Identify strategies to support social and emotional learning
The Topic is: Effective Communication
Abstract Model/Format
Opening Ritual
Content/Engaging Activities
Closing Ritual
Audience:
Title:
Brief Description:
3-4 Learning Objectives (Participants will)
What will the participants learn
Main Points that will be addressed in the presentation
Consider:
National models in school mental health
Research articles that support the training content
Is anyone else in the District doing this?
SAMPLE OUTLINE (PLEASE REMEMBER THAT THIS IS A GUIDE )
Title: Mental Health 101: Guide to student re-entry and support planning
Description
Mental health and school success are closely linked. Attendees will gain insight into the role of school and District support personnel and learn strategies to address re-entry, support planning after hospitalization and transition planning for students.
Objectives
Attendees will:
Explore the collaborative roles of school-based crisis teams, Mobile Response Team and C.A.P.E. Team
Identify strategies to support social and emotional learning
Learn Trauma-Sensitive Practices
Explore District (ART, BRT, ESE Contact, School Counselor, School Psychologist, Family Counselor) and Community Resources (Behavioral Health Agreement)
Target Audience
School and District administrators, school counselors, school psychologists, family counselors, school-based team leaders, social service team leaders, behavioral health resource teachers, social service facilitators, and classroom teachers.
Outline
Opening Ritual
Role of C.A.P.E. Team
Re-entry is when the student who returns to school after hospitalization or residential placement for a mental or behavioral health concerns
Strategies for Re-entry Planning
Convene School Based Team (i.e. identified school personnel, parents, the student if applicable, therapist, case manager)
Receive the student warmly, continue with regular academic day
Identify point-person to support student
Conduct meetings with strengths and mental health lens
Emphasize that hospitalization goal is to stabilize, not fix
Set a clear plan for addressing absence and missed work, and allow for adjustments in classwork/homework upon return
Implement daily check-ins with youth
Provide regular feedback to the caregiver on child’s adjustment back to school
Ensure that referrals for ongoing mental health services are in place
Schedule follow-up meeting to check on the status of implementation of the plan
Student Safety Plan is an individualized plan created to empower and support a student who is at risk of harm to self or others.
Warning Signs (Thoughts/Feelings/Mood, Situations, and Behaviors)
Coping Skills (Healthy ways to work through the problem; internal versus external coping skills)
Support Team (People the student trust to assist them when in crisis)
24-hour crisis numbers
School Support Plan is an individualized plan to support students experiencing a mild mental or behavioral health challenges, and/or to address lower level, chronic, escalating or problematic behavior.
Behavioral Contract
De-escalation Strategies
Calm Down Corner
Safe place
Check-in/out
Preferred adult
CHAMPS Strategies
Transition Plan is an established plan where schools communicate and collaborate to discuss students with a mental or behavioral health concerns
School to School
Level to Level
Elementary to Middle School
Middle School to High School
High School to Postsecondary (exit meeting with parent)
Activity-provide participants with a checklist and have them role play and create a re-entry plan, safety, support plan, transition plan
Takeaways (Re-entry Plan, Support Plan, Transition Plan)
Closing Ritual
Answer preview to identify strategies to support social and emotional learning
APA
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