Session Overview

1. Providing Professional Opportunities to School StaffLevel: Middle/High Presented ByBrooke Samuelson & Sharon SchiffFairfax County Public SchoolsSchool CounselorsVSCA Conference 2012

2. Session Overview By attending this session, participants will be able to educate their own staff on the prevalence of adolescent depression, self-harm, and bullying. In addition, the session will equip school counselors with an opportunity to advocate for the holistic support of each child. This presentation is to give you something to bring back to you staff and educate them on the prevalence of these concerns and build school-wide empathy and support for students.

3. Poem Activity Please take a moment to read the poems and be prepared for a discussion about the emotions reflected in the writing. MUSIC

4. Why Were We Inspired to Take this On? How many of you all have been in a situation where your staff is not able to adjust their expectations, approach, or interactions with kids affected by bullying, depression, & self-harm?

5. Bullying Statistics , Effects, and Suggestions based on: Robers, S., Zhang, J., and Truman, J. (2010). Indicators of School Crime and Safety: 2010 (NCES 2011-002/NCJ 230812). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, DC. Stop Bullying. United States Department of Health & Human Services. Web. 10 February 2012. <http://www.stopbullying.gov/topics/effects/index.html> Wright, Jim. PreventingClassroom Bullying: What Teachers Can Do. Jim Wright Online. Web. 10 February 2012. <http://www.jimwrightonline.com/pdfdocs/bully/bullyBooklet.pdf>

6. Statistics Teachers Need to Know

7. Did You Know? Female students report bullying at a higher rate than male students - why might this be? White students report bullying at higher rates than any other racial group - why might this be?

8. Did You Know Victims of Bullying… • Have increased thoughts about suicide that may persist into adulthood?  In one study, adults who recalled being bullied in youth were 3 times more likely to have suicidal thoughts or inclinations! • Have decreased academic achievement (GPA and standardized test scores) and school participation? • Are more likely to miss, skip, or drop out of school? • Are more likely to retaliate through extremely violent measures? In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.

9. Where is Bullying Reported to be Happening?

10. Types of Bullying Reported Verbal harassment continues to be a leading form of in-school bullying

11. The Critical Role of Teachers “Because school counselors often do not see the same students each day, a pattern of relational bullying and its consequences could be very difficult to detect.” Bauman, S. & Jacobsen, K. (2007). Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents. Professional School Counseling, 11, 1-9. http://schoolcounselor.metapress.com/content/m2u5036764468378/fulltext.pdf

12. How Bullying Impacts Students • Depressed mood • Anxiety • Loneliness/social isolation • May struggle with creating/maintaining peer relationships • Limited opportunity to develop effective social skills. • May provoke negative interactions with their peers * • Often perceived as social outcasts * • Less favorable perception of the school environment • May suffer from low self-esteem/poor self-image • Fewer friendships • Frequent school absences *Victim & Bully Bauman, S. & Jacobsen, K. (2007). Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents. Professional School Counseling, 11, 1-9. http://schoolcounselor.metapress.com/content/m2u5036764468378/fulltext.pdf

13. Signs to Look for in the Classroom • May often be alone and excluded from the peer group during breaks • Few school allies/good friends in the class • May be chosen among the last in team games • May try to stay close to the teacher or other adults during breaks • May have difficulty speaking up in class and give an anxious and insecure impression Stop School Bullying. Jeffries, P. & Goodwin, K. Kalamazoo College. 11 May 2005. Kalamazoo College. 27 Feb. 2012 http://www.kzoo.edu/psych/stop_bullying/for_teachers/identifying.html

14. Signs to Look for in Classroom • Torn, damaged, or missing pieces of clothing, books, or other belongings • Unexplained cuts, bruises, and scratches • Has few, if any friends, with whom he or she spends time • Resistant to school activities • Has lost interest in school work or suddenly begins to do poorly in school • Appears sad, moody, or teary • Complains frequently of headaches, stomachaches, or other physical ailments Signs of Bullying. Stop Bullying Now. May 2006. Education.Com, Inc. 27 Feb. 2012. http://www.education.com/magazine/article/Warning_Signs_that_Your_Child/

15. Tips for Teachers • Drop by unexpectedly to observe students in a less-structured situation (cafeteria, hallways, recreational time throughout the day) • Watch for patterns of bullying by individuals or groups of students. • If you should overhear students gossiping about a classmate or see evidence that an individual has been excluded from a group, these may well be signs of indirect bullying (covert aggression) • Ensure that students understand the definition of bullying • Elicit student input when outlining rules for appropriate behaviors (positive framing—what students should do) • Routinely allow students to revisit the idea of bullying and give examples of these behaviors • Tell the class that when you witness bullying, you WILL intervene to keep the classroom a safe and friendly place to learn Preventing Classroom Bullying: What Teachers Can Do. Wright, Jim. April 2004. Intervention Central. 1 Feb. 2012. http://www.jimwrightonline.com/pdfdocs/bully/bullyBooklet.pdf

16. Talking Tips to Build a Connection “Have you made some new friends at school this year? Who are they? Who do you hang out with?” “Who do you sit with at lunch and on the bus?“ "Are there any kids at school who you really don’t like? Why don’t you like them? Do they ever bother you or leave you out of things?“ “Are you a member of any social networking sites? What kinds of things are posted and discussed on these sites? Does an adult supervise your use of these sites?” “What is it like here at [name of school]?” “What’s the feeling or climate like here? Describe it?” “Tell me some things that teachers or other adults do that make student relationships better.” “How does bullying affect young people?” Hoover, J. & Oliver, R. (1996). The Bullying Prevention Handbook: A Guide for Principals, Teachers, and Counselors. Bloomington: National Educational Service

17. What Counselors Can Do Conduct a survey of your students about the location of bullying at your school Share results with staff, highlighting areas where students report bullying most often occurs. There is no stronger DATA than ones your students provide!

18. TOP locations for Bullying at Irving Middle School

19. What Teachers Can Do Make your presence known– when kids see you, they are less likely or able to bully Post clear, specific rules against bullying behaviors “No Bullying” is not enough- name the behaviors & consequences Develop positive relationships with students. This encourages reporting of bullying and also can affect the decision of a student to bully another… accountability!

20. What Teachers Can Do • Incorporate classroom activities designed to build self-esteem and spotlight individual talents, interests, and abilities • Report incidents to administrators and counselors immediately • Show consistency in consequence • Incorporate discussions on empathy, bullying, individuality, and character within lessons • Collaborate with your School Counselor to have classroom lessons • Get to know your parents and keep lines of communication open- both good and bad

21. What Teachers Can Do It’s best to confront bullying behavior privately; it helps avoid the power-struggle, allows for conversation without embarrassment, and reduces the likelihood of the bully ‘playing’ to the audience (class) Don’t assume it is just the administration’s or counselor’s job to address bullying; it is a SCHOOL and COMMUNITY effort.

22. Adolescent Depression Statistics reported based on: Madison, Alexandra. Healthy Place: America’s Mental Health Channel. Depression in School: A Student’s Trial. 8 January 2009. Web. 10 February 2012. <http://www.healthyplace.com/depression/articles/depression-in-school-a-students-trial/> Robers, S., Zhang, J., and Truman, J. (2010). Indicators of School Crime and Safety: 2010 (NCES 2011-002/NCJ 230812). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, DC. Web. 10 February 2012. Smith, Melinda , Suzanne Barston, and Jeanne Segal. Help Guide. Teen Depression: A Guide for Parents and Teachers, January 2012. Web. 10 February 2012. <http://helpguide.org/mental/depression_teen.htm>

23. Statistics 11% of adolescents have a Depressive Disorder by the time they reach 18 years old. Depressions affects more girls than boys Risk for depression increases as children age

24. Statistics BIG JUMP!

25. Statistics According to the World Health Organization, major depressive disorder is the leading cause of disability among Americans age 15 to 44.

26. What to Look For at School Children who are depressed may complain of feeling sick, refuse to go to school, cling to a parent or caregiver, or worry excessively that a parent may die. Older children and teens may sulk, get into trouble at school, be negative or grouchy, or feel misunderstood.

27. Signs and Symptoms • Sadness or hopelessness • Irritability, anger, or hostility • Tearfulness or frequent crying • Withdrawal from friends and family • Loss of interest in activities • Changes in eating and sleeping habits • Restlessness and agitation • Feelings of worthlessness and guilt • Lack of enthusiasm and motivation • Fatigue or lack of energy • Difficulty concentrating • Thoughts of death or suicide Consider frequency, duration, and length of time signs have been present

28. All Depression is Not Created Equally http://helpguide.org/mental/depression_teen.htm

29. Tips for Talking to Teens

30. Tips for Teachers Trust your instincts Alert a mental health professional if you suspect the student may be at harm for or participating in self-injurious behavior or is suicidal

31. Tips for Teachers Three tips for dealing with students who are depressed in the classroom: • Don't ignore depressed students. It shows that you don't care and invites the students to give up, guaranteeing their failure. Draw them out in class discussion and do whatever it takes to stimulate their minds so that they don't, in turn, learn to ignore you. • Let them know that you care, but without getting too personal. Help them to update any missing assignments, or set up extra study time - whether they accept your efforts or not all depends upon the severity of the depression . The fact that you've proven you care can make all the difference in the world. • Never give up on the student - regardless of how long they haven't wanted to put forth any effort in your class. Students can tell when a teacher no longer believes in them and expects them to fail, and it only ends up making the situation worse than necessary. http://www.healthyplace.com/depression/articles/depression-in-school-a-students-trial/

32. Adolescent Self-Harm

33. Self-Harm Explained Types of Self-Harm • Cutting • Burning • Picking at a scab • Hair-pulling • Bone-breaking • Head-banging About Self-Harm • Used as a coping mechanism to deal with stress/negative emotions • Releases endorphins & person experiences a pleasurable sensation • Cutting serves as an escape from unpleasant thoughts • Produces a high that can be addictive & lead to deeper pain • Wrists, lower legs, arms, and ankles are most common place • Cutting is rarely done to gain attention • Many students consider their self-harm to be a shameful secret and dread the consequences of discovery Bierma, J. (2002). Cutting: A Growing Problem. ASCA School Counselor. http://schoolcounselor.membershipsoftware.org/article_content.asp?article=921

34. Self-Harm Statistics • Percentage of U.S. population that cuts: 1% • Estimated rates among adolescents is 4%-13% • Increase in cutting over past four years: 30% • Typical characteristics of person who cuts: • 75% of cutters are female • Adolescent boys are cutting more each year. • Typically starts during teen years and commonly lasts until people reach their 30s without treatment. Bierma, J. (2002). Cutting: A Growing Problem. ASCA School Counselor. http://schoolcounselor.membershipsoftware.org/article_content.asp?article=921

35. The Critical Role of Teachers “If adults develop a clearer understanding of self-mutilation and the needs of students who engage in those behaviors, perhaps they will be able to assist students in need more effectively and with less judgment.” Moyer, M. & Nelson, K.W. (2010). Investigating and Understanding Self-Mutilation: The Student Voice. Professional School Counseling, 11, 42-48.

36. Signs to Look for in the Classroom • Clothing • bracelets, gloves, wrist bands, long sleeves in the summer • Difficulty expressing emotions • You may notice cuts or bruises that are always accompanied by excuses that don’t seem to fit • Low Self Esteem • Items to watch out for: • razors, knives, scissors, lighters, & safety pins

37. Strategies for a Supportive Approach • The TONE of your response can be equally, or even more important than your actual words • The goal is to respond in a calm, non-judgmental fashion • Express that you want to aid them in getting help • Be empathic with the student • Remember, the self-abuser may be feeling shame and you do not want to further this shame • DO NOT reprimand or send the student to the principal as a behavioral problem. • Inform school counselor or school mental health professionals • Self-injurers may see themselves as being invisible so ignoring the behavior only validates this belief, possibly causing them to become even more dangerous to themselves. • Focus on the underlying feelings and issues rather than focusing on the behavior itself Self-Injury: A Manual for School Professionals 2007. S.A.F.E. Alternatives: Self Abuse Finally Ends. 26 Feb. 2012.http://www.selfinjury.com/schools/

38. Tips to Talk to Teens "I've noticed injuries that appear to be self-inflicted, I care about why you might be doing that" OR “ It appears you have hurt yourself, do you want to talk about it?” OR “I want to listen and get you the help you need right now.”

39. Staff Feedback • We used a Google form to get feedback from our teachers • Here’s a sample of the questionnaire that we created: GOOGLE FORM • We had the link available on Blackboard, but you can also e-mail it out to staff members

40. Closing Activity As a result of today’s session, what are the benefits of this kind of presentation in two words or less. Let's Sum it Up

41. We hope you enjoyed the presentation THANK YOU!!!!!!!! Please e-mail us if you would like a copy of this presentation schiffsj@fcps.edu or besamuelson@fcps.edu