Transcript Addressing Social Emotional Issues in Schools

The Illinois Children’s Mental Health
Act and The Delivery of School Mental
Health Services
LADSE Continuing Education:
Mental Health in the Schools (February 27 & April 21, 2010)
Rosario C. Pesce, Ph.D., NCSP
School Age Committee, Illinois Children’s Mental Health Partnership,
Loyola University Chicago
What data do we have that reinforces these
needs?
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Illinois Children’s Mental Health Task
Force Report (www.ivpa.org)
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Nationally, over 20 percent of youth
experience diagnosable Mental Health
problems
One quarter to one third of young children
are perceived as not being ready to
succeed in school with many affected by
social and emotional issues
42% of Illinois daycare programs in a
survey report asking a family to withdraw
a child due to behavior issues
What is the Children’s Mental Health Act
of 2003 (Public Act 93-0495) ?
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Legislation passed in 2003 that required a committee
of stakeholders to develop a plan to address the
Mental Health needs of Children and Youth. The
initial plan was submitted to the Governor Sept. 30,
2004. Final strategic plan submitted June 30, 2005
Plan includes prevention, intervention and treatment
services components that are coordinated to meet
these needs.
for more info go to www.icmhp.org
Concerns Driving the Children’s Mental
Health Act of 2003
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Lack of integration of services
Lack of supports available for students at risk for
Mental Illness
Fragmented services
Lack of systematic prevention strategies
Lack of resources
Lack of parental involvement
Need to address issues of cultural diversity
KEY FINDINGS OF THE CHILDREN’S
MENTAL HEALTH TASK FORCE
Early prevention and intervention efforts can save
significant state costs.
 A significant number of Illinois children experience
serious mental health problems.
 Many mental health problems are largely preventable or
can be minimized with prevention and early intervention
efforts.
 Children’s social and emotional development is an
essential underpinning to school readiness and academic
success.
 A comprehensive, coordinated children’s mental health
system can help maximize resources and minimize
duplication of services.
7/20/2015
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KEY PRINCIPLES
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A successful children’s mental health system engages
families and caregivers.
Prevention and early intervention efforts should start
early, beginning prenatally and at birth, and continue
throughout adolescence.
All children and their families should have access to
affordable, quality, family-centered, culturally competent
interventions and services.
Public and private resources must be maximized and
coordinated, and should build on existing state and local
systems and programs.
Children’s mental health services should be delivered in
natural settings.
Important Mandate for All School Districts
by Fall, 2004
Section 15. Mental health and schools.
(a) The Illinois State Board of Education shall develop and implement a plan to
incorporate social and emotional development standards as part of the Illinois
Learning Standards for the purpose of enhancing and measuring children's school
readiness and ability to achieve academic success. The plan shall be submitted to
the Governor, the General Assembly, and the Partnership by December 31,
(b) Every Illinois school district shall develop a policy for incorporating social and
emotional development into the district's educational program. The policy
shall address teaching and assessing social and emotional skills and protocols
for responding to children with social, emotional, or mental health problems,
or a combination of such problems, that impact learning ability. Each district
must submit this policy to the Illinois State Board of Education by August 31,
2004.
Why SEL and Mental Health in Schools?
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Relationships provide a foundation for learning and school readiness
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Emotions affect how and what we learn
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Relevant skills can be taught
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Positive effects on academic performance, health, relationships, and
citizenship
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Students with SEL have fewer behavior problems and risky behaviors
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Demanded by employers
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Essential for lifelong success
Framework for a Coordinated Mental
Health System in Illinois
Treatment Level –
Significant deficits, Mental
Health Issues
Early Intervention Level –
Targeted supports for students
who demonstrate deficits
Prevention Level – Teaching
Social/Emotional Learning
Skills to all students
Three Targets for Achieving Appropriate
Mental Health Services
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Prevention level – Requires teaching Social and
Emotional Learning skills to all
Early Intervention – Requires development of
protocols for responding to children with social,
emotional and mental health problems (in school
groups as well as linkages to community resources)
Treatment – Requires access to a coordinated
system of services
Social Emotional Learning
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What is Social Emotional Learning?
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The process through which we learn to recognize
and manage emotions, care about others, make
good decisions, behave ethically and responsibly,
develop positive relationships and avoid negative
behaviors (Elias et al., 1997)
Why teach this in schools?
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Critical nature of these skills to success in life
Access to all children in schools
Day to day experiences in a learning
environment that require use of these skills
Impact of SEL on Academic
Outcomes
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Systematic attention to SEL instruction has shown a
positive impact on academic outcomes
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In implementing SEL programs where teachers
acquired and used more effective teaching
techniques, 83% resulted in student academic gains
(Collaborative for Social Emotional Learning
www.casel.org)
ISBE SEL Standards’ Framework
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Goals-The three SEL goals are broad statements that organize the knowledge and
skills that comprise SEL content. Each goal has an explanation of why it is important.
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Standards-The ten SEL learning standards are specific statements of the
knowledge and skills within a goal that students should know and be able to do.
Taken together, the standards define the learning needed to achieve the goals,
but each is general enough to apply to learning across the entire range of gradelevel clusters. Standards are broader learning targets used to align curriculum,
instruction, and assessment.
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Benchmarks-The benchmarks are learning targets that are more specific
than standards. They specify developmentally appropriate SEL knowledge
and skills for each standard at one of five grade-level clusters:
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Descriptors-The performance descriptors are the most specific
learning targets that build upon the standards and benchmarks.
ISBE Web Site
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www.isbe.net lists the social emotional
learning standards among the Illinois learning
standards.
Components of Social Emotional Learning
Standards in Illinois
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Three major goal areas
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Develop self awareness and self management
skills to achieve school and life success.
Use social awareness and interpersonal skills to
establish and maintain positive relationships.
Demonstrate decision making skills and
responsible behaviors in personal, school and
community contexts.
Goal 1 - Develop self-awareness and self-management
skills to achieve school and life success.
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A : Identify and manage one’s emotions and
behavior.
B : Recognize personal qualities and external
supports.
C : Demonstrate skills related to achieving
personal and academic goals.
Goal 2 –Use social awareness and interpersonal
skills to establish and maintain positive
relationships.
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A: Recognize the feelings and perspectives of others.
B: Recognize individual and group similarities and
differences.
C: Use communication and social skills to interact
effectively with others.
D: Demonstrate an ability to prevent, manage and
resolve interpersonal conflicts in constructive ways.
Goal 3- Demonstrate decision-making skills and
responsible behaviors in personal, school and
community contexts.
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A : Consider ethical, safety, and societal
factors in making decisions.
B: Apply decision-making skills to deal
responsibly with daily academic and social
situations.
C: Contribute to the well-being of one’s
school and community.
How do you apply this to your school
setting?
Integration Options
Many ways that Social Emotional Learning can
be integrated into school
 1 Specific SEL Curricula addressing content
areas such as substance abuse, bullying, social
emotional skills.
 2 Infusion into the regular academic
curriculum – SEL and academic skills
reinforce each other by applying skills in
subject areas
Integration Options
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3 Development of a supportive learning
environment
4 Altering of the instructional process to
promote SEL skills and learning- Cooperative
learning approaches
5 Informal curriculum (morning class
meetings, advisories, lunchroom instruction,
playground and extracurricular focus)
Integration Options
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6 Partnerships between parents and teachersinstruction and support for home
environments
7 Engaging students actively and
experientially in the learning process – service
learning options, community service and
instructional integration,
from: Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.)
(2004). Building academic success on social and emotional learning: What does
the research say?
Framework for a Coordinated Mental
Health System in Illinois
Treatment Level –
Significant deficits, Mental
Health Issues
Early Intervention Level –
Targeted supports for students
who demonstrate deficits
Prevention Level – Teaching
Social/Emotional Learning
Skills to all students
Working at the Prevention Level
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Who provides services:
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Qualified Teachers
Student Service Professionals
Agency Professionals
Parents
Community Resources
Goal: Work Collaboratively to teach Social
Emotional Learning Skills and Strategies
Roles for Student Services Professionals
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Key staff to support schools in implementation of
this law:
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Counselors
Nurses
Social Workers
School Psychologists
Need for consistent types of screening, support for
prevention activities, coaching of instructional
staff,…
Other Prevention Activities
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Interventions delivered to all students (e.g.
substance abuse prevention, violence
prevention)
Programs promoting positive school climate
(PBIS, Character Education)
After-school programs (e.g. Scouting)
Parent Associations (PTA, PTO)
Student Support Services
Prevention Delivery Options
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Integrated across curriculum areas
Developmental School Counseling programs
Health classes
Advisories/Homeroom programs
Peer mediation programs
After School Programs
School Staff Working at the Early Intervention
Level
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Increase awareness, understanding and tolerance of
mental illness
Learn to identify, but not diagnose, mental illness
and drug and alcohol abuse
Learn effective management of mental health issues
Learn when to refer (when in doubt, REFER)
Learn the rules of confidentiality
Increase community resource pool
Types of Services
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Behavioral Consultation
Individual and group counseling
Skill Focused groups (e.g. anger management;
social skills)
Programs for at-risk youth
Special Education Services
Case Management
Delivery Options for Intervention Services
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After School Programs
Lunchtime, Before or After School
Parent Education and partnerships
Wrap Around Programs
Specialized Classrooms for Special Education
eligible students
More than just SEL
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The Children's Mental Health Partnership shall be comprised of: the
Secretary of Human Services or his or her designee; the State
Superintendent of Education or his or her designee; the directors of the
departments of Children and Family Services, Public Aid, Public Health,
and Corrections, or their designees; the head of the Illinois Violence
Prevention Authority, or his or her designee; the Attorney General or his
or her designee; up to 25 representatives of community mental health
authorities and statewide mental health, children and family
advocacy, early childhood, education, health, substance abuse,
violence prevention, and juvenile justice organizations or
associations, to be appointed by the Governor; and members of each
caucus of the House of Representatives and Senate appointed by the
Speaker of the House of Representatives and the President of the Senate,
respectively. The Governor shall appoint the Partnership Chair and shall
designate a Governor's staff liaison to work with the Partnership.
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ISPA is a charter member represented by Lisa York, Past President
Committees
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Early Childhood
Family Advocacy, Communication, and
Education
Public Awareness
School Age
School Policy and Standards
Mandate for a Strategic Plan 6/05
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Goal I: Develop and strengthen prevention, early
intervention, and treatment policies, programs, and services
for children.
Goal II: Increase public education and awareness of the
mental health needs of children.
Goal III: Maximize current investments and invest sufficient
fiscal resources over time.
Goal IV: Build a qualified and adequately trained workforce
with a sufficient number of professionals to serve children
and their families throughout Illinois.
Goal V: Create a quality-driven children’s mental health
system with shared accountability among key state agencies
and programs.
Goal VI: Invest in research.
Look Familiar?
Annual Report to the Governor (2009)
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http://www.icmhp.org/aboutus/ICMHP_2009_Annual_Report.pdf
Where does the State Plan Stand?
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Each committee works on annual goals and
objectives.
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School age committee published Guidelines for School
Community Partnerships (www.icmhp.org)
A work group from the committee is working on a
document aimed at defining the state of mental health
professional practice in schools: psychologists, social
workers, counselors, and nurses across the state were
surveyed.
Illinois Interconnected
Systems Model of School
Based Mental Health
Illinois’ Interconnected Systems Model for
School Based Mental Health
Universal/Prevention
Coordinated Systems for Promoting Healthy Social and Emotional Development in Students
Promotion of Mental Wellness
Mental Health Skill Development
ISBE Social Emotional Learning Standards
Safe & Caring Learning Environments with a “One School Culture”
Development of connections between school, home and the community
Consultation and Mental Health Awareness for Educators, Parents, and Students
Stigma Reduction
PBIS, RtI, SAP, and Systems of Care Universal Interventions
Early Intervention
Coordinated Systems for Early Detection, Identification,
and Response to Mental Health Concerns
Interventions as early after the onset of an identified concern,
including assessments, referral, and follow-up
Early identification targets students who may be at risk for mental health
concerns due to risk factors, trauma, or ACES and students who are not
meeting the Social Emotional Learning Standards.
Student Engagement and Truancy Reduction Activities
Mental Health Consultation for Educators
Skill-building at the individual and groups level as well as, Support Groups,
Crisis Intervention and ongoing support
Student Support Services
PBIS, RtI, SAP, and Systems of Care Secondary Interventions
Treatment
Comprehensive Treatment and Family Supports
•Assessment, diagnostic, and referral, services for
•chronic, severe, pervasive mental health concerns
•Therapy and support services
•Wrap Around Services
•PBIS, RtI, SAP, and Systems of Care Tertiary
Interventions
•Special Education
Survey/Document in Final Stages
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Student Support Project Work Group developed a
survey aimed at determining the activities of school
counselors, school psychologists, and school social
workers in relation to children’s mental health.
Results have been analyzed and a draft completed:
(SCHOOL BASED MENTAL HEALTH IN ILLINOIS:
ASSESSING THE PRESENT AND PLANNING FOR
THE FUTURE)
Mandate for a Strategic Plan 6/05
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Goal I: Develop and strengthen prevention, early
intervention, and treatment policies, programs, and services
for children.
Goal II: Increase public education and awareness of the
mental health needs of children.
Goal III: Maximize current investments and invest sufficient
fiscal resources over time.
Goal IV: Build a qualified and adequately trained workforce
with a sufficient number of professionals to serve children
and their families throughout Illinois.
Goal V: Create a quality-driven children’s mental health
system with shared accountability among key state agencies
and programs.
Goal VI: Invest in research.
Support from literature
NASP Best Practices V, especially Volumes 3 and 4
Collaborative for Academic, Social, and Emotional Learning.
(2003) Safe and sound: An educational leader’s guide to
evidenced based social and emotional learning (SEL)
programs. Chicago, IL: Author.
Doll, B. & Cummings, J. A. (Eds.). (2008). Transforming mental
health services: Population-based approaches to promoting
the competency and wellness of children. Thousand Oaks:
Sage.
Osher, D., Dwyer, K,. & Jackson, S. (2003). Safe, supportive and
successful schools: Step by step. Longmont, CO: Sopris West.
Sprague, J.R., & Walker, H.M. (2005). Safe and healthy schools:
Practical prevention strategies. New York: Guilford.