Week 9 - School-Based Mental Health Flashcards

1
Q
  • inability to learn that cannot be explained by intellectual, sensory or health factors
  • inability to maintain satisfactory interpersonal relationships with peers or teachers
  • inappropriate types of behaviors or feelings under normal circumstances
  • general pervasive mood of unhappiness or depression
  • tendency to develop physical symptoms or fears associated with personal or school problems
A

Seriously Emotionally Disturbed (SED)

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2
Q

which students are more likely to receive a classification of “emotional disturbance” compared to other students?

A

Black students

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3
Q

why are inclusive classrooms important? (name 4 reasons)

A
  • offer more opportunities for relationships with positive peer role models.
  • provides a sense of belonging which increases students’ motivation and self determination.
  • higher expectations from teachers
  • included students are more likely to belong to school groups and activities outside of the classroom and are less likely to be referred for disciplinary action.
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4
Q

MH promotion - strategies for OPTIMIZING mental health

A

tier 1

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5
Q

MH prevention: strategies to REDUCE MH problems before identification of a specific MH problem

A

tier 2

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6
Q

MH individual intervention: strategies to DIMINISH or END THE EFFECTS of an identified MH problem after the problem ID’d

A

tier 3

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7
Q

name the 3 focuses of school mental health.

A
  • a school-wide, strength-based model
  • focuses on prevention and early intervention services
  • in line with a “response to intervention” model
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8
Q

-universal or school wide interventions that meets 80% of the learning and behavioral needs.

A

tier 1

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9
Q

emphasis: promoting social emotional learning and preventing behavioral problems (anti-bullying programs, self esteem curricula)

A

tier 1

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10
Q

selective or targeted interventions - group instruction with specialized intervention that meet another 15% of general ed needs

A

tier 2

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11
Q

emphasis: mild mental disorders, ADHD, stressful home environments (changing families groups, social skills groups)

A

tier 2

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12
Q

intensive, individualized interventions - 5% of children will then need intensive interventions

A

tier 3

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13
Q

emphasis: address behaviors that are highly disruptive, dangerous or prevent learning (FBA and BIP form foundation at this level)

A

tier 3

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14
Q

process of acquiring the skills to recognize, manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively

A

social emotional learning

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15
Q

identify one’s emotions, thoughts, interests, and values; understand how internal characteristics influence actions; maintain a sense of self-confidence and self-efficacy

A

self awareness

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16
Q

regulate emotions, thoughts, and behaviors across contexts; cope with stress and manage impulses; set goals

A

self management

17
Q

understand subtle social and cultural norms and rules of engagement; take others’ perspectives; respect and empathize with others

A

social awareness

18
Q

establish and maintain relationships with others; resist inappropriate social pressure; work cooperatively; prevent and resolve interpersonal conflict; seek help when needed

A

relationship skills

19
Q

accurately identify and evaluate problems; make decisions based on ethical and social norms; consider context in decisions; contribute to well-being on school and community

A

responsible decision making

20
Q

districts within all 5 NYC boroughs, there are some special education programs within the district but not as intense

A

districts 1-32

21
Q

special education district within all 5 boroughs, usually more intense, higher level of support, less inclusive model

A

district 75

22
Q

what is the most basic intervention for kids with disabilities?

A

inclusion within the school community

23
Q

others can affect one’s regulation ex: teachers

A

co-regulation