National Council for Behavioral Health Trauma-Sensitive Schools Learning Community. Domain 6. Community Outreach And Partnership Building

Transcription

1 National Council for Behavioral Health Trauma-Sensitive Schools Learning Community Domain 6 Community Outreach And Partnership Building

2 Agenda The importance of connecting with the community Key components to connecting with the community. Prevention, wellness and interventions Domain #6 Standards The role of school-based mental health clinics The work of Saint A in developing community-school partnerships Sara Daniel Resources and Q & A 2

3 Today s Presenters Pamela Black, M.A. M. A. Exclusive Consultant on Trauma-Sensitive Schools National Council for Behavioral Health. Karen Johnson, MSW, LCSW Senior Director of Trauma-Informed Services National Council for Behavioral Health

4 Today s Presenters Sara Daniel, MSW, LCSW Director of Clinical Services and Staff Development SaintA. Curtis D. Smeby, Ph.D. Montana State University-Northern

5 We Want to Hear From You Please type questions into the chat box as they arise. We will answer them during and after the webinar.

6 Polling Question #1 Our Core Implementation Team A) Is currently working on this domain B) Hopes to address this domain prior to the end of the LC C) Has no plans to work on this domain

7 Domain 6: Community Partnerships Shared understanding that we don t do this work alone 1 7

8 Creating Urgency! And Developing Buy-In

9 Student and Parent Voice

10 1 Building Trust and Collaboration

11 Building Collaborative Partnerships 1 Standard #6: Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services and civic participation

12 PTA Family-School Partnerships Linking Parents and Families to Community Resources.

13 PTA Family-School Partnerships Organizing Support from Community Partners

14 PTA Family-School Partnerships Turning the school into a hub of community life

15 PTA Family-School Partnerships Partnering with community groups to strengthen families and support student success

16 EOSA Standard A The educational organization assumes a collaborative role in engaging and educating community partners about trauma-sensitive schools: courts and police; emergency services, primary care and hospitals residences, mental health and substance use programs; and the general public. 1

17 So many organizations Colorado Department of Instruction School, Community and Parent needs assessment questionnaire: / sites/.../ rti/.../ fctk_iv_partneringsurveyneedsassessment.doc

18 Today s Guest Presenter Sara Daniel, MSW, LCSW Director of Clinical Services and Staff Development. Saint A

19 .

20 School-Community Collaboration Trauma sensitive communities School mental-health clinics School Mental Health Initiative ACE Interface Handle with care with police School partnerships with medical, dental, food banks, shelters, local businesses etc.

21 How does school community collaboration happen? 1 Strategic partnering Identify shared objectives Perspective shift from one child to whole school Academic outcomes as primary concern Many pro bono hours (at first) Coming together for shared learning Hold at the school Topics of shared concern Diverse meeting times (before/after school)

22 Shared assumptions Kids do well, if they can. Student challenges are most often an expression of: - Unsolved problems - Lack of skills - Unmet needs Greene, R. PhD, Lost at School (2008) We are seeking an effective intervention, not simply an appropriate consequence 1

23 Shared language Traditional View Acting out child Anger management problems Willful and naughty Manipulative Uncontrollable Off task/ not paying attention Pushing buttons In need of consequences to motivate Trauma Informed View Emotionally dysregulated child Scared / fight, flight, freeze response Adaptive patterns of behavior Seeking to get needs met In need of skills to self-regulate Hypervigilant or dissociative adaptations Negative template or worldview In need of effective intervention to heal 1 SaintA 2014

24 For Parents too... Traditional View Non-compliant, disrespectful Lazy Uncaring, disengaged Manipulative Angry Delayed/ slow System distrust Trauma Informed View Scared, seeking control Feels helpless Overwhelmed, disenfranchised Seeking to get needs met Survival adaptation Dissociative Historical trauma 1 SaintA 2014

25 1

26 Youth Mental Health First Aid Teaches adults how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis Introduces common mental health challenges for youth Reviews typical adolescent development Teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations 1 Discusses anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders Find a course near you

27 Chat Box Please type your answers into the chat box: Which community organizations are your district currently collaborating with?

28 EOSA Standard B The educational organization connects with external partners in the care of individual students, with their parent/family s permission and involvement. These external partners are invited with the permission of the legal guardiansto participate in: academic, behavioral, and safety planning 1

29 Partnering on Student Teams

30 Partnering on Student Teams Liaison between the parent and family and the school 1

31 Partnering on Student Teams Provide information about current interventions and performance for the student 1

32 Partnering on Student Teams Collaborative Problem-solver with the team 1

33 Partnering on Student Teams Provide resources not available through the school 1

34 EOSA Standard C The educational organization engages in trauma-sensitive awareness building through multiple messaging in the community

35 Today s Guest Presenter Curtis D. Smeby, Ph.D. Montana State. University-Northern

36

37 Community Partners Havre School District Human Resource Development Center (HRDC IV) Court Appointed Special Advocate (CASA) Hi-Line Boys & Girls Club MSU Northern Bullhook Community Health Clinic Head Start & Early Head start 1

38 Community Partners Faith Community Foster Parents Association Criminal Justice (Probation) Hill County Mental Health Local Advisory Council MSUN Alumni Association Cooperative Extension 1

39 ADKAR Change Management Model Awareness-Desire-Knowledge-Ability-Reinforcement 1 When applied to organizational change, this model allows leaders and change management teams to focus their activities on what will drive individual change and therefore achieve organizational results. ADKAR provides clear goals and outcomes for change management activities. It also provides a simple, easy-to-use framework for everyone in the organization to think about change. Employees, managers and senior leaders alike can all use ADKAR to describe and discuss change together. Retrieved from November 27, 2017

40 Events & Activities for Community 1 Regular monthly meeting with CIT Regular Partner Meetings Hill County Fair Booth Updates in Havre Daily News (HDN) Mental Health First Aid offerings to community (Youth Spring 2018) Early Head Start Trauma Informed Training Hill County Early Childhood Investment Team Celebration Participation Resilience Documentary Showing

41 District Events & Activities District August Institute Mental Health First Aid Trauma Sensitive School Initiative Workshop Building meetings with all teachers Parent teacher conference meetings Development of Self Care Plans 1

42 Havre Trauma Sensitive 1 Schools Initiative Next Steps Support Building Principals Assessment of Current Policies Elevator Speech Consider Intentionality Review of Resilience Development Programs o Miss Kendra; Kind and Safe Schools Utilize Athletic Events (basketball tournaments) for increased awareness Engage students in the process

43 Trauma-Sensitive Schools Brochure 1

44 1

45 Polling Question #2 Your school and school district are involved with community partners in messaging about trauma informed care and trauma-sensitive schools in your community. Yes No 45

46 School-Based Mental Health Services 1

47 School-Based Health Centers 1

48 School-Based Mental Health Services Decrease stigma Reduce barriers to receiving care Reduce non-compliance Increased accuracy in diagnosis

49 Resources Paper Tigers: Resilience: Purples Glasses: Why Trauma Sensitive Schools: Trauma-Sensitive School Brochure School-Based Mental Health Services: Improving Student Learning and Well-Being. file:///c:/users/jerse/downloads/the_importance_of_school_ Mental_Health_Services_2016.pdf Paradigm Shift YouTube Video Many resources on TIC website

50

51 Contact Information Pamela Black Sara Daniel Karen Johnson 1 Curtis Smeby 51