Week 9 - School-Based Mental Health Flashcards
- 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
Seriously Emotionally Disturbed (SED)
which students are more likely to receive a classification of “emotional disturbance” compared to other students?
Black students
why are inclusive classrooms important? (name 4 reasons)
- 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.
MH promotion - strategies for OPTIMIZING mental health
tier 1
MH prevention: strategies to REDUCE MH problems before identification of a specific MH problem
tier 2
MH individual intervention: strategies to DIMINISH or END THE EFFECTS of an identified MH problem after the problem ID’d
tier 3
name the 3 focuses of school mental health.
- a school-wide, strength-based model
- focuses on prevention and early intervention services
- in line with a “response to intervention” model
-universal or school wide interventions that meets 80% of the learning and behavioral needs.
tier 1
emphasis: promoting social emotional learning and preventing behavioral problems (anti-bullying programs, self esteem curricula)
tier 1
selective or targeted interventions - group instruction with specialized intervention that meet another 15% of general ed needs
tier 2
emphasis: mild mental disorders, ADHD, stressful home environments (changing families groups, social skills groups)
tier 2
intensive, individualized interventions - 5% of children will then need intensive interventions
tier 3
emphasis: address behaviors that are highly disruptive, dangerous or prevent learning (FBA and BIP form foundation at this level)
tier 3
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
social emotional learning
identify one’s emotions, thoughts, interests, and values; understand how internal characteristics influence actions; maintain a sense of self-confidence and self-efficacy
self awareness
regulate emotions, thoughts, and behaviors across contexts; cope with stress and manage impulses; set goals
self management
understand subtle social and cultural norms and rules of engagement; take others’ perspectives; respect and empathize with others
social awareness
establish and maintain relationships with others; resist inappropriate social pressure; work cooperatively; prevent and resolve interpersonal conflict; seek help when needed
relationship skills
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
responsible decision making
districts within all 5 NYC boroughs, there are some special education programs within the district but not as intense
districts 1-32
special education district within all 5 boroughs, usually more intense, higher level of support, less inclusive model
district 75
what is the most basic intervention for kids with disabilities?
inclusion within the school community
others can affect one’s regulation ex: teachers
co-regulation
