aware of how mental health impairments affect a students learning growth and

Aware of how mental health impairments affect a

This preview shows page 189 - 191 out of 215 pages.

aware of how mental health impairments affect a student’s learning, growth and development. believe that acting on their knowledge regarding early identification and intervention will make a difference. School district decision makers – school board members and administrators – have enough information to make informed decisions regarding the approach to take that meets students’ needs. find that the approach is compatible with their school district and school goals/and educational strategies. confirm that the approach is acceptable to and supported by families/parents, providers, partners and the community at large through formal and informal evaluation. identify resources, personnel, school-community partnerships and communication strategies. B) Screening: Types of mental health screening activities: Regular screening: Conducted on a periodic schedule where research shows children/youth are more vulnerable to mental/behavioral problems such as times of transition (entering school, moving from elementary to middle school). Selected screening: Imbedded as part of events occurring at critical ages/stages (such as a high school classroom unit on social/emotional health). Targeted screening : Available, with parent permission, to students demonstrating concerns or who are at risk due to related factors (as specified by research). C) Referral and Follow-up School referral steps : There is a systematic agreed-upon process among the student services staff who work with parents to make referrals based on interpretation of the screening findings. (Ex. Findings are explained to parents/students and referral to community public/private providers is made. Potential barriers are identified (culturally appropriate services, health care coverage or other financial issues, transportation privacy, etc.). Page 189 of 215
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There are community-based resources available. The community-based providers are aware of the school-based screening, agree that the screening tools used are valid and reliable, are ready for referrals. Steps are recorded. Community services assessment/diagnosis steps: private and public community-based providers have the resources to accept referrals in a timely manner, conduct diagnostic assessment and design a coordinated, cross-system treatment plan for the child/family. ***UNDER DISCUSSION; no consensus reached among workgroup members*** Data Records to determine the validity of screening: Summary data, not individual data, reported: Output: number of Children referred within the school by educators for screening Children screened and potential problems identified (yield) Parents reached and referrals made Parents likely to take action on the referral Outcome: the results of referral for assessment/diagnoses: Access to services: Services accessed in a timely manner Services not accessed by the parent/family: Reason: Ex. no timely service available, lack of understanding/belief in mental health problems in children, cultural differences, cost, parent
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  • Fall '19
  • mental health, Children’s Mental Health, Children’s Mental Health Partnership

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