older schools
2.
Health
Education
School staff can work
together to develop an
ongoing approach to
help students build
health-related
knowledge and skills
from kindergarten
through high school
graduation
2.
Health
Education
Examples of What Can Be Done:
n Health education teachers incorporate
role-playing to teach conflict
resolution,
refusal skills, dangers of alcohol, drug,
tobacco use
n Cafeterias provide opportunities to try
healthful foods (discussed in class,
reinforced in posters)
3.
School Meals
and Nutrition
The Reality:
Students often eat
one or two meals
a day at school
3.
School Meals
and Nutrition
Schools can examine meal programs, offer
nutritious food, and develop educational
activities
to encourage good nutritional choices for life
For instance:
n Parents, school staff, and students partner
to select healthy cafeteria menus
3.
School Meals
and Nutrition
n
n
Schools offer healthy food choices
in vending machines
Elementary schools can adopt healthy
snack policies for school celebrations
4.
Physical
Education
Physical activity
can build selfesteem
and leadership
skills and reduce
stress
4.
Physical
Education
Parents and schools can encourage students
to be physically active... for instance:
n
Challenge teachers and students to include
physical fitness in daily routines
4.
Physical
Education
n
n
Encourage joint efforts between students
and teachers to set up:
— aerobics classes
— walking programs
— swimming or water aerobics classes
Develop a calendar of sports activities
5.
Health
Services
Growing kids require
a regular health
“maintenance”
program—
immunizations,
dental checkups,
physicals,
and eye exams
5.
Health
Services
What to do?
n Schools, working with parents and health care
personnel can provide critical preventive care
n Health departments can sponsor
immunization campaigns for students
and teachers
n Nurses can work with students with chronic health
problems to manage symptoms/reduce time lost from
school
6.
Counseling, Psychological,
and Mental Health Services
The Need:
Many students have the
added stress of coping
with emotional challenges
6.
Counseling, Psychological,
and Mental Health Services
The Solution:
n School counselors influence positive
behaviors
by consulting and problem solving with
students, families, and teachers
n Schools can provide counseling, instruction,
and referrals to professionals for students
and families when appropriate. Students get
help and classroom disruptions are
minimized
6.
Counseling, Psychological,
and Mental Health Services
n
Staff can offer parents the opportunity to
attend counseling support groups along
with their children so referral services
can be made available as soon as a
problem is identified
7.
Staff
Wellness
The Reality:
Educators and school
staff are important
role models.
Successful schools
have healthy, highly
motivated staff with
low rates of employee
absenteeism
7.
Staff
Wellness
Schools can enact programs to help teachers
and staff feel their best and perform at peak
levels
Consider:
n Seminars on stress reduction, smoking
cessation, physical fitness, or others
n Jogging clubs for teachers — before or after
school
n Simple health screenings such as blood
pressure so staff can identify early symptoms
of disease
8.
Parent/Community
Partnerships
Benefits:
n A closer working relationship between
parents and schools
n Parents, businesses and community groups,
and schools can form powerful coalitions
to address health needs of students
8.
Parent/Community
Partnerships
Examples:
n Community members volunteer to teach
health
units, e.g., dietitians focus on food choices
n Open school facilities to public during
non-school hours for physical activity,
fitness sessions, family health seminars,
social and recreational functions
CSHP: Relationship to PBIS
~5%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Health
Education
Parent
Community
Involvement
~15%
Health
Promotion
for Staff
Primary Prevention:
School-wide and
Classroom-wide Systems
for All Students,
Staff, & Settings
Physical
Education
Healthy
School
Environment
~ 80% of Students
Child
&
Family
Counseling,
Psychological,
and Social
Services
Health
Services
Nutrition
Services
Your District’s Report Card:
Surveying Existing Services
+ In Place
• Health Education
• Physical Education
• Health Services
• Nutrition Services
• Counseling, Psychological,
and Social Services
• Healthy School Environment
• Health Promotion for Staff
• Parent Community
Involvement
- Needed
Write in the types services needed within
your district.
Unrecognized and Often Overlooked Existing
Services When Implementing CSHPs
•
Lessons about safety, substance
abuse prevention, nutrition, physical
activity, and other health topics;
•
Nutritious school meals and snacks;
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Nonsmoking policies;
•
School nurses;
•
Traffic patterns that increase
students’ safety;
•
Counseling services; and
•
Outreach to parents and the
community.
CSHPs Across the PBIS Continuum
Case Scenarios
and
Discussion
Jasmine
•
Jasmine is a 12 year old 6th grade student who,
in the past, demonstrated excellent attendance,
behavior, and above average academic
performance. She is involved in several extracurricular activities, including clubs and sports.
She was reported by another student for
cheating on a test from another student. A copy
of the test document revealed identical answers.
When confronted, Jasmine continued to deny
the findings. She was sent to the Time Out
Room. Upon entering TOR, Jasmine began
demonstrating her anger by throwing books and
papers to the floor and using profanity. Further
consequences of a three day in-school
suspension were added for her actions.
•
•
Background Information and/or PTC
Jasmine’s parents are recently divorced. Both
parents attempt to remain connected to benefit
Jasmine and two older siblings. No medical
concerns exist.
Where does Jasmine fit on the PBIS
Continuum? Green, Yellow, Red. Why?
What are possible school-based intervention
strategies/recommendations using the CSHP
model/
•
•
Kenneth
•
•
•
•
Kenneth is a 10 year old third grade student who
refuses to cooperate with instructional or
behavioral directives. He argues without
provocation with peers and adults, has stolen
personal and school property, blames others for
his mistakes, reverses situations to defend his
actions, uses profanity, and has been referred to
the office for being engaged in a verbal or
physical confrontation at least once, daily. His
class performance, when he attempts to work is
significantly below grade level expectations.
Background Information and/or PTC
Educational records were sketchy, but
suggested that Kenneth enrolled in 1st grade at
the age of 7 years old. There was no record of
kindergarten attendance. He remained in 1st
grade two years. He was provided an
administrative placement for promotion from 2nd
to 3rd grade. He has attended three elementary
schools, since entering school. He presently
resides in a foster home with four of his siblings
and is in the adoptive phase. The parental rights
of both his mother and father are being
terminated. He has been diagnosed with
Oppositional Defiant Disorder and is prescribed
Clondine for symptoms. He receives counseling
service, once weekly.
Where does Kenneth fit on the PBIS
Continuum? Green, Yellow, Red. Why?
What are possible school-based intervention
strategies/recommendations the CHSP model?
Trent
•
•
•
Trent is a 18 year 11th grade student whose
classification from Other Health Impaired was
removed. Trent’s teacher is reported that he is
refusing to seek assistance from the resource
teacher during the transition year. His grades
are declining and he is highly disruptive in the
classroom. His responses to teacher questions
are hostile and challenging, if he doesn’t know
the answer. He has screamed on more than one
occasion, “What, you don’t think I know the
answer. You think you’re so smart. Answer it
yourself”. The students are beginning to show
fear of him and leave the area where he sits
empty. His attendance and tardiness is
becoming excessive. His personal appearance
and hygiene is unacceptable.
Background Information and/or PTC
Trent was declassified form the category of
Attention Deficit with Hyperactivity Disorder as
he did not provide medical records to affirm the
diagnoses as current within evaluation timelines.
He also was previously diagnosed with Sensory
Integration Disorder. He was emancipated from
the custody of his mother at the age of 16, as he
was becoming increasingly more difficult to
supervise. He has been living with an aunt, who
reported that he doesn’t come in at night so, she
has been locking him out the house, if he didn’t
arrive at a certain time.
Where does Trent fit on the PBIS Continuum?
Green, Yellow, Red Why?
What are possible intervention strategies/
/recommendations? Using the CSHP model?
Formulating Your District’s Action Plan
 Examine your school’s vision or mission
statement.
 Designate a program coordinator
 Organize a school health team
 Demonstrate your support
 Identify existing school resources
 Develop a plan
 Monitor how things are going.
 Acknowledge accomplishments
Resources:
•
http://www.cdc.gov/ HealthyYouth/shi
•
Marx, E.,S. F. Wooley, and D. Northrop, eds. Health Is Academic: A Guide to Coordinated School
Health Programs. New York: Teachers College Press, 1998.
•
www.nsba.org
•
http://www.healthcareinschools.org/
Presenter Information:
Marie Stewart:, Ph.D., NCC, LPC:District Coordinator PBIS, EBRPSS
[email protected]
Antoinette “Toni” Bankston, LCSW: Director-Mental Health Services/BR Children’s Project-LSUHSC Dept. of
Pediatrics
[email protected]
Patricia Friedrich, Director-Safe Schools/Health Students-EBRPSS
[email protected]
Bridgette Wade, LCSW: Coordinator Behavior and Counseling/ESS-EBRPSS
[email protected]
Questions