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This is a powerpoint graduate students in occupational therapy developed to help schools integrate social emotional learning into their cirriculum.
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Healthy Minds, Healthy Student Body Department of Occupa/onal Therapy
Overview • Why we’re here • Introduce to ideas-‐ some might be familiar with • Understand you use RTI • SEL model complimentary
Occupa/onal Therapy
• Helping individuals develop, recover, or maintain their daily living skills, focusing on what they value as important
• Works with individuals with (or without) a physical, mental, or developmental disability
• Specializes in teaching skills, adap/ng environments, modifying tasks, and educa/ng clients and families
Occupa/onal Therapy
• Occupational Therapy practitioners help people live life to the fullest-no matter what. They provide practical solutions for success in everyday living and help people alter how they arrange their daily activities to maximize function, vitality, and productivity.
Florence Clark
OT and High School
• How does this fit into high school? – OT’s can provide insight into where high school-‐aged kids are developmentally
– What they might need • Physically • Cogni/vely • Socially • Emo/onally
– Interested in u/lizing supports: peers, teachers, environment.
Mental Health
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Mental Health • “A state of well-‐being in which every individual realizes his or her own poten/al, can cope with the normal stresses of life, can work produc/vely and fruiUully, and is able to make a contribu/on to her or his community.”
• "Health is a state of complete physical, mental and social well-‐being and not merely the absence of disease or infirmity.“
-‐World Health Organiza/on
OT and Mental Health
• Occupa/onal therapists work to promote mental health!
Mental Health and High Schoolers
• Founda/on of mental health; may be posi/ve, nega/ve, somewhere in between
• Teenagers now! • Physical, sexual, emo/onal, social changes
• O\en when mental health issues are iden/fied
Sta/s/cs • One-‐half of adult mental health problems begin before age
14, and three-‐quarters begin before age 24. • Of children and youth in need of mental health services,
75-‐80% don’t receive services. • In 2007, 8.2% of adolescents (2 million youths aged 12-‐17)
experienced at least one major depressive episode. • More than one-‐half of adolescents in the U.S. who fail to
complete high school have a diagnosable psychiatric disorder. • Compared to individuals who were not bullied, vic/ms of
bullying were nearly three /mes as likely to have issues with generalized anxiety as those who were not bullied. Substance Abuse and Mental Health Services Administra/on
Mental Health-‐ Easy to Overlook
• Iden/fying warning signs or red flags
• Problem solve if necessary • Preven/on
-‐ Social emo/onal learning in the classroom
-‐ Create environment that promotes mental health
Proactivity ● People generally operate by being reacDve to problems instead of being proac&ve to prevent problems
● We see a “problem” and we ahempt to “fix” it
Proactivity
● School is an opportunity to make a proac/ve environment
● Reac/ve strategies such as office referrals, deten/ons, and suspensions could be detrimental to student behavior
American Academy of Pediatrics
Reasons why students may misbehave or act out during class
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• low self esteem • peer pressure • lack of social skills • unclear expecta/ons • academic challenges • ineffec/ve skills at communica/ng needs • mental health problems • lack of parental guidance or supervision • poverty/homelessness • drug or alcohol use
Need based reasons for acting out:
• power or control • avoidance • ahen/on • acceptance • expression of self • gra/fica/on • jus/ce/revenge
Students need a positive outlet • They’re going to find an outlet regardless • Can we provide a posi/ve outlet? • Bringing suppor/ve rela/onships together with learning experiences that are challenging, engaging, and meaningful
Collabora/ve for Academic and Social Emo/onal Learning
Social Emotional Learning (SEL) • Genng students to iden/fy self and express self through academic work • Not just work for work’s sake • We learn faster and with more ease when we can relate, see how we fit into it • Not detatching academics from the whole person
Collaborative for Academic, Social, and Emotional Learning • We know that as teachers you’re rated by how well your students are doing in class academically • Schools that have implemented the CASEL framework have an 11% increase in standardized test scores as well as a 9% percent reduc/on in behavior problems
Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011
Creates a positive cycle
• Posi/ve outlets -‐> iden/fica/on and expression of emo/ons -‐> posi/ve social sphere -‐> increased engagement -‐> increased chance of success and likeliness of seeking help
So what? • Easy to use/adapt • Fits well with Response to Interven/on model (RTI) • Just being mindful • May already be doing this! • Hopefully we can offer some prac/cal tools to help put it to use in your classrooms
Ways to Incorporate SEL ● Give opportuni/es for students to par/cipate in decision making -‐ School policies -‐ Classroom rules and consequences
● Parent-‐teacher-‐student conferences
Promoting Positive Peer Interactions
● Facilitated in class group discussions/debates ● Buddy programs ● Collabora/ve group work that provides opportuni/es for problem-‐solving, nego/a/ng, and task accomplishment
● Encourage teamwork -‐ PE, classroom academic compe//ons
● Divide groups in crea/ve ways to facilitate conversa/on
Encourage Leadership ● Delineate roles for students ● Organizing school wide ac/vi/es
-‐ Intramural sports, art/cultural fairs, fundraisers
● Organizing class field trips ● Planning class par/es ● Tutoring ● Community Service ● Leadership Projects
Other Strategies • Create Intrinsic Mo/va/on • Greet each student by name • Diffuse tense situa/ons by taking breaks for
produc/ve outlet of expression • Discipline in private • Skits/Role playing
Putting SEL into Practice • Homeroom:
-‐ Have students rate their mood each day -‐ Create class tradi/ons/rituals with the class -‐ Arrange classroom in organized, welcoming way that promotes class discussion
Putting SEL into Practice • Math:
-‐ Correla/ons, posi/ve/nega/ve trends-‐ ex when they study and work hard they get good grades, can extrapolate. If don’t work hard, nega/ve slope, graph can have ups and downs. Helps iden/fy trends in their own life. -‐ Use topics of group discussion on ethical/social issue, come up with responses to the ques/ons and rank from most to least impt, graph responses, find mean/median/mode, etc
Putting SEL into Practice • English
-‐ “Open session” /me where kids put something they want to discuss or write about on index cards -‐ Free journaling, or with guided ques/ons (social issues, emo/onal responses, ethics) -‐ Discuss characters’ decisions, ethics/right and wrong in the book and how that translates to life now -‐ Exploring poetry, what emo/ons are elicited by it and why -‐ Ask ques/ons about rela/onships between characters in reading, posi/ve vs nega/ve rela/onships, explore character growth. Can compare to rela/onships nowadays/their rela/onships in a social senng
Identifying Warning Signs There are a number of warning signs that could be an indicator of a mental health issue. A few of these include: ● marked fall in school performance ● poor grades in school despite trying very hard ● severe worry or anxiety, as shown by regular refusal to go to school or take part
in ac/vi/es that are normal for a child’s age ● frequent physical complaints ● marked changes in sleeping and/or ea/ng habits ● extreme difficulty in concentra/ng that get in the way at school ● sexual ac/ng out ● depression shown by sustained, prolonged nega/ve mood and antude, o\en
accompanied by poor appe/te and thoughts of death ● severe mood swings ● strong worries or anxie/es that get in the way of daily life, such as at school ● repeated use of alcohol and/or drugs The American Academy of Child and Adolescent Psychiatry
Resources • Phone numbers • Suicide preven/on • CASEL • Blog • Our info
References American Academy of Child and Adolescent Psychiatry (2011). Facts for Families. Retrieved from hhp://
www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Home.aspx?hkey=fc8eda98-‐f824-‐4988-‐bb07-‐d49a8545e4e8
Australian Primary Schools Mental Health Ini/a/ve. (2013).About social and emo2onal learning. Retrieved from: www.kidsmaher.edu.au
Centers for Disease Control. (2012). Adolescent and School Health: School Connectedness. Retrieved from hhp://www.cdc.gov/healthyyouth/adolescenthealth/connectedness.htm
Collabora/ve for Academic, Social, and Emo/onal Learning. (2011). What is social and emo2onal learning. Retrieved from www.casel.org
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. and Schellinger, K.B. (2011), The Impact of Enhancing Students’ Social and Emo/onal Learning: A Meta-‐Analysis of School-‐Based Universal Interven/ons. Child Development, 82: 405–432. doi: 10.1111/j.1467-‐8624.2010.01564.x Hosterman Educa/on Center Staff. Proac/ve and Preventa/ve Approaches to Student Behavior Lamont, J. H., Devore, C. D., Allison, M., Ancona, R., Barneh, S. E., Gunther, R., ... & Young, T. (2013). Out-‐of-‐
school suspension and expulsion. Pediatrics,131(3), e1000-‐e1007. Substance Abuse and Mental Health Services Administra/on (2013). Community conversa/ons about mental
health: Informa/on Brief. Retrieved from hhp://store.samhsa.gov/shin/content//SMA13-‐4763/SMA13-‐4763.pdf
World Health Organiza/on (2011). Mental health: A state of well being. Retrieved from hhp://www.who.int/features/facUiles/mental_health/en
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