How Does This Work? Mental Health & Your School Counselor A - PowerPoint PPT Presentation

How Does This Work? Mental Health & Your School Counselor A Brief Discussion NYS PTA/GoGuardian Mental Health Conference Dr. Robert Rotunda NYSSCA Executive Director December 10, 2019

Workshop Goals • Background • School Counseling Regulations • Social Emotional Benchmarks • Mental Health Regulations • How does that work in Schools? • MTSS (Multitiered Systems of Support (formerly RTI(response to Intervention)) • School counseling programs • School counselor activities • Some sample programs

IT IS ALL BETTER THAN GOOD! ASCA MODEL

I. N NYSED C Commis issio ioner’s Regulatio tion Part 1 t 100.2 .2(j) j) Implem emen ented S September 2019 19 Old Regulations New Regulations Program Delivery K-5 Assist students with academic concerns, e.g. attendance & behavior Program Delivery 6-8 Annual individual Progress Review by a certified school counselor Assist students with academic concerns, e.g. Program Delivery 9-12 attendance & behavior Annual individual Progress Review by a certified school counselor Assist students with academic concerns Program Delivery 6-12 Program Delivery K-5 Information on college and careers Information on college and careers

I. N NYSED C Commis issio ioner’s Regulatio tion Part 1 t 100.2 .2(j) j) To B Be I Implem emen ented ed by S September 2019 Old Regulations Program Delivery K-12 Direct & Indirect services to students (e.g. advising, individual & group counseling, consultation, referral) New Regulations Program Delivery K-12 Core Curriculum Instruction provided by certified school counselors in college/career, social/emotional and academic skills development based on multiple student competencies

I. N NYSED SED Co Commissioner’s R Regulation Par art t 100. 0.2(j) Implemented Se d Septe tembe ber 2 2019 19 New Regulations Program Accountability K-12 Referral to properly licensed/certified PPS as appropriate for more targeted supports Program Accountability K-12 Advisory Council Program Accountability K-12 All students have access to a certified school counselor and the school counseling program Program Accountability K-12 Annual program outcomes report to Board of Education Program Accountability K-12 School and District plans posted on district website

II. N NYSED SED Soc Social Emot Emotion onal B Benc nchm hmarks Relea ease sed A August st 2018 18 To enable students to take full advantage of educational opportunities throughout their school experience in grades K-12 and, equally important, to prepare them for college and/or career, the School Climate and Student Engagement Workgroup of the New York State Safe Schools Task Force have identified the following goals to guide SEL benchmarks for New York State schools:

II. N NYSED SED Soc Social Emot Emotion onal B Benc nchm hmarks Relea ease sed A August st 2018 18 SEL GOALS Develop self-awareness & Self-management The Goals K-12 of SEL are provided for skills essential to success in school and in life. voluntary use at: 1. the early elementary (K-3) Use social awareness and interpersonal skills to 2. late elementary (4-5) establish and maintain positive relationships. 3. middle school (6-8) Demonstrate Ethical Decision-making skills & 4. early high school (9-10) Responsible Behaviors in personal, school, and 5. late high school (11-12) community contexts.

II. N NYSED SED Soc Social Emot Emotion onal B Benc nchm hmarks Relea ease sed A August st 2018 18

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success adopted May 2018 http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/continuumofwellbeingguide.pdf According to the World Health Organization (WHO), mental health is defined as a state of well-being in which every individual realizes their own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to their community. Fully embracing this definition requires a cultural shift that views mental health as an integral part of overall health. According to the Centers for Disease Control and Prevention (CDC), focusing on establishing healthy behaviors during childhood is more effective than trying to change unhealthy behaviors during adulthood.”

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success adopted May 2018 Creation on functional knowledge, and scope and sequence for mental health at elementary, intermediate and commencement levels Scope and Sequence – increasing knowledge and skills in a sequential order over time Functional Knowledge – useable, applicable and relevant Seven Developmental Personal and Social Skills : 1. Personal and Social skills 2. Decision making 3. Communication 4. Self-management 5. Relationship 6. Advocacy 7. Planning & Goal Setting

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success Effective July 1, 2018 http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/continuumofwellbeingguide.pdf L EARNI NG O BJECT VES NING CTIVE FROM NYSED M ENTAL H EALTH E DUCATION S TANDARDS BRAND NEW comprehensive guide to support new health education requirement to include mental health wellness in K-12 curriculum. ALSO Includes recommendations for district-wide approaches

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success Effective July 1, 2018 http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/continuumofwellbeingguide.pdf Health Education in Schools 1. Mental Health Instruction for Classroom Identifying functional knowledge as well as scope and sequencing strategies, and methods 2. Multiple Dimensions of Mental Health Cultural shift emphasizing mental health is an integral part of overall health on a continuum of well-being and more than illness/disease. 3. Mental Health Resources for Schools, Facilitating relationships between schools and Students, Families communities within school-based structures, county resources, staff and parent education; and topics to discuss when collaborating with community agencies

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success Effective July 1, 2018 http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/continuumofwellbeingguide.pdf Health Education in Schools 4. Creating and Supporting a Positive School Supporting mental health well-being with a Climate coordinated approach, while remaining sensitive to the identified mental needs of students and families. Decrease stigma and increase mental health awareness, knowledge and understanding 5. Implementation Leverage school, community and family partnerships to build upon existing policies, structures and resources to increase capacity and develop a sustainable structure

NYS Framework of Mental Health Education Instruction

NYS Framework of Mental Health Education Instruction

NYS Framework of Mental Health Education Instruction

Lea earning O g Obj bjec ectives s from the NYSED Mental Health Education Standards 18

ASCA Mind Set

MHANYS (Mental Health Association of NYS) • MHANYS White Paper re: Mental Health Education in Schools

IT IS ALL BETTER THAN GOOD! LET’S TALK ABOUT HOW SCHOOL COUNSELORS ARE DESIGNING PROGRAMS TO ADDRESS THESE INITIATIVES

Parents ts and School C Counselors: Partners for r St Student Su Succes ess

MTSS D ELIVERY Multi-Tiered System of Supports • Home visits ~5% • Academic • Individual counseling Tier 3 advisement FEW • Referral for outside services • Individual Specialized, student planning individual students • Group counseling • Grade level core • Peer helper programs Effective for ~15% curriculum • Parent/teacher/ SOME instruction K-12 Tier 2 student conferences • Annual progress Targeted, groups of students review 6-12 Effective for ~80% of students ALL Tier 1 School-wide, accessed by all students Screening, instruction and prevention focused New York State School Counselor Association c. 2018 23

How do we put our systems in a multitiered level of support program?

D ELIVERY • Direct services: Tier 1, 2 & 3 • responsive services, crisis response, group, individual, appraisal, assessment, advisement, developing post-HS plans, encourage parental involvement  Review assessments & interventions used  Use evidence-based interventions where available  Develop consistency among counselors New York State School Counselor Association c. 2018 25

D ELIVERY • Use Evidence-based Programs: • Evidence-based means that the intervention has strong research - randomized control trial (RCT) or quasi-experimental (QE) - indicating that students who participate in the intervention change more than those who do not. Carey Dimmitt, Univ of Mass Amherst New York State School Counselor Association c. 2018 26