ORGANIZATIONAL CONDITIONS
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1 Hamilton-Wentworth Catholic District School Board Mental Health Action Plan Strategic Theme ORGANIZATIONAL CONDITIONS Priority Areas Rationale for Area of Focus Key Activities Needed Resources Responsibility 1. Commitment Child and youth mental health continues to be a major priority within the HWCDSB. The three key priority areas for : Anxiety Management Substance Use/Addiction Education Student Engagement The Mental Health Lead (MHL) will provide regular updates regarding mental health initiatives and progress to the Board of Trustees (via RFI) The Mental Health (MH) Steering (meets twice annually) analyzes the information presented by the MHL and provides feedback in determining the following year s plan (determining initiatives and monitors progress next steps) School Administration and school Mental Health and Addiction Leadership will continue to commit to the tiered support model and support staff in understanding how to implement this model School administration to attend Professional Development sessions for school Mental Health and Addictions Leadership School administration to support staff in attending Professional Development sessions for school Mental Dedicated budget for mental health initiatives (Kids Have Stress Too/Stress Lessons, WITS, Safe Talk, ASIST, other programs that may be implemented, supply coverage/presenters for school Mental Health and Addictions Leadership ) Clerical support Printed materials presentation slides, workshop materials, etc. Coordination of system calendar to support Professional Development for school Mental Health and Relevant materials to be updated to the Student Support Hand in mysite Board of Trustees Manager of Social Work Social Workers Student Support Services Special Education Resource Teachers Student Success Teachers Chaplains Principals and Vice- Principals Mental Health Steering Mental Health Advisory Senior Administration Appendix A
2 Health and Addictions Leadership Co-ordinated effort and regular communication between MHL and Employee Assistance Counsellor and Respectful Workplace Advisor. Commitment to staff well-being in order to best support student well-being Inclusion of MH and Addictions topics during PA Day Professional Development. Allocated time on PA Day Professional Development 2. Mental Health Leadership (school level) 3. Clear and Focused Vision It is critical to have mental health school leadership teams for developing and implementing the Mental Health and Addiction Strategy and Action Plan The Action Plan is aligned with key principles of School Mental Health ASSIST including prevention, curriculum links, evidence-based practices and ongoing collaboration with community partners All school Mental Health and s are focused on the three key priorities. School Mental Health and Addiction Leadership will continue to meet four times per school year (2 per semester) half-days as per team feedback for professional development and planning. School teams are asked to share information gathered from these meetings with their school staff during a staff meeting. Implementation of three key priority areas for : Anxiety Management: Professional development opportunities will be provided to the school Mental Health and Addiction Leadership in order determine capacity and to create a shared understanding of best practices for managing anxiety. School teams will also learn basic anxiety Allocated budget for meetings (including fees associated with supply coverage, guest speakers and materials) Continued focus on the board Mental Health Action Plan to drive school vision and decisions. Consistent attendance at the school Mental Health Addiction Leadership Team meetings both centrally (4 times for ) and locally at the school level. Principals Principals Addiction Leadership Mental Health Steering Mental Health Advisory
3 To ensure that this clear and focused vision is aligned with the MYSP and BIPSA management strategies through an online program called, Kids Have Stress Too and Stress Lessons. Social work services will receive training in Cognitive Behavioural Therapy (CBT), which is an evidenced-based program for treating anxiety Allocated budget for training opportunities Substance Use and Addiction: Professional development opportunities will be provided to School Mental Health and Addiction Leadership Team in order to determine capacity and to develop a shared understanding of concurrent disorders and referral pathways for substance use/abuse treatment and support Social Workers will also receive training on assessment, intervention and the referral process through Alternatives for Youth. 4. Shared Language To continue to ensure all board staff are aware of the MH and Addictions Peer Mentorship: As a result of student voice, the HWCDSB will be reviewing potential peer mentorship models. Jack Talks is one program that will be considered as it is a national network that encourages and enables young people to become leaders in the mental health conversation. MHL attendance at key meetings, including but limited Time on agendas Principals
4 5. Assessment of Initial Capacity Strategy; specifically, the three key priority areas for which include: Anxiety Management Substance Use/Addiction Education Student Engagement To continue to promote the use of shared language in the appropriate setting To continue capacity building of classroom strategies as outlined in Supporting Minds Assessment of a Catholic school climate (welcoming, belonging, inclusive) through standardized surveys to: Principals Family of School meetings, General Principals meetings, Vice Principal Council, Social Work meetings and SERT meetings to disseminate pertinent information including key concepts and common language (to ensure a shared understanding) Ensure that the information shared at these meetings is conveyed to staff at the school level (e.g.: requesting that principals share information at staff meetings, Catholic School Council meetings and ensuring that resources on the online portal are shared) The Early Development Instrument (EDI), Middle Years Development Instrument (MDI) and Tell Them From Me surveys to be reviewed by the Mental Health Lead for ongoing evaluation of school climate/student experience. Supporting Minds Document Continue to centralize resources on the online portal (mysite - >Student Support Services - >Mental Health) Students Staff Mental Health Steering Relevant themes and patterns to be reviewed with school administration, and the Mental Health and Addiction Leadership to be incorporated in their school plans and implementation. Time of agendas 6. Standard Processes Continue to develop standard processes and protocols to enhance Continuous review of the Life Promotion and Suicide Prevention, Intervention and
5 consistency of practice across all schools Postvention Protocol to be used as a standard tool across all schools. Continue to work with community partners to establish clear pathways for vulnerable students to, from and through care Open and collaborative dialogue with community partners in order to establish clear pathways to care Continue to reinforce the use of the School Mental Health ASSIST Decision Support Tool Decision Support Tool 7. Systematic Professional Development To support system mental health awareness, literacy, and expertise that consistent with each staff member s role (e.g.: teachers would need in depth mental health literacy in order to support students) Provide appropriate depth of mental health awareness to stakeholders through professional development opportunities Ensure knowledge and use of the Decision Support Tool with specific groups Training on the use of the Decision Support Tool Copies of Decision Support Tool Provide safetalk and ASIST training to school staff. Training opportunities are available twice per school year. 8. Mental Health Strategy and Action Plan To establish coherence and alignment in all schools Post up to date information on the Mental Health and Addiction Strategy and Action Plan posted on both the board and school websites
6 9. Broad Collaboration To continue to foster community collaboration in order to support school environments and to allow students to know where to turn to if they experience difficulties To create safe, inclusive and caring Catholic school environments To increase collaboration between students/parents and the board MH initiatives (both at the school and board level) Create posters to identify trained staff members in both safetalk and ASIST Continue to collaborate with McMaster Children s Hospital regarding standardized processes to support students who have attended hospital related to a mental health crisis (Pathway to Care) Work with our Lead Agency: Lynwood Charlton and other partnerships Include student representatives at the Mental Health Advisory meetings. Increase collaboration with Catholic Parent Councils Cathedral Student Expertise IT Partnership with McMaster Children s Hospital attendance at pathway to care meetings School staff to identify student representatives interested in being a part of the Mental Health Advisory IT Principals Mental Health Advisory Students Parents MH Lead Agency: Lynwood Charlton 10. Ongoing Quality Monitoring Review data in order to establish direction and action for all schools Completion of the School Mental Health ASSIST Board Scan (Part 1 and Part 2) School Climate Surveys (EDI, MDI and Tell Them From Me) Completion and submission of School Climate Surveys by board staff, students, and parents Principals Mental Health Steering Mental Health Advisory Teachers Students Parents
7 Strategic Theme Priority Area Key Activities/Area of Focus Key Activities Needed Resources Responsibility School Administrators School Mental Health and Addictions Leadership Continue to offer professional development pertaining to three key priority areas for Continue to participate in professional development pertaining to three key priority areas for Feedback from school Mental Health and indicated, and as outlined in the Action Plan, the following activities as a focus: Tier 1 students (promotion) Support staff mental health Professional development opportunities teachers and educational assistants Concrete and simple anxiety management strategies Attend regular General Principal Meetings on the three key priority areas Offer professional development opportunities pertaining to anxiety management and substance use/concurrent disorders Appropriate personnel (internal and community partners) to facilitate ongoing tiered mental health literacy training to all staff Standing item for mental health as needed on the GPM agenda Principals to ensure that mental mealth is a standing item on their agenda for staff meetings Training sessions offered as per PD plan Education through community partners &/or School Mental Health ASSIST of Education Principals Community Partners
8 School Staff School staff will be invited to participate in safetalk and ASIST training at the system level School staff to be informed by the Mental Health and Addictions Leadership regarding pertinent topics reviewed at the system meetings Participation in professional development opportunities pertaining to anxiety management and substance use/concurrent disorders Continued use of board and community safetalk and ASIST trainers Training sessions offered as per PA Day plan Community Partners School Staff Parent Engagement Continue to implement the school s Bullying Prevention, Intervention and Follow Up Plan Provide opportunities for mental health literacy for parents Continue to support school Mental Health Addiction Leadership in providing opportunities for mental health literacy for parents Continue to develop partnerships with Ron Joyce Children s Centre, Community Education Service (CES) programs (child and parent groups) Community Education Service to facilitate mental health education groups with parents within each Family of Schools School Administrators Ron Joyce Children s Centre Catholic School Council
9 Strategic Theme SPECIFIC POPULATIONS Priority Area Rationale for Area of Focus Key Activities Needed Resources Responsibility Support for students who identify as LGBTQ2S+ Early Years Population Indigenous Population Equal Opportunities Schools All schools should have a positive space for LGBTQ2S+ students (e.g. physical space within school, group, club etc.) To provide strategies to build on social emotional learning Partnerships with the Indigenous community and Aboriginal Health Centre Strong correlation between low socioeconomic status and mental illness Ongoing collaboration with Religion and Family Life Program Leader Promote Tools for Life training MHL to maintain representation on Early Years Leadership MHL to continue to attend Indigenous Education Advisory Council meetings and events To identify gaps and support self-identification Assist with providing/advocating for necessary community services Religion and Faith Life Program Leader to provide updated resources Provide release for staff to be trained in Tools for Life Collaboration with various stakeholder groups Collaboration with school administrators, Consultant, Superintendent and Assistant Superintendent of Education Manager of Social Work Mental Health and Religion and Family Life Program Leader Superintendent - Early Years Early Years Consultant School Administrators Equal Opportunities Consultant Mental Health and Indigenous Education Advisory Council Nya:weh Indigenous Advisory Equal Opportunities Consultant
10 Promote collaboration and ongoing partnerships Superintendent of Equal Opportunities Schools Support funding for additional resources EO Mental Health and EO School Administrators Superintendent Equal Opportunities Schools Strategic Theme HWCDSB Program(s)/Priority Area Responsibility/Key Contact 1. PREVNet Bullying Prevention and Intervention Toolkit Mental Health Lead IMPLEMENTATION OF EVIDENCE BASED MENTAL HEALTH PROMOTION and PREVENTION PROGRAM 2. Tools for Life Early Years Consultant 3. Zones of Regulation Early Years Consultant 4. Roots of Empathy Manager of Social Work Services 5. Restorative Justice Practices Social Work Services 6. Christian Meditation Program Leader Religion and Family Life 7. safetalk Training Mental Health Lead 8. ASIST Training Mental Health Lead 9. Mental Health and Well-Being in the School: Reflection Tool for Continuous School Improvement Planning Mental Health Lead 10. Consider implementation of Jack Talks Mental Health Lead 11. WITS Program Mental Health Lead 12. Kids Have Stress Too and Stress Lesson (Psychological Foundation of Canada) Mental Health Lead
11 Strategic Theme PROMOTING SYSTEM COORDINATION Priority Area Rationale for Area of Focus Key Activities Needed Resources Responsibility Clarify Pathways to Care Improve transition from hospital to school for children/youth that have experienced suicidal ideation/attempt Ensure staff (e.g. school administrators, SST, Guidance, Special Education Resource Teachers, Social Workers, teachers) are aware of internal and external pathways to care Administrators have identified struggles with gaining information related to how best to support students when they return from hospital Collaborate with community partners to develop, maintain and sustain a clear pathway to care Continue to collaborate with McMaster Children s Hospital regarding the creation of a more standardized process to support students who have attended hospital related to suicide (transition to and from hospital Share support resources for staff to access in order to identify clear pathways to care Collaboration with key stakeholders Community Partners, including Lead Agency (Lynwood Charlton) Superintendent Manager of Social Work Community Partners
12 HWCDSB Mental Health and Addictions Steering D. Hansen Director of Education J. Fortino Acting Mental Health Lead J. Athanasiou-Malisa Manager of Social Work Services Dr. C. Davis Dr. L. Stanton Manager of Psychological Services Manager of Psychological Services A. Kovach Superintendent of Education J. Angiolillo Assistant Superintendent of Education
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