Okay, We’ve Arrived at Secondary…Options for the Future?

1. Okay, We’ve Arrived at Secondary…Options for the Future? Dr. Barzanna White and Barbara Driscoll Session 4A 9:30 Session 4B 12:45

2. Why Do We Need Mental Health Services in the Schools? • One in five school-aged children meet the criteria for at least one psychiatric diagnosis (U.S. Department of Health and Human Services, 1999; Strein, Hoagwood, & Cohn, 2003) • Major discrepancy between the number of children who need mental health services and the very limited resources available (Doll and Cummings, 2008) • Children who have social difficulties are more likely to have mental illnesses as adults, be unemployed, lack financial stability, and fail educationally (Song, 2006) • Common diagnoses that occur in elementary and secondary schools: anxiety, impulse control disorder, attention deficit disorder, oppositional defiant disorder, conduct disorder, and mood disorders such as depression (APA, 2008)

3. Continued • Less than 1% of the Louisiana population is diagnosed and served in ED settings (Louisiana Department of Education, 2007) • Only 17% of students that were referred to traditional programs (clinical/outsourced) received treatment (Catron and Weiss, 1994) • Approximately 98% of referred students receive treatment when schools deliver it in-house (Cook, 2009)

4. Mental Health is Critical to Academic Success • Continuum of services from school-wide to individual services is necessary to equip students with the knowledge and skills necessary to become productive, successful adults • There is a transactional relationship between academic problems and behavior problems

5. Population-Based Mental Health Services • Designed to meet the mental health needs of all students by promoting a positive learning community and the psychological/emotional competence needed for learning…like universal PBIS • Population-based mental health services have at least four goals (Doll and Cummings, 2008, p.3): • Promote the psychological well-being of all students so they can achieve developmental competence • Promote caretaking environments that nurture students and allow them to overcome minor risks and challenges • Provide protective support to students at high risk for developmental failures • Remediate social, emotional, or behavioral disturbances so that students can develop competence

6. Risk Factors • Parental mental • illness/pathology • High population density • Economic downturn • Internal: early anti-social • behavior, difficult • temperament • Short-term crises: • house fires, job loss, • mobility, death in family • Poverty • Community violence • Family violence • Substance abuse • Lack of parental support • High population density • Community disintegration • Multiple school transitions

7. Protective/Resilience Factors • Internal • Effective problem solving skills • Good self-esteem • Easy temperament • Adaptive coping styles/flexibility • External • Positive role models and caring relationships • Strong family support • Community involvement • Positive school communities with active parental involvement • High expectations and communication

8. Preventative Programs and Policies • Match programs to the severity to the problem • Comprehensive and incorporate multiple strategies and interventions…targeted specifically to the individual student or group of students • Research-based and theory driven • Promote positive learning communities and build strong relationships between students, teachers, staff, parents, and community leaders • Use data to drive the process, monitor frequently, use formative evaluation to determine program effectiveness • Staff are well-trained to adapt to the ever-changing needs of the school as well as the individual student

9. Programs/Processes • Whole School/Classroom • PBIS • Character Education • Second Step • Life Skills • Secondary/Small Group • Aggression Replacement Training • Skillstreaming • Why Try? • Behavior Education Program

10. Character Education • Built on the Josephson Institute’s Pillars: Trustworthiness, Respect, Responsibility, Fairness, Responsibility, Caring, and Citizenship • Principal’s Principles, Scenarios, Word of the Week, Scripted Presentations, and Lessons • Lessons built around (GLEs) Grade Level Equivalents • LSU Extension Service provides materials free of charge

11. Second Step • Based on the social information processing model (Dodge): 20 years of research behind Second Step • Focuses on: empathy, problem-solving, impulse control, and anger management • Violence prevention curriculum • Ages: Preschool through 8th grade • Lessons and activities include role-playing, scenarios, and the use of puppets for younger children • Has a parenting segment that includes take-home messages • Pre and post assessment measures are included as well as teacher survey information

12. Life Skills • Substance abuse prevention program (3rd – 10th grades) • Three components: drug resistance skills, self-personal/self-management skills, and general social skills • Pre and post assessment measures are included • Computer program reinforces teacher led discussions

13. Aggression Replacement Training • Multi-model educational intervention for chronically aggressive young children and adolescents • Focus: Skillstreaming, anger control, and moral reasoning • Program designed for 10 weeks for 3 hours a week • 50 targeted skills by groups: beginning social skills, advanced social skills, skills for dealing with feelings, skill alternatives to aggression, skills for dealing with stress, and planning skills (select the ones needed for the population) • Every week the process is the same (modeling, role-playing, performance feedback, and transfer training)

14. Why Try? • Solution-focused brief therapy and multi-sensory learning • Goal setting, problem-solving program • Ages: K-12th grades • Teaches fundamental social and emotional skills through visual, auditory, and kinesthetic activities

15. PBS IMPLEMENTATION DATAVIVIAN ELEMENTARY/MIDDLE MAGNET SCHOOL5 YEAR COMPARISON ISS/OSS TOTALS

17. VIVIAN – THREE YEAR COMPARISON

18. Vivian - continued

19. Vivian - continued

22. Behavior Education ProgramVivian Elementary/Middle MagnetCHAT (CreatingHelpfulAcceptableTraits) • Tier II, Secondary Intervention that has been adopted by the state • Involves a check-in/check-out process with daily progress reports • Has a home-school component • Has transition to self-monitoring • Total population 650 (Recommendation is to only use this program with 30 or less children all year, for VEMMS = 19 for 2008-2009)

23. VEMMS CHAT REQUEST FOR ASSISTANCE VEMMS CHAT PROCESS & RESPONSIBILITIES

24. VEMMS FUNCTIONAL BEHAVIORAL ASSESSMENTCHAT PROGRAM

25. VEMMS CHAT STUDENT CONTRACT VEMMS CHAT PARENT LETTER

26. VEMMS CHAT DAILY PROGRESS REPORT VEMMS CHATDATA SHEET

27. SECONDARY INTERVENTIONDISCIPLINE REFERRAL DATASCHOOL: VIVIAN ELEMENTARY MIDDLE/MAGNET PARISH: CADDONAME OF PERSON/POSITION REPORTING DATA: BARBARA H. DRISCOLLMay, 2009 TOTAL SERVED – CHAT = 19

28. CHAT STUDENT “KC”Extended Time - Transition Off INITIAL INTAKE: Teacher request (fights, negative attitude/disrespect, tardies, no supplies) 0 0 0 0 0 0

29. BIS TASKS GROUP & INDIVIDUAL SOCIAL SKILLS INTERVENTIONS CRISIS MANAGEMENT PBS/PBIS/SWPBS EXTERNAL FACILITATORS PBS/PBIS/SWPBS INTERNAL TEAM MEMBERS – Essential Data ACT 171 – Drug Education In-services CAP – SET Evaluators

30. Evaluating the Program • Pre and post assessment data • OSS and ISS • Screening information • Minor referrals • BoQ and SET scores • Grades • Attendance • Vanilla FBA and BIP • Every student needs to be evaluated individually to determine effectiveness of interventions

31. Please complete evaluations Dr. Barzanna White and Barbara Driscoll Session 4A 9:30 Session 4B 12:45

32. Barzanna White, Ph.D District School Psychologist and PBIS District Coordinator Caddo Parish Schools 1961 Midway Street Shreveport, LA 71108 (318)603-6484 (318)621-0483 bwhite@caddo.k12.la.us Barbara Driscoll, Ed.S. Site-Based Behavior Intervention Specialist Caddo Parish Schools Vivian Elem./Middle Magnet 100 West Kennedy Vivian, LA 71082 (318)375-3271 bdriscoll@caddo.k12.la.us Contact Information