Welcome

Welcome!

Emotional Well-being and the Referral Process

Presented by:

Christy Maeker, M.Ed. Director of Counseling

Edie White, M.Ed. Bullying Prevention Coordinator

Anne McHale-Miller, LMSW Social Worker

ObjectivesParticipants will have an understanding of:

• The prevalence and stigma of mental health.• The definition of emotional well-being and how it impacts

overall health.• The relationship between emotional well-being and

academic success.• The role of the school and the parent for collaboration in

supporting the emotional well-being of students. • The Katy ISD referral process and how to access supports

for students in school.

Identifying Stigma and Beliefs of Mental Health

Statistics• 1 in 6 school-aged children experience impairments in life functioning

due to a mental health concern.

• Half of mental illnesses emerge during or before adolescence, and three-quarters emerge before the age of 25.

• Suicide is the 3rd leading cause of death in youth ages 10-24. • 90% of those who died by suicide had an underlying mental health condition.

• 37% of students age 14 or older with a mental health condition drop out of high school.

• 70% of youth in state and local juvenile justice system have a mental illness.

• 1 in 4 children have experienced a traumatic event.

• Nearly 50% the of youth ages 8-15 DID NOT receive mental health services in previous year.

Mental Health vs. Mental Illness

Mental Health• Includes our emotional,

psychological and social well-being

• Impacts how we think, feel and act

• Determines how we handle stress, relate to others and make healthy choices

Mental Illness• A medical diagnosis that affects a

person’s thinking, feeling, mood or behavior

• Impacts a persons ability to function and causes marked distress

• A disruption in normal thinking, feeling, mood, behavior, interpersonal interactions, or daily functioning

The World Health Organization defines mental health as:

A “state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community.”

What are some things that impact our children’s emotional well-being?

• Relationships• Extracurricular

involvement• Academic

expectations• Social media• Family dynamics• Mental health

• Homelessness• Substance abuse• Incarceration of

self or loved one• Chronic illness• Natural disaster• Traumatic

experience• Bullying

Adverse Childhood Experiences Study (ACES) • Study done in the late 90’s that identified a link between

childhood trauma/experience and chronic health diseases people develop as adults as well as social/emotional problems.

• 17,500 participants (54% were female and 46% were male)• 67% of participants identified at least one ACE

• 1 in 5 participants reported 3 or more ACE’s

• Questions related to 10 types of childhood trauma were asked:• 5 are personal and 5 are related to family/environment.

• The National Traumatic Stress Network says • 47.9% of kids are dealing with trauma.

• 25% of those kids had traumas before the age of 4.

Stress Subtypes

Acute Stress• The most common form

of stress

• Short term stress that comes from obvious triggers

• The “normal” response or reaction to stress and even a traumatic event

• Response lasts 4-6 weeks

Toxic Stress• Exaggerated and

prolonged stress

• Chronic

• Response is beyond 4-6 weeks and can last for years

Stress Response System

Our amygdala is our smoke alarm!

The first thing we do is FLOCK

FLIGHT (flee)

*If successful=Completion and Balance

If escape is not successful we try to…

FIGHT *If successful=Completion and Balance

If neither is successful we will continue to fight or flight until exhaustion (fold) or we will

FREEZE

My Stress Response

0

1

2

3

4

5

6

Giving a Presentation My Dog Eating my Wall Family Dinner AC Breaking

My Stress Level Regulated

STRESS

VULNERABILITY

• Unpredictable

• Severe

• Prolonged

RESILIENCY

• Predictable

• Moderate

• Controlled

“We know that the roots of resilience begin with being understood by and existing positively in the mind of a self-possessed and calming, regulated “other”. Having this calming relationship helps us feel safe and confident.”

-Dr. Bruce Perry

Relational Neurobiology

• Human beings are a relational species.

• “What’s true of them, is true of us.” -Dr. Joe Hendershott

• We have to take care of ourselves in order to take care of others.

• The typical American is spending 11 hours a day interacting with some technology or electronic device.

• The best way to reason with someone is to connect with them.

• Relational poverty, the lack of relationships, is just as impactful as our ACE score.

• Empathy drives connection.

Orchid and Dandelion Theory

Internalizing Behaviors

• Withdrawal

• Isolation

• Anxiety

• Depression/mood changes

• Somatic complaints

• Poor appetite or over eating

• Insomnia or hypersomnia

• Diminished interest/pleasure in activities

• Fatigue/loss of energy nearly every day

• Diminished ability to think or concentrate

Externalizing Behaviors

• Disrespectful

• Breaks rules

• Inattentive

• Aggressive

• Frequent temper outbursts

• Excessive stubbornness

• Very fidgety

• Runs or climbs excessively when not appropriate

• Unwilling or unable to follow directions

What Can Parents Do?

• Take care of your own mental health.

• Help reduce the stigma of emotional well-being and mental health.

• Communication is key!

• Avoid the temptation to minimize a problem or deny potential problems.

What Can Parents Do?• Active Listening

• Be sensitive and attuned; not reactive.

• Take your child seriously.

• Be present with your children; encourage social media breaks.

• Be aware of significant changes in your child’s behavior or demeanor.

• If your child won’t open up to you and you have noticed changes or have concerns, contact the school counselor or seek outside support from other professionals.

“The more we click on this type of gossip, the more we

get numb to the human lives behind it. The more

numb we get, the more we click…..The more accepted

it is, the more we will see cyberbullying….This behavior

is a symptom of the culture we created.”

Monica Lewinsky

Impact of Bullying on Emotional Well-being

• Lack confidence and lower self-esteem

• Feel disconnected from school and relationships

• Decreased concentration and/or academic performance

• Lose interest in activities once enjoyable

• Sad, lonely, isolated

• Depression

• Nightmares or issues sleeping

• Eating disorders

• Lack quality relationships

• Anxiety or panic attacks

• Self-harm

• Suicidal thoughts and/or attempts

The Importance of Emotional Well-being• Data show that a lack of emotional support causes

students to have more difficulty in school, both academically and behaviorally.

• In supporting students’ emotional well-being, we support the whole child, thus creating a healthier, safer, more productive learning environment.

• Emotional well-being positively impacts the student’s capacity for learning and increases empathy.

• Empathy positively influences behavior, thus resulting in decreased incidents of disciplinary infractions, including bullying.

District-wide Training

• Annual mandatory trainings for all Katy ISD staff members• Mental Health• Recognizing Students in Distress • Child Abuse/Neglect

• Ongoing, specialized professional development training for school counselors, social worker, and LSSPs throughout the year

• Trauma-informed practitioner certifications

Available Resources

• Access to School Counselor

• Character Education

• Safety Net

• Katy Connect

• Response to Intervention

• Extracurricular activities, clubs, service organizations

• Mentors

• Bullying Tip Line

Helping Professionals

42 Elementary Counselors

45 Junior High Counselors

55 High School Counselors

47 Licensed Specialists in School Psychology (LSSPs)

1 Social Worker

1 Coordinator for Bullying Prevention

1 Student Support Specialist

Varying Types of Crises

The Referral Process

Recognize Student Concern

Contact School Counselor

School Counselor Meets with Student to Address Concern

Counselor Interventions

School Counselor

Conduct Risk

Assessment

Recommend Outside

Resources Involve Additional District Personnel

Individual Counseling

Recommend Counseling Group

If a Student Appears to Be a Risk to Self or Others

The school staff member will:

1. Contact the school counselor immediately.

2. Do not leave the student alone or without the supervision of a responsible adult.

3. Escort the student to the school counselor’s office.

4. Wait with the student until you have contacted the counselor.

5. Do not leave the student alone or allow him or her to leave the counselor’s office without a responsible adult.

Imminent Risk of Harm

• Conduct a risk assessment

• Identify level of threat: low, medium or high

• Contact parent

• Involve additional personnel if warranted

• Student is always supervised by an adult

• Outside resources provided to the parent

• Follow up with student

Welcome

Thank You!

References• American Association of Suicidology. (2006). Suicide in the USA. Retrieved from

http://www.suicidology.org/associations/1045/files/SuicideI nTheUS.pdf

• Anti-Bullying Alliance. (2015, November). Focus on Bullying and Mental Health. Retrieved from https://www.anti-bullyingalliance.org.uk/sites/default/files/field/attachment/ABA-mental-health-briefing-Nov-15.pdf

• Brown, Brene (2013, December 10). Brene Brown on Empathy [video file]. Retrieved from https://www.youtube.com/watch?v=1Evwgu369Jw

• Burke Harris, N. [TED Talk]. (2014). How childhood trauma affects health across a lifetime [video file] Retrieved from https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=en

• Center for Disease Control and Prevention (2018) Retrieved from https://www.cdc.gov/mentalhealth/index.htm

• Centers for Disease Control and Prevention. (2014, April). The Relationship Between Bullying and Suicide: What We Know and What it Means for Schools. Retrieved from https://www.cdc.gov/violenceprevention/pdf/bullying-suicide-translation-final-a.pdf

References• Centers for Disease Control and Prevention. (2017). Preventing Bullying. Retrieved from

https://www.cdc.gov/violenceprevention/pdf/bullying- factsheet.pdf

• Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., . . . Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245-258.

• Hendershott, J. (2013) Reaching the Wounded Student. New York, NY: Routledge.

• Juhnke, G. A., Granello, P. F., & Lebrón-Striker, M.A. (2007). IS PATH WARM? A suicide assessment mnemonic for counselors (ACAPCD-03). Alexandria, VA: American Counseling Association.

• Katy ISD [KISDcommunications]. (2018, August 8). How to Report Bullying [video file]. Retrieved from https://www.youtube.com/watch?v=KBUrkoC06Pk

• Lewinsky, M. [TED Talk]. (2015). The Price of Shame [video file]. Retrieved from https://www.ted.com/talks/monica_lewinsky_the_price_of_shame?language=en

• National Alliance on Mental Illness (NAMI): Mental Health by the Numbers. Retrieved from https://www.nami.org/Learn-More/Mental-Health-By-the-Numbers

References• National Child Traumatic Stress Network. (n.d.). Trauma types. Retrieved

from www.nctsn.org/what-is-child-trauma/trauma-types.

• National Institute for Trauma and Loss in Children. (https://www.starr.org/training/tlc)

• Pacer’s National Bullying Prevention Center. (2016). Bullying and Harassment of Students with Disabilities. Retrieved from http://www.pacer.org/bullying/resources/students-with-disabilities/

• Perry, B.D., (The ChildTrauma Academy). (2013) 1: The Human Brain [Video webcast]. In Seven Slide Series. Retrieved from https://www.youtube.com/watch?v=uOsgDkeH52o

• Perry, B., & Szalavitz, M. (2010). Born for love: Why empathy is essential and endangered.New York: William Morrow Books.

• Perry, B. D., & Szalavitz, M. (2008). The boy who was raised as a dog: And other stories from a child psychiatrist's notebook : what traumatized children can teach us about loss, love, and healing. New York: Basic Books.