Mental Health Plap

MENTAL HEALTH
AWARENESS:
A PROFESSIONAL LEARNING
ACTION PLAN
Professional Development
Team
Sarah Courneya
Shauntel Manning
Marty Shafer
Kristina Wiegand
2
Video - Needs
Assessment/Intro
Marty’s comments
3
What is “Mental
Health”?
Health - a state of complete physical, mental, and
social well-being and not merely the absence of disease
or infirmity (The World Health Organization, 1948)
Mental Health - a state of well-being in which every

individual realizes his or her own potential can cope
with the normal stresses of life, can work productively
and fruitfully, and is able to make a contribution to his
or her community (WHO)
Wellness - the degree to which somebody one feels

positive and enthusiastic about oneself and life…
(Manderscheid, Freeman, McKnight-Eily, Dhingra, &
Strine, 2010) 4
Common Mental Health
➜ Self-Harm Disorders
➜ Obsessive Compulsive Disorder (OCD)
➜ Post-Traumatic Stress Disorder (PTSD)
➜ Depression
➜ Generalized Anxiety Disorder (GAD)
➜ Panic Disorder
➜ Social Anxiety Disorder
➜ Specific Phobias
➜ Agoraphobia
(The British Psychological Society, 2011) 5

Common Treatments for Mental Illness
➜ Antidepressants
➜ Cognitive Behavioral Therapy
(CBT)
➜ Interpersonal Therapy (ICT)
➜ Mindfulness Therapy
6
NEEDS ASSESSMENT
The National Institute of Mental Health reported

that in 2017, 18.9% of all adults in the United
States suffer from any type of mental illness,
which equates to 46.6 million adults. The
conversation at the higher education level is
that students are bringing in this sort of
behavior. Whether or not the statement is true,
the statistics provide anecdotal evidence that
will support these claims. The purpose of this
group is to recognize the ever growing needs
that requires attention to mental health and
positive student emotional support.
7
NEEDS ASSESSMENT
Almost 50% of teenagers will struggle with a mental illness during their
Mental Illness. (n.d.). Retrieved April 4, 2019, from https://www.nimh.nih.gov/health/statistics/mental-
lifetimes.
illness.shtml
8
Discussion
Questions
What are your
experiences with treating
mental health in your
classrooms and/or
districts?
How are you expected to

resolve these issues? Are
they beneficial? 9
OBJECTIVES
Our school is committed to provide a comprehensive school mental
health program that will provide mental health services to support the
social and emotional well being of all students. This program will
provide a continuum of services across a variety of school settings that
will integrate schools, families and community resources; these
services will range from school wide prevention efforts to
individualized, intensive interventions.
11
To assess the mental health of all high school students to treat all mental
health conditions once identified in any student and to prevent the long
lasting results of untreated mental illness in the life of any student.
12
Understand the role of mental health integration at the highschool level by responding to the
complex healthcare needs of high risk populations (e.g. anxiety disorder,, anger,, depression,
OCD, ADHD, PTSD, bipolar disorder, panic disorder, substance abuse)
Universal screeners will also be used to assist with identifying students who may be at risk for a
mental health concern and may need monitoring or intervention.
13
EVALUATION STRATEGIES
● Teachers will conduct action research after the first year to

evaluate the success of the transition to a mental health
program and inform professional development for the second
year.
● Universal screeners will also be used to assist with

identifying students who may be at risk for a mental health
concern and may need monitoring or intervention. These
screeners will include the review of Early Warning System
indicators (absences, discipline referrals, and grades) at the
end of each grading period, identification of mental health
services on school registration form and teacher and/or
administration referrals. After the universal screeners are
completed, and/or teacher concerns are received, the data
will be analyzed to determine which students who may be at
risk for mental health concerns.
● Surveys will be given to staff, parents, and students three

times during the pilot year. Surveys will be given at the
beginning of implementation, mid-year, and at the end of the 14
first year of piloting.
EVALUATION STRATEGIES
Formative/Summative Data
● School climate survey data
● Universal screener (teacher/peer nomination
forms)
● Progress monitoring process for outside
providers to share tracking data and
monitoring information
● Threat assessment outcomes
● Check-in, check-out data
● Teacher/administrative/guidance data from
meetings with students and parents
15
FOCUSED AND
SUSTAINED TIME
16
FOCUSED AND SUSTAINED TIME
The mental health awareness

campaign will take place over an
extended one year period to start. As
staff are trained in the procedures and
ideas, high school teachers will begin
to pilot several instructional wellness
strategies.
These staff members will report out

frequently at staff meetings and
smaller gatherings, and administrators
will track corresponding data from
counselors and social workers.
17
RESOURCES
TWOFOLD:
➔ People in MI who are

tackling mental
health concepts
➔ Print/online resources
for reference as
training commences
and deepens
18
RESOURCES
Staff leading this

initiative will include
administration,
restorative justice
leaders, social Place your screenshot here
workers, counselors,
district diagnostic
team, Oakland
University instructors
and professors, Easter
Seals referral
services, teachers,
and other district
staff. 19
ARTICLES/RESEARCH
RESOURCES:
● Collette, K., Armstrong, S.,
& Bean, C. S. (2018).
Supporting Students with
Mental Health Challenges.
Place your screenshot
here
University of Michigan
CRLT Occasional Papers,
38, 1-8. Retrieved March
18, 2019.
● TodayShow. (2019, March
15). Social media linked 20
PROFESSIONAL DEVELOPMENT
RESOURCES
21
RESOURCES-
Mental Health First Aid Course
22
RESOURCES-
Coffee and Conversations
Discuss ways to proactively support students’ well-beings;
How you communicate with students who have emotional

concerns?
How do you support students who have severe distress?

23
RESOURCES-
Lunch and Learn
Provide resources about ways to raise Mental Health

awareness amongst students and community members.
What resources need to be made available to students in

crisis and how will we make them available?
Develop list of resources for community members in crisis

and how we will get the list of resources out to the public.
24
RESOURCES-
Restorative Practices Training
*Provide training to staff members on how to incorporate

proactive Restorative
*Circles within their classrooms.
*Provide training to administrators, social

workers, counselors,
and interested staff members about ways to
conduct
25
Restorative Justice meetings between conflicting
RESOURCES-
Threat Assessment Protocol
Train administrators, social workers, counselors about ways

to determine the threat level and the proper protocol to
follow when students threaten to harm themselves or
others.
26
FOLLOW UP
STRATEGIES
STRATEGY 1- Administrative Support
*Offer release time to select teachers and interested staff members to attend
Mental Health First Aid;
*Help determine the logistics of the Coffee & Conversations and Lunch & Learn
meetings- communicate information to staff members;
*Attend and utilize Restorative Practices for conflict resolution between students;
*Allow for release time of interested staff members to attend training on
Restorative Circles and for time for trained staff members to share new learning
with each other.
28
STRATEGY 2- Opportunities for Study
*Offer release time for teachers interested in incorporating proactive
Restorative Circles within their classrooms;
*Offer release time to teachers interested in observing trained teachers
implement Restorative Circles in their classrooms.
*Promote attendance in Lunch and Learn sessions and Coffee and
Conversation sessions
29
STRATEGY 3- Community Outreach
*Reach out to various community organizations that work with mental
health and substance abuse.
*Gain contact information and brief descriptions of each organization
to add to list of available community resources. If they have any
brochures/literature available, use when promoting the outreach
programs to community members.
30
STRATEGY 4- Restorative Release Time
*Allow teachers who are interested in helping with Restorative Justice
meetings planning time to debrief about situations and plan for
constructive restorative meetings;
*Offer release time during these meetings.
31
STRATEGY 5- Train the Trainer Model
For Restorative Practices, staff members who attended the formal
training will work with building administrators to train remaining staff
members about Restorative Practices. This would involve use of DPPD
time, classroom push-ins, and coaching time.
32
STRATEGY 6- Collaboration with Colleagues
*Lunch and Learns and Coffee and Conversations Meetings
*Opportunities for observations of other staff members
33
STRATEGY 7- Expert Consults
Schedule time for experts on students and community mental health,
restorative practices, threat assessment to come in and introduce their
work to staff members. These people could then be used as
coaches/resources for staff members moving forward.
34
STRATEGY 8- Data Analysis
*Evaluate student suspension data before and after implementation of
Restorative Practices and Restorative Justice.
*Analyze specific students who received Restorative Justice for patterns

of behavior.
35
STRATEGY 9- Communicate with School Stakeholders
Raise awareness of mental health by:
1) Widely sharing list of available community resources
2) Educating parents and families about the success of Restorative
Practices in helping students empathize with one another and for
conflict resolution;
3) Communicating the district’s efforts in addressing student mental
health
4) Push out relevant articles and resources to parents district-wide.
* 36
STRATEGY 10- Threat Assessment Follow-Ups
Revisit documented threat assessments and continuously train

appropriate support staff members in threat assessment;
Provide refresh threat assessment courses each year to all trained staff
members.
*
37
Our First Year Timeline
August 2019
second
last
38
September 2019
second
last
39
October 2019
second
last
40
November 2019
41
December 2019
42
January 2019
43
February 2019
44
March 2019
45
April 2019
46
May 2019
47
Thanks!
Any questions?
48

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MENTAL HEALTH

Mental Health - a state of well-being in which every

Wellness - the degree to which somebody one feels

(The British Psychological Society, 2011) 5

The National Institute of Mental Health reported

How are you expected to

● Teachers will conduct action research after the first year to

● Universal screeners will also be used to assist with

● Surveys will be given to staff, parents, and students three

The mental health awareness

These staff members will report out

➔ People in MI who are

Staff leading this

Discuss ways to proactively support students’ well-beings;

How you communicate with students who have emotional

How do you support students who have severe distress?

Provide resources about ways to raise Mental Health

What resources need to be made available to students in

Develop list of resources for community members in crisis

*Provide training to staff members on how to incorporate

*Circles within their classrooms.

*Provide training to administrators, social

Train administrators, social workers, counselors about ways

*Analyze specific students who received Restorative Justice for patterns

Revisit documented threat assessments and continuously train

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