Evidence-Based Practices in School Mental Health Interventions
|
|
- Alberta Warner
- 8 years ago
- Views:
Transcription
1 Evidence-Based Practices in School Mental Health Interventions Carey Dimmitt, Ph.D. Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation UMass Amherst
2 Goals for Session Define terms Tiered interventions Mental health prevention and interventions Executive Functions how related? Identify research-based practices for mental health prevention and interventions with elementary, middle and high school students Share experiences implementing prevention programs and interventions that are working in your site Develop plans for next steps for your program in this domain
3 Theoretical Context: Levels of Intervention from RTI Tier One: Primary Prevention All students (100%) Ex: School-wide interventions Tier Two: Secondary Prevention/ Intervention At-risk behavior (10-20%) get Tier 1 and 2 Ex: Group interventions Tier Three: Tertiary Prevention/ Intervention, and Treatment High-risk behavior (5-10%) get Tier 1, 2 and 3 Ex: Individual interventions
4 RTI Levels of Intervention Model Tier 3 Few Students (5-10%) Reduce severity, intensity and complications of existing problems Tier 2 At-Risk Students (10-20%) Small Group Reduce current problems Tier I All Students (100%) Reduce new problems Preventative, Proactive Intense, Individualized Support Targeted, Supplemental Supports Evidence-Based Practices & Interventions Services across tiers are fluid and data-driven District/Community Team Student Services Team Student Services Team Grade Level Teams Core Curriculum, Instruc0on, and Learning Student Services Team Environment School Improvement
5 What are Executive Functions (EF)? Advanced cognitive skills that help us regulate our behaviors and emotions = self-regulation skills a) EF primarily involving behaviors 1. Response inhibition 2. Emotional control/self-regulation of affect, motivation 3. Sustained attention 4. Task initiation 5. Flexibility 6. Goal-directed persistence, monitoring
6 What are Executive Functions? b) EF primarily involving thinking 1. Working memory 2. Planning/prioritization 3. Organization 4. Time management 5. Metacognition
7 Providing the support that children need to build these skills at home, in early care and education programs, and in other settings they experience regularly is one of society s most important responsibilities. Growthpromoting environments provide children with "scaffolding" that helps them practice necessary skills before they must perform them alone. Adults can facilitate the development of a child s executive function skills by establishing routines, modeling social behavior, and creating and maintaining supportive, reliable relationships. It is also important for children to exercise their developing skills through activities that foster creative play and social connection, teach them how to cope with stress, involve vigorous exercise, and over time, provide opportunities for directing their own actions with decreasing adult supervision. Center on the Developing Child, Harvard University
8 What Do We Mean by Mental Health Interventions? Tier 1 School-wide interventions for wellbeing, positive social and emotional skills, and executive functions Self-care and healthy behaviors (sleep, nutrition) Managing emotions and behaviors, selfregulation Interpersonal skills, friendship skills Problem-solving, decision-making skills Time management skills
9 What Do We Mean by Mental Health Interventions? Tier 1 (con.) School-wide interventions for wellbeing, positive social and emotional skills, and executive functions Multiple academic skills such as organizing, studying, test-taking, etc. Coping strategies managing anxiety, stress, and facing challenges Resiliency capacity for overcoming difficulty What else, in your experience?
10 What Do We Mean by Mental Health Interventions? Tier 2 Tier 1 interventions AND Interventions to move youth at risk back into effective school functioning Group level support, counseling, and skills development for youth coping with various challenges: Learning disabilities; poverty, homelessness; family challenges (illness, death, divorce), etc.
11 What Do We Mean by Mental Health Interventions? Tier 2 Tier 1 interventions AND Group level support, counseling and skills development for youth with mental health diagnoses not receiving community-based services, or in transition What else in your experience?
12 What Do We Mean by Mental Health Interventions? Tier 3 Tier 1 and 2 interventions AND Interventions to move youth with significant mental health challenges back into effective school functioning Individual level support, counseling, and skills development for youth coping with various challenges Individual level support, counseling and skills development for youth with mental health diagnoses in collaboration with community-based services, or in transition What else in your experience?
13 Discussion with Colleague/Neighbors What is your school counseling program currently doing for prevention and mental health interventions at these three levels? How do you evaluate whether or not what you are doing is working? Fill in worksheet, left hand column
14 Discussion: Sharing Ideas What are you doing that you know works?
15 Tier 1/Primary Prevention (School- Wide): Successful Programs Summary 1. School improvement efforts (all levels) 2. Focus on school climate, safety (all levels) 3. Positive Behavioral Interventions and Supports (PBIS) (all levels) 4. School-wide approach to discipline (all levels) 5. Building student competencies: Comprehensive Guidance Curriculum (all levels) 6. Career Development Education: Navigation 101, High Schools that Work, Career Academies (MS, HS)
16 Tier 1 School-Wide Primary Prevention Positive Behavioral Interventions and Supports (PBIS) K-12 PBIS uses a behaviorally-based systems approach to enhance and support learning PBIS seeks to make problem behaviors less effective, efficient, and relevant, and desired behavior more functional
17 Tier 1 School-Wide Primary Prevention Positive Behavioral Interventions and Supports (PBIS) Core components to support student outcomes: Clearly communicated expectations and goals Consistent positive reinforcement for appropriate behaviors school-wide Focus on simultaneous development of student competencies in academic and social-emotional domains
18 Tier 1 School-Wide Primary Prevention Comprehensive Guidance Curriculum (K-12) to develop all students competencies Evidence-based curriculum materials where available Counselor-generated materials that are site-specific Guidance curriculum integrated into academic curriculum is more effective Problem-solving Conflict resolution Study skills Metacognitive skills Executive functioning, self-regulation skills
19 Tier 1 School-Wide Primary Prevention Comprehensive Guidance Curriculum received by all students: Violence/Bullying Prevention Second Step/Steps to Respect Violence Prevention (Elem and MS versions) Olweus Bullying Prevention Programs (K-8) Bully Proofing Your School (best family components) (K-12) Bully Busters (teacher-based) (K-8) PeaceBuilders (K-6)
20 Tier 1 School-Wide Primary Prevention Comprehensive Guidance Curriculum received by all students: Academic Skill development Caring School Community (K-6) Student Success Skills (prek-9) Social/Emotional Skill development Social Decision Making/Social Problem Solving (2-8) Resolving Conflicts Creatively Program (1-6) Promoting Alternative Thinking Strategies (K-6) I Can Problem Solve (ICPS) (PreK-5)
21 Tier 1 School-Wide Primary Prevention Comprehensive Guidance Curriculum received by all students: Social skill development; Drug, alcohol, violence prevention Life Skills Training (K-12) Lions-Quest Skills (K-12) Project Achieve (PreK-8, has been used in HS) Project Northland (6-8) Michigan Model for Comprehensive School Health Education (K-12) Too Good for Drugs (K-12) Too Good for Violence (K-12)
22 Tier 1 School-Wide Primary Prevention Responsive Classroom (elem) An integrated approach to elementary education that emphasizes social, emotional, and academic growth in a strong and safe school community Goal is to create classroom environments that enable optimal student learning and emotional safety for all students To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and selfcontrol.
23 Tier 1 School-Wide Primary Prevention Turning Points (MS) Identifies middle school years as a distinctive developmental period that must be treated uniquely Advocates for reforms to make middle school education more personalized, supportive, and active Emphasizes academic excellence and the provision of developmentally appropriate, equitable instruction
24 Tier 1/School-Wide Primary Prevention NAVIGATION 101: Career Planning (HS) CareerCollegeReadiness/Handbook.aspx CareerCollegeReadiness/Nav101Lessons.aspx Focused on goal setting Bi-monthly, 45 minute meetings Grades 6 thru 12 (Sequenced) Nine recurring themes Twenty advisory-based lessons/year 140 downloadable lesson plans Online materials to support implementation Evaluation data templates
25 Tier 2/At-Risk Students: Successful Programs Summary 1. Academic skill development: Peer tutoring 2. Group interventions for academic development: 3. Coping Power intervention for youth with aggressive behaviors 4. Skillstreaming or social skills development groups 5. Many of the Tier 1 programs have Tier 2 components for group level work
26 Tier 2 Academic Skill Development: Peer Tutoring Variety of models May also use elders, college students, parent volunteers as tutors Evaluation Improvement in math and reading scores in elementary schools Self-reported increase in connectedness to school and peers Increased GPA for secondary students Increased achievement for both mentors and mentees
27 Tier 2 Student Success Skills Booster for at-risk students Structured groups Teaches cognitive skills, metacognitive skills, self-management of motivation, optimism Outcome Research: Improved FCAT scores for lower quartile students
28 Tier 2 Coping Power Meets IES What Works Clearinghouse evidence standards for EBP Designed for students with aggressive behaviors (at risk or diagnosed with ODD or CD) in grades 4 and 5 and their parents Highly structured with specific goals, objectives, and structured exercises for each session CBT is theoretical orientation Emphasizes social and emotional skills needed during transition to middle school Addresses both child-level and contextual factors
29 Tier 2 Coping Power: Student Component Lessons on goal setting, organizational and study skills, improving emotional awareness, coping with peer pressure, social problem solving, anger management and peer relationships for students 34 fifty-minute small group (4-6 students) sessions 30-minute monthly individual sessions (6-8) for targeted student behavioral change Designed to be implemented across 2 school years
30 Tier 2 Coping Power: Parent Component 16 ninety-minute group sessions for mothers and fathers Held at the school either during the school day or after school Lessons support and coincide with child components, use social learning theory Designed to build group cohesion among parents and to develop community and school involvement Content on setting expectations, praise, discipline, managing stress, communication, child study skills, identifying and supporting positive behaviors
31 Tier 2 Coping Power: Skill Development Create positive peer culture by having group develop own guidelines Use social power of other group members to support positive coping skills Ongoing goal setting/monitoring related to anger management Identify internal and external cues related to emotional arousal Develop self-monitoring skills
32 Tier 2 Coping Power: Skill Development Increase self-management of arousal through self-talk and individualized coping statements Other stress management strategies such as relaxation, visualization, and distraction strategies Increased repertoire of social problem-solving skills and social perspective-taking Use of role playing, script development, videotaping of possible responses
33 Tier 3 High Risk: Successful Programs Summary 1. Case management 2. Incredible Years 3. Coping Cat intervention for students with anxiety diagnosis 4. Individual counseling: Cognitive- Behavioral Therapy and Solution-Focused Brief Therapy 5. Behavior education programs
34 Tier 3 Case Management Case Management: School Counselor as coordinator of services, more than provider Coordination of services with family, community service providers, tutors, School Psychologist, Nurse, Special Education (where relevant), Truancy Officer, School Social Worker, etc.
35 Tier 3 Incredible Years Linked programs for parents, teachers, and children aged 0-13 EBP with children aged 2-8 Teach parents and teachers to: Promote children s social, emotional and academic competence Prevent, reduce and treat aggression and emotional problems Strengthens adult competencies Fosters parent-school communication
36 Tier 3 Incredible Years Goals of program Improving child-parent relationships Decreasing problem behaviors Increasing home-school communication Building supportive family networks Helping parents teach children social skills Helping parents teach children emotional regulation
37 Tier 3 Coping Cat Meets SAMHSA s standards for EBP Designed for students with generalized anxiety disorder, social phobia, and/or separation anxiety disorder Manualized Cognitive-Behavioral Treatment (CBT), and related workbook with client tasks Ages 6-12 = Coping Cat Program Ages = C.A.T Project Program Parent companion materials Computerized version = Camp Cope-A-Lot: The Coping Cat DVD
38 Tier 3 Coping Cat Intervention 16 sessions for youth 8 skills training sessions on: Physiological components of anxiety Recognition of anxious self-talk Modifying problematic self-talk Developing stress management, distraction, and coping strategies Self-evaluation, success attribution Self-reward for successful management 8 skills practice sessions Rehearsal, multiple attempts Social support for group members Generalization to other contexts
39 Tier 3 Coping Cat Intervention FEAR acronym 1. Feeling frightened = recognize physiological signs of anxiety 2. Expecting bad things to happen = identifying anxious cognition(s) 3. Attitudes and Actions that can help = coping strategies 4. Results and Rewards = contingency management Use of STIC tasks as weekly homework Show That I Can Mastery over new skills learned in session
40 Tier 3 Cognitive-Behavioral Therapy Has consistent, considerable evidence of effectiveness for: Social skills development Anxiety disorders, phobias Depression Academic failure Behavior disorders PTSD Many mental health, physical health, and relational difficulties
41 Tier 3 Solution-Focused Counseling Has increasing evidence of effectiveness for: Relationship issues Anxiety disorders Academic difficulties Behavior disorders More for internalizing than externalizing behaviors, more for girls than boys
42 Tier 3 Solution-Focused Counseling Much of what school counselors do is solutionfocused out of necessity Time limited (1-5 sessions) Interventions introduced quickly Very focused sessions, with high level of counselor activity Counseling is as unobtrusive, relevant, accessible and quick as possible Act as if this is the only chance you ll have to help this person.
43 Tier 3 Behavior Education Program (BEP) Define behavioral expectations Teach the expectations Build a regular cycle of checking in and checking out with adults Formalize consequence for problem behaviors across the school and home Collect information for ongoing evaluation and adaptation Crone, Horner, & Hawken, 2004
44 Conversation with a Neighbor: How can you use this information? Using the programs on the handout and the ones we talked about, what are some interventions you want to look into? What needs might they meet at your school? Which students? How could you assess it at your school, to see if it was working? Fill in the right hand column of your handout
45 Questions?
46 Thank You! Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation
Oak Park School District. School Psychologist Evaluation
Oak Park School District School Psychologist Evaluation School Psychologist Evaluation Instrument Domain I: Databased Decision Making and Accountability School psychologists have knowledge of varied models
More informationRubric : WI School Psychologist
Rubric : WI School Psychologist Diversity in Development and Learning Description: School psychologist has knowledge of individual differences, abilities, disabilities and other diverse student ; principles
More informationSCCS Student Support Services & Guidance Plan
SCCS Student Support Services & Guidance Plan SCCS Student Support Service Staff Mr. Mark Johnson Mrs. Tanya Thompson Mrs. Lindsay Osborne Mrs. Jane Manning Elementary School Counselor Grades k-6 Jr/Sr
More informationStandards for the School Counselor [23.110]
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
More informationNational Center for Mental Health Promotion and Youth Violence Prevention. Positive Behavioral Intervention and Supports Brief
National Center for Mental Health Promotion and Youth Violence Prevention Positive Behavioral Intervention and Supports Brief Purpose of this Guide School districts around the nation have begun to implement
More informationAllgood Elementary Guidance and Counseling Services Franchis Cook, School Counselor NCSC, NCC, LPC
Allgood Elementary Guidance and Counseling Services Franchis Cook, School Counselor NCSC, NCC, LPC Why Elementary School Counselors? Elementary school years set the tone for developing the knowledge, attitudes
More informationMankato Area Public Schools Student Support Services Supplementary Information for Board Presentation June 6, 2016
Mankato Area Public Schools Student Support Services Supplementary Information for Board Presentation June 6, 2016 Information regarding mental health services to our students over the 2015 16 school year:
More informationGRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW
GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling
More informationPRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS:
WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.
More informationExecutive Function in Context: The Role of Stress and Vulnerability and Opportunities for Intervention. Stephanie M. Jones
Ending Poverty: Integrating Behavioral and Social Sciences Executive Function in Context: The Role of Stress and Vulnerability and Opportunities for Intervention Stephanie M. Jones Harvard Graduate School
More informationAgawam Public Schools Counseling Program. The Role of the High School Counselor
Agawam Public Schools Counseling Program The Role of the High School Counselor What is the Agawam Public Schools School Counseling Program? It is a high-quality, Prek-12 school counseling program that
More informationCOUNSELOR, SOCIAL WORKER, LICENSED MENTAL HEALTH COUNSELOR (LMHC) STANDARD POSITION DESCRIPTION
COUNSELOR, SOCIAL WORKER, LICENSED MENTAL HEALTH COUNSELOR (LMHC) STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining
More informationSchool Counseling Resource Guide
School Counseling Resource Guide For Parents, Staff, and Students Monica Jones School Counselor Burgin Elementary 1 INDEX Why elementary school counselors?.. 3 Counselors Referrals.... 4 About School Counselors..
More informationBelow are the ways school counselors support the Iowa blueprint.
Below are the ways school counselors support the Iowa blueprint. Page 3 The centerpiece of approach with the capacity to create world-class schools is a great teacher in every classroom and a great principal
More informationThree Tiers of Positive Support and Intervention for Behaviour (2010) Contents
Preface 13 What is this book about? 13 Why was this book written? 14 How is this book structured? 15 Contents PART 1: About Three Tiers of Positive Support and Intervention for Behaviour 19 Conceptualizing
More informationTrainer: Brett Zyromski, Ph.D.
S I M P L I F Y I N G E V I D E N C E - BA S E D S C H O O L C O U N S E L I N G : U S I N G A L O G I C M O D E L T O D R I V E DATA - D R I V E N, C O M P R E H E N S I V E S C H O O L C O U N S E L
More informationHood River County School District K-12 Guidance and Counseling Program Overview
Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance
More informationSocial and Emotional Wellbeing
Social and Emotional Wellbeing A Guide for Children s Services Educators Social and emotional wellbeing may also be called mental health, which is different from mental illness. Mental health is our capacity
More informationCOUNSELOR, INTERVENTION SPECIALIST or SOCIAL WORKER STANDARD POSITION DESCRIPTION
COUNSELOR, INTERVENTION SPECIALIST or SOCIAL WORKER STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining Unit: NTEA
More informationM.A. in School Counseling / 2015 2016
M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are
More informationThe ASCA National Model A National Vision
A National Vision The ASCA National Model establishes a vision of excellence for comprehensive school counseling that is aligned with high standards and high expectations, focused on success for all students
More informationBackground. Provincial Teacher Resource List 2015-2016. Please Note:
Provincial Teacher Resource List 2015-2016 Background The purpose of this list is to help teachers and schools promote a Comprehensive School Health (CSH) approach in a classroom setting. CSH is an internationally
More informationResources Promoting Wellness and Resiliency in Schools
Resources Promoting Wellness and Resiliency in Schools Kristina Crawford, NCSP, School Psychologist Chantilly High School E.J. Stapler, LPC, NCC, DCC, School Counselor Chantilly High School 30% of
More informationRumson School District School Counseling Program
Rumson School District School Counseling Program We inspire all students to believe in their own potential, pursue a passion for inquiry and knowledge, excel at learning, as well as act as responsible
More informationYouth Mental Health Training
North Dakota Department of Public Instruction Youth Mental Health Training 2015 Senate Bill (SB) 2048, introduced and passed during the 2015 North Dakota legislative session, creates a school-wide response
More informationGUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
More informationModel for Comprehensive and Integrated School Psychological Services
Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support
More informationBehavioral Mental Health Care Career Guide P199, Dr. Patton Part 3. Decisions about License & Degree Program
Behavioral Mental Health Care Career Guide P199, Dr. Patton Part 3. Decisions about License & Degree Program All licensed mental health care professionals no matter whether they are generalists or specialists
More informationGuidance Counselors. Life Preservers in a Sea of Change
Guidance Counselors Life Preservers in a Sea of Change School counselors work collaboratively with teachers, administrators, students, parents, and the community to provide a comprehensive guidance program
More informationPROFESSIONAL BACKGROUND
Statement of Benjamin S. Fernandez, MSEd, Lead School Psychologist Loudon County Public Schools, Virginia NASP Briefing: Effective Discipline Policies and Practices Thursday, April 18, 2013 My name is
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More informationSystemic or school wide, coordinated efforts designed to create a climate for learning
Systemic or school wide, coordinated efforts designed to create a climate for learning What is this? A positive school climate is one that evidences norms, values and patterns of behavior that support
More informationCEC 2014 Convention & Expo, Philadelphia, PA
Donna Pitts, Doctoral Candidate Stephen W. Smith, Ph.D. & Ann P. Daunic, Ph.D. Michelle Cumming & Kristen Merrill, Doctoral Students University of Florida Brian R. Barber, Ph.D. Kent State University CEC
More informationStandards for School Counseling
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
More informationSCHOOL COUNSELLOR AND CHILD YOUTH CARE WORKERS. Report Submitted to Qualicum School Board February 2013. By Gillian Wilson Director of Instruction
SCHOOL COUNSELLOR AND CHILD YOUTH CARE WORKERS Report Submitted to Qualicum School Board February 2013 By Gillian Wilson Director of Instruction The Ministry of Education Defines the Role and Functions
More informationNortheast K-12 Comprehensive Guidance and Counseling Program
Northeast K-12 Comprehensive Guidance and Counseling Program Foundation Philosophy The foundation of the Northeast School counseling program is developmental and preventative in design for all students.
More informationDepartment of Public Instruction Marguerite D. Peebles Section Chief Student Services Section
Substance Abuse Programs Department of Public Instruction Marguerite D. Peebles Section Chief Student Services Section Safe and Drug Free Schools and Communities Act The purpose of Title IV is to support
More informationSouthwest Allen County Schools Elementary School Counselors Making a Difference
Southwest Allen County Schools Elementary School Counselors Making a Difference Board Presentation February 17, 2015 School Counseling Programs Each elementary school counseling program looks different
More informationSchool Counselor (501)
School Counselor (501) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES
More informationObjective 2.4.: Students will demonstrate knowledge of, and the ability to practice, behavioral consultation with teachers and parents.
Goals and Objectives of the School Psychology Program Graduates of the school psychology program are expected to develop a variety of critical, causal, interpretive, and reflective thinking skills during
More information35 Tier 2 Behavioral Interventions for At-Risk Students
Section 5 7/8/08 8:47 AM Page 665 35 Tier 2 Behavioral Interventions for At-Risk Students Brenda Lindsey University of Illinois at Urbana Champaign Margaret White Illinois Positive Behavior Intervention
More informationTrenton Public Schools School Social Workers. Creating vital partnerships between: Children Home School Community
Trenton Public Schools School Social Workers Creating vital partnerships between: Children Home School Community What do School Social Workers do? School social workers are mental health professionals
More informationSafe & Caring Schools Policy Revised 2013
Safe & Caring Schools Policy Revised 2013 1. Background and Purpose Increased public awareness and concern regarding the societal issues of bullying and violent behaviour among youth prompted the Department
More informationReynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW
Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2006 MISSION STATEMENT The mission of the Reynolds School District School Counseling and Guidance Program is to provide
More informationMental Health Education and Services in Schools
Mental Health Education and Services in Schools Renee L. Rider, Assistant Commissioner Office of Student Support Services New York State Education Department Agenda Overview of NYSED s Student Support
More informationSection Three: Ohio Standards for Principals
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
More informationCliffside Park School District
Cliffside Park School District ELEMENTARY GUIDANCE PROGRAM GRADES PRE-KINDERGARTEN THROUGH SIX Revised 2012 COMPONENTS OF THE CLIFFSIDE PARK ELEMENTARY GUIDANCE PROGRAM I. Introduction II. Statement of
More informationREILEY ELEMENTARY SCHOOL
REILEY ELEMENTARY SCHOOL SCHOOL COUNSELING ADVISORY COUNCIL Initial Meeting December 1 st 2014 ROLE OF ADVISORY COUNCIL Introduction of Members Role of Advisory Council ROLE OF ADVISORY COUNCIL The advisory
More informationTulsa Public Schools District Secondary School Counseling Program
Tulsa Public Schools District Secondary School Counseling Program Excellence and High Expectations with a Commitment to All Tulsa School Counseling Program A school counseling program is comprehensive
More informationByram Hills School District. School Counseling (Guidance) Plan for Grades K 12. NYS Commissioner s Regulations Part 100.2(j)
1 Byram Hills School District School Counseling (Guidance) Plan for Grades K 12 NYS Commissioner s Regulations Part 100.2(j) Shared Mission The mission of the Byram Hills K 12 school counseling program
More informationSpecial Education Program Descriptions 2014-2015
Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education
More informationSCHOOL SERVICES. Promoting learning through. behavioral supports for students. classroom management training for teachers
SCHOOL SERVICES Promoting learning through n Academic, social, emotional and behavioral supports for students n Behavioral intervention and classroom management training for teachers Contact s student
More informationEssential Trauma Informed Practices in Schools. Shannon Cronn, N.C.S.P. Barb Iversen, M.C.
Essential Trauma Informed Practices in Schools Shannon Cronn, N.C.S.P. Barb Iversen, M.C. Objectives: Participants attending this session will be able to: Define trauma Explain how trauma may impact child/teen
More informationTHE ROLE OF THE SCHOOL COUNSELOR
THE ROLE OF THE SCHOOL COUNSELOR Code No.: PS 201 The Need for School Counseling As students develop from childhood through adolescence, they face unique sets of challenges. Mastery of these academic,
More informationModel for Comprehensive and Integrated School Psychological Services
N AT I O N A L A S S O C I AT I O N O F S C H O O L P S Y C H O L O G I S T S Model for Comprehensive and Integrated School Psychological Services N A S P P R AC T I C E M O D E L OV E RV I EW Helping
More informationComprehensive School Counselling Programs. Guidelines
Comprehensive School Counselling Programs Guidelines I. Purpose: Fraser Cascade School District #78: Comprehensive School Counselling Guidelines The purpose of this document is to assist schools in establishing
More informationModule 1 Guided Notes
Module 1 Guided Notes Positive Behavior Interventions & Supports: An Overview Module Objectives Describe Positive Behavior Supports and Importance in School Settings Provide an Overview of the 3 Tiers
More informationOur Vision Optimising sustainable psychological health and emotional wellbeing for young people.
Our Mission To provide free psychological services to young people and their families. Our Vision Optimising sustainable psychological health and emotional wellbeing for young people. 1 Helping Students,
More informationGuidance and Counseling
Guidance and Counseling Judson ISD Professional school counselors: Hold a Master s degree in counseling Have a minimum of two years of teaching experience Are certified in School Counseling through the
More informationSchool Social Work and School Mental Health
Book Reviews: School Social Work and School Mental Health Books Reviewed: Kelly, M. S. (2008). The domains and demands of school social work practice: A guide to working effectively with students, families,
More informationSCHOOL MENTAL HEALTH RESPONSE GUIDELINES
1 SCHOOL MENTAL HEALTH RESPONSE GUIDELINES The School Mental Health Response Staff may consist of a variety of members of the school s SBSLT (School Based Support Learning Team), including but not limited
More informationSchool Guidance and Counseling Services, Elementary, Middle, and High School
School Guidance and Counseling Services, Elementary, Middle, and High School This regulation implements School Board Policy 651, School Guidance and Counseling Services, Elementary, Middle, and High School,
More informationWhite Paper. School Psychologists: Qualified Health Professionals Providing Child and Adolescent Mental and Behavioral Health Services
White Paper School Psychologists: Qualified Health Professionals Providing Child and Adolescent Mental and Behavioral Health Services School psychologists are uniquely trained to deliver high quality mental
More informationTulsa Public Schools District School Counseling Program Elementary
Tulsa Public Schools District School Counseling Program Elementary Revised 2013 Excellence and High Expectations with a Commitment to All Tulsa School Counseling Program A school counseling program is
More informationTHE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION
(Revised 11/08/03) THE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION School psychologists provide a unique contribution to the educational system. In this era of accountability, choice, and the
More informationILLINOIS STATE BOARD OF EDUCATION. Illinois Content-Area Standards
ILLINOIS STATE BOARD OF EDUCATION Draft Illinois Content-Area Standards for School Counselor School Nurse School Psychologist School Social Worker Director of Special Education Division of Professional
More informationSECTION II. The Texas Comprehensive, Developmental Guidance and Counseling Program Model
SECTION II The Texas Comprehensive, Developmental Guidance and Counseling Program Model Figure 2 Four Components of a Comprehensive, Developmental School Guidance and Counseling Program Guidance Curriculum
More informationSection Five: Instructional Programs 510R SCHOOL COUNSELING (REGULATIONS)
510R SCHOOL COUNSELING (REGULATIONS) ROLE DESCRIPTION SCHOOL COUNSELOR 1. Major Responsibility: To assist the school with the implementation of counselling services. 2. Reporting Relationship: The counsellor
More informationUTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
More informationKansas Curricular Standards for School Counseling
Kansas Curricular Standards for School Counseling Approved 4/12/2006 Writing Committee for Counseling Standards Lyndel Adams, Lucas & Luray Attendance Centers, USD 407 Patricia Bondurant, Lawrence, USD
More informationWho are School Psychologists?
Who are School Psychologists? School psychologists are professionals trained to work with preschoolers, children, adolescents, and their teachers and families. We work with all school personnel to help
More informationPositive Behavioral Interventions and Supports
Great Public Schools for Every Student An NEA Policy Brief Positive Behavioral Interventions and Supports: A Multi-tiered Framework that Works for Every Student The most effective tool teachers have to
More information1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
More informationTITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 23 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL PART 23 STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS
More informationSchool based Art Therapy & the ASCA National Model
School based Art Therapy & the ASCA National Model An Adlerian Approach for Enhancing Resilience in High Risk Youth Nicole Randick MAT, ATR-BC, LPC Doctoral Student Governors State University Elizabeth
More informationReport on Act 75 of 2013
Report on Act 75 of 2013 An Act Relating to Strengthening Vermont s Response to Opioid Addiction and Methamphetamine Abuse Section 13b. The Quality and Effectiveness of Substance Abuse Prevention Education
More informationProgressive Developmental Guidance Program
Stratford Road Elementary School Progressive Developmental Guidance Program Alison Clark, Principal Anne McGinnis, PhD., School Psychologist Sharon Arschin, School Social Worker Individual Counseling Articulation
More informationAppendix B: Part 100 and School Counseling Programs
Appendix B: Part 100 and School Counseling Programs As per the New York State Education Department, listed in Part 100 of the Commissioner s Regulations, school counseling/guidance programs are defined
More informationEXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies
EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies Course # & Title MUSIC ED 191A Introduction to Music Education MUSIC ED 323 Elementary Classroom Music Course Description
More informationDoes Student Success Skills have an impact on school connectedness and selfregulation of inner-city, African-American elementary students?
Does Student Success Skills have an impact on school connectedness and selfregulation of inner-city, African-American elementary students? Lemberger, M. E., & Clemens, E. V. (2012). Connectedness and self-regulation
More informationSpecial Education Program Descriptions 2016-17
Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions
More informationPBIS & the ASCA National School Counseling Framework: Building Student Success
PBIS & the ASCA National School Counseling Framework: Building Student Success Celeste Rossetto Dickey, Placer County Office of Education, Auburn, CA Session Learning Targets I will be able to understand
More informationHow to Map the Test Competencies and Skills to Courses Taken
How to Map the Test Competencies s to Courses Taken Description of the Tests The Florida educator certification tests are composed of multiple-choice questions, some also include constructed-response assignments.
More informationTreatment Planning. The Key to Effective Client Documentation. Adapted from OFMQ s 2002 provider training.
Treatment Planning The Key to Effective Client Documentation Adapted from OFMQ s 2002 provider training. 1 Models Medical Model Diagnosis Psych Eval Problems Symptoms Psycho/Social/Behavioral Model Diagnosis
More informationDrug Abuse Prevention Training FTS 2011
Drug Abuse Prevention Training FTS 2011 Principles of Prevention Prevention programs should enhance protective factors and reverse or reduce risk factors (Hawkins et al. 2002). The risk of becoming a drug
More informationVACAVILLE UNIFIED SCHOOL DISTRICT Psychologist Observation/Discussion Form TEACHING STANDARD 1
APPENDIX D SECTION M TEACHING STANDARD 1 COMMITTED TO STUDENTS AND THEIR LEARNING (check one or more of the following reflections, observations, documentation, or conferences) 1.1 Participates in formal
More informationCASP Position Paper: School-Wide Positive Behavior Intervention and Support (SW-PBIS): A Multi-Tiered System of Supports (MTSS) for Student Wellness
CASP Position Paper: School-Wide Positive Behavior Intervention and Support (SW-PBIS): A Multi-Tiered System of Supports (MTSS) for Student Wellness January 2014 Jessica Djabrayan, Ed.D., CASP Assessment
More informationTo help improve the educational experience and general wellbeing of those students who are unable to profit from the existing school program.
LOCATOR: 3.01 TITLE: School Psychologist QUALIFICATIONS: 1. Valid Connecticut certification with endorsement as psychologist. 2. Such alternatives to the above qualifications as the Board may find appropriate
More informationCTC-School Psychology and National Association of School Psychologists (NASP) Standards Crosswalk Professional Services Division April 2014
CTC-School Psychology and National Association of School Psychologists (NASP) Standards Crosswalk Professional Services Division April 2014 Overview of this Report This agenda item reports on an alignment
More informationPsychological Services as Related Services
TECHNICAL ASSISTANCE PAPER 10827 Psychological Services as Related Services RATIONALE The purpose of this technical assistance paper is to clarify the nature of psychological services as a related service
More informationRunning head: SCHOOL SOCIAL WORK END OF YEAR REPORT 1
Running head: SCHOOL SOCIAL WORK END OF YEAR REPORT 1 School Social Work End of Year Report E.S. California State University, Fresno SWRK 275 Andrea Carlin, L.C.S.W. May 1, 2012 SCHOOL SOCIAL WORK END
More informationSCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT. Review of Tier 1: School-wide Positive Behavior Support
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Brandi Simonsen, Ph.D. (brandi.simonsen@uconn.edu) & Martha Wally (wallym@worc.k12.ma.us) Review of Tier 1: School-wide Positive Behavior Support SWPBS Logic: Successful
More informationIntroduction. Communities That Care
Introduction Communities That Care Research-based prevention planning 4Research-Based Planning The programs, policies and practices in this guide will have the greatest impact in your community when implemented
More informationU.S. Bureau of Labor Statistics
U.S. Bureau of Labor Statistics Social Workers Summary Social workers help people in every stage of life cope with challenges, such as being diagnosed with depression. 2012 Median Pay Entry-Level Education
More informationYOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
More informationSchool-based Support Personnel
L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program
More informationSCHOOL PSYCHOLOGY: A Career That Makes a Difference
SCHOOL PSYCHOLOGY: A Career That Makes a Difference 2003 National Association of School Psychologists If you want to Help children reach their potential Promote children s mental health Work collaboratively
More informationHarnessing the Power of Play with Intentional Teacher Support
Harnessing the Power of Play with Intentional Teacher Support Karen Bierman Child Study Center The Pennsylvania State University Playful Learning: The Role of Play in Early Childhood Educational Settings
More informationThe Pyramid Model provides guidance for early childhood special education and early intervention personnel, early educators, families, and other
The Pyramid Model provides guidance for early childhood special education and early intervention personnel, early educators, families, and other professionals on the evidencebased practices for promoting
More information