September 19, 2018
TABLE OF CONTENT
MISSION
3
OUR GOAL
3
DEFINING MENTAL HEALTH
3
BACKGROUND
3
FOUR PILLARS: BUILDING RESILIENCE THROUGH SCHOOLS
4
YOUTH MENTAL HEALTH PROGRAM
5
EDUCATION
5
HEALTH AND PHYSICAL EDUCATION (GRADES 9-12)
6
HEALTH AND PHYSICAL EDUCATION (GRADES 4-8)
6
GRADE 9 AND 10 (COMPULSORY PHYSICAL EDUCATION AND HEALTH PROGRAM)
8
GRADE 11 AND 12 (OPTIONAL PHYSICAL EDUCATION AND HEALTH PROGRAM)
8
AWARENESS
11
PREVENTION
11
SUPPORT
11
PROGRAM AND RESOURCES TO BE CONSIDERED FOR SUPPORTING STUDENTS
12
WORKS CITED AND/OR CONSULTED
12
ASHBURY COLLEGE RESOURCES:
13
ASHBURY COLLEGE SUPPORT TEAM MEMBERS
13
OTTAWA AND CANADIAN RESOURCES
13
Ashbury College | Youth Mental Health Policy and Program Support
Mission Ashbury College engages students in a dynamic learning environment and inspire them to become intellectually curious, compassionate and responsible citizens.
Our Goal Ashbury’s Youth Mental Health program intends to educate, raise awareness, reduce stigmatization and change attitudes and behaviors.
Defining Mental Health Mental health is defined by (Canadian Mental Health Association, Ontario, 2011), as “striking a balance in all aspects of your life: social, physical, spiritual, economic and mental. Reaching a balance is a learning process. At times, you may tip the balance too much in one direction and have to find your footing again. Your personal balance will be unique, and your challenge will be to stay mentally healthy by keeping that balance”.
Mental illnesses is defined by (Public Health Agency of Canada, 2011), as “characterized by alterations in thinking, mood or behavior (or some combination thereof) associated with significant distress and impaired functioning over an extended period of time. The symptoms of mental illness vary from mild to severe, depending on the type of mental illness, the individual, the family and the socioeconomic environment”.
Background Approximately one in five children and youth in Ontario has a mental health challenge. Mental health issues often begin at a young age — about 70 per cent of mental health challenges have their onset in childhood and adolescence. Early identification and intervention lead to improved school achievement and better health outcomes (Ontario Mental Health and Addictions Strategy 2011).
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Ashbury College | Youth Mental Health Policy and Program Support The most common mental health issues for children and youth are: •
Anxiety
•
Schizophrenia
•
Attention-Deficit/Hyperactivity
•
Social Aggression
Disorder (AD/HD) - also known as
•
Drugs and Alcohol
Attention Deficit Disorder (ADD)
•
Eating disorders
•
Depression
•
Suicide
•
Mood disorders
•
Bullying
The importance of addressing mental health difficulties in a school-based setting has been widely acknowledged by policy makers, researchers and educators, not only because of the importance of facilitating the early identification of difficulties when they first emerge but also because of the importance of mental health in the development of young people throughout the life span. (Middlebrooks & Audage, 2008) About 24 per cent of deaths in 15 to 24-year-olds in Canada are due to suicide. To ensure our children and youth have the best possible start in life and learn early how to cope with stress, we need to reach out to them to: reduce stigma by promoting equity and diversity, physical activity, healthy eating and self-esteem.
Four Pillars: Building Resilience Through Schools Ashbury’s school-based youth mental health policy is based on the following four pillars: Education is focused on curriculum implementation and based on the Ontario Curriculum. We have a comprehensive and compulsory program for all students in Grades 4 through 10 and this is extended in the Grade 11 and 12 optional physical and health education program. Our physical education teachers lead this with support from outside experts. Last year we introduced Health Relationships program part of our Grade 9 health program. Junior School Guidance Intervention Series focused on life and social skills messages.
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Ashbury College | Youth Mental Health Policy and Program Support Awareness is building a common understanding among our school community. We do this through our on-going links to Youth Net, the DIFD foundation and sharing resource links for parents in the weeklies. The school has made a conscious effort to talk about mental health issues and suicide publicly in an effort to educate our students about the importance of seeking help. We have implemented MyHealth Magazine with the support of Dr. Darcy A. Santor, PhD. CPsych at the University of Ottawa. Prevention is our on-going support and intervention provided by the members of the Wellness Team and the Teacher Advisor Program. Currently our School Life and Academic Committees are reviewing student stress levels and workload. Support is what we provide to our at-risk students. We have a multidisciplinary Wellness Centre team consisting of Life Skills and Chapel Program Coordinator, School Nurse and Learning Strategist. We have an on-going arrangement with a Psychologist and Social Worker who provides weekly support to some of our students and families. We also consult and receive advice from Psychiatrists and Psychologist at CHEO. These four pillars include programs and information designed to promote mental health, mitigate the onset of mental illness, increase the identification of young people with mental health challenges and provide mental health services, such as therapy, in the school setting.
Youth Mental Health Program Ashbury College Mental Health education four pillars help support our students in their pursuits for healthy growth and development.
Education •
Comprehensive program in Grades 4 to 8
•
Comprehensive program in Grades 9 and 10
•
Optional Extended Framework in Grades 11
•
Mr. Chapman Uko and Mrs. Cathy Hodgins) •
and 12 •
Classroom teacher support from Psychologists and Wellness Centre Support
Team Members (Mrs. Tui Noonan, Introduced Health Relationships program with Psychologist in Grade 9
•
Support from the Wellness Centre and Student Services
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Ashbury College | Youth Mental Health Policy and Program Support
Health and Physical Education (Grades 9-12) Areas of Curriculum Focus: •
Healthy Growth and Sexuality
•
Suicide
•
Substance Use and Abuse
•
Decision-making
•
Personal Safety and Injury Prevention
•
Conflict Resolution
•
Bullying
•
Social Skills
Health and Physical Education (Grades 4-8) •
Personal Safety and Injury Prevention
•
Growth and Development
•
Substance Use, Addictions and
•
Healthy Eating
Related Behaviours By the end of Grade 8, all students will: •
•
Identify situations that could lead to injury or
questions in relationships, contraception).
death (e.g., head injuries in contact sports,
Apply life skills (e.g., decision-making,
spinal cord injuries from falls or diving into
problem- solving, and refusal skills) to
unknown water, injuries in car accidents) and
respond to matters related to sexuality, drug
describe behaviours that can help to reduce
use, and healthy eating habits. Identify local
risk;
support groups and community organizations
Identify and describe the warning signs of
(e.g., public health offices) that provide
substance misuse or abuse, addictions, and
information or services related to health and
related behaviours (e.g., changes in
well-being.
behaviours, gradual withdrawal from social
•
circles, drop in academic performance) and the consequences that can occur. (e.g.,
•
Demonstrate an understanding of factors that contribute to healthy development;
•
Demonstrate the ability to make connections
aggressive behaviours related to alcohol use
that relate to health and well-being; how
that can lead to gender-based violence,
their choices and behaviours affect both
dating violence, or sexual assault;
themselves and others, and how factors in
Identify the physical, emotional,
the world around them affect their own and
interpersonal and spiritual aspects of healthy
others’ health and well-being;
sexuality (e.g., Respect for life, ethical
•
Demonstrate personal and interpersonal
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Ashbury College | Youth Mental Health Policy and Program Support skills and use of critical and creative thinking
the active living, movement competence, and
processes as they acquire knowledge and
healthy living strands for this grade.
skills in connection with the expectations in Co-educational and Same-Sex Classes Although all the curriculum expectations can be achieved in either co-educational or same-sex classes, addressing parts of the curriculum in same-sex settings may allow students to learn and ask questions with greater comfort. Same-sex settings may be of benefit to some students not only for the discussion of some health topics, but also for developing and practicing some physical skills. Such considerations are particularly relevant in the case of adolescent learners. It is also important to have time for co-educational learning, which can encourage learning about others, and about differences and commonalities among people, and allows for the development of relationship skills. Teachers should base their decisions about teaching in coeducational or same- sex settings on students’ needs. Different strategies may be required at different times, so that students have opportunities to learn in a variety of different groupings. When planning instruction and considering class groupings, teachers should be aware of and consider the needs of students who may not identify as “male” or “female”, who are transgender, or who are gender-non-conforming. For more information about gender identity, gender expression, and human rights, see the website of the Ontario Human Rights Commission at www.ohrc.on.ca/en/code_grounds/gender_identity. Acknowledgement of and respect for individual differences regardless of sex or gender identity will encourage student participation and help students learn to collaborate with and respect others. Strategies for encouraging understanding and mutual respect among students include: •
Creating an inclusive and welcoming atmosphere in the class and supporting all students to be active participants;
•
Fostering authentic opportunities for students to provide input into learning activities and
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Ashbury College | Youth Mental Health Policy and Program Support approaches; •
Providing opportunities for all students to assume leadership roles;
•
Encouraging and respecting the interests and abilities of all students;
•
Ensuring that responsibilities are shared equally by all students
By the end of Grade 10, all students will:
Grade 9 and 10 (Compulsory Physical Education and Health Program) •
Identify the factors that contribute to positive relationships with others;
•
Explain strategies to promote positive lifestyle choices and relationships with
decisions on the individual, family and
others; •
Demonstrate understanding of the
Demonstrate personal strategies to
factors affecting human sexuality as it
deal effectively with the social
relates to themselves and others;
influences that contribute to the use
•
•
Explain the consequences of sexual community;
•
violence prevention, injury prevention);
•
Demonstrate understanding of the
and abuse of alcohol, tobacco, and
issues and coping strategies related to
other drugs (e.g., cannabis);
substance use and abuse;
Identify strategies to minimize
•
potentially dangerous situations (e.g.,
Explain how healthy eating fits into a healthy lifestyle.
Grade 11 and 12 (Optional Physical Education and Health Program) •
Demonstrate, in a variety of settings, the
•
knowledge and skills that reduce risk to personal safety; P.A.R.T.Y. Program
Describe the influence of mental health on overall well-being;
•
Describe the characteristics of an
(Prevent Alcohol and Risk-Related Trauma
emotionally healthy person (e.g.,
in Youth); Students visit Ottawa Hospital
positive self-concept, ability to manage
to learn and take part in learning about
stress effectively, ability to work
personal injuries and risk taking
productively);
behaviours;
•
Demonstrate the skills that enhance
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Ashbury College | Youth Mental Health Policy and Program Support
•
personal mental health (e.g., coping
provide support and help to youth
strategies for stress management);
coping with their own, a family
Analyze the factors (e.g.,
member or friend’s mental illness.
environmental, genetic) that influence
Talking About Mental Illness fits with
the mental health of individuals and
the Ontario Curriculum Guidelines.
lead to the prevalence of mental •
•
Describe the impact of mental health
health problems in the community;
disorders (e.g., phobias, anxiety disorder,
Open Minds/Esprits ouverts is based on
schizophrenia, affective disorders) on a
a program called Talking About Mental
person’s emotional and physical health;
Illness. It provides Grade 11 students
•
with the opportunity to hear the stories of community members who
Identify and describe suicidal behaviours and strategies for suicide prevention;
•
Students also do a Health Fair with
have experienced a mental illness. It
Mental illness topics and community
also provides information about local
resources.
mental health-related resources that
Human Development and Sexual Health Human development and sexual health education is more than simply teaching young people about the anatomy and physiology of reproduction. Sexual health, understood in its broadest sense, can include a wide range of topics and concepts, from sexual development, reproductive health, choice and sexual readiness, consent, abstinence, and protection, to interpersonal relationships, sexual orientation, gender identity and gender expression, affection and pleasure, body image, and gender roles and expectations. Sexual development is one component of overall human development, and learning about healthy human development begins at an early age. It is important for that learning to be appropriate to children’s age and stage of development. Younger children learn the names of body parts, begin to understand how their bodies work, and develop skills for healthy relationships, which include demonstrating respect for others. As students grow and develop, they build an understanding of the physical, emotional, social, and cognitive changes that they will experience at puberty. Their learning about human development – and their understanding of its many, interrelated aspects – deepens as students get older and as the nature of their
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Ashbury College | Youth Mental Health Policy and Program Support relationships changes. They learn more about self, others, and identity; peer, family, and romantic relationships; personal safety; and decision-making. Acquiring information and skills and developing attitudes, beliefs, and values related to identity and relationships are lifelong processes. The overall and specific expectations in this strand are developmentally appropriate and should be addressed with sensitivity and respect for individual differences. Students should have the knowledge and skills needed to make sound decisions about matters affecting their health and well- being before they experience real-life situations in which decisions have to be made. Depending on the particular needs of the students in the class or school, it may be helpful to plan for instruction in groupings and/or settings that are most conducive to this learning – including small groups, groups separated by sex, and co-educational groupings. Co-educational and Same-Sex Classes for the Healthy Active Living Education Courses Although all the curriculum expectations can be achieved in either co-educational or same-sex classes, addressing parts of the curriculum in same-sex settings may allow students to learn and ask questions with greater comfort. Same-sex settings may be of benefit to some students not only for the discussion of some health topics, but also for developing and practising some physical skills. Such considerations are particularly relevant in the case of adolescent learners. It is also important to have time for co-educational learning, which can encourage learning about others, and about differences and commonalities among people, and allows for the development of relationship skills. Teachers should base their decisions about teaching in coeducational or same- sex settings on students’ needs. Different strategies may be required at different times, so that students have opportunities to learn in a variety of different groupings. When planning instruction and considering class groupings, teachers should be aware of and consider the needs of students who may not identify as “male” or “female”, who are transgender, or who are gender-non-conforming. For more information about gender identity, gender expression, and human rights, see the website of the Ontario Human Rights Commission at http://www.ohrc.on.ca/en/code_grounds/gender_identity.
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Ashbury College | Youth Mental Health Policy and Program Support Acknowledgement of and respect for individual differences regardless of sex or gender identity will encourage student participation and help students learn to collaborate with and respect others. Strategies for encouraging understanding and mutual respect among students include: •
Creating an inclusive and welcoming
Providing opportunities for all
atmosphere in the class and
students to assume leadership
supporting all students to be active
roles;
participants; •
•
•
Encouraging and respecting the
Fostering authentic opportunities
interests and abilities of all
for students to provide input into
students;
learning activities and approaches;
•
Ensuring that all students share responsibilities equally.
Awareness •
Link to Youth Net
•
Assemblies/Chapel
•
Promotion of Do It for Daron (DIFD)
•
Teacher Advisor Group (Senior
website •
Resource links for parents in the
School) •
Home Form (Junior School)
weeklies
Prevention On-going support and intervention provided by the members of the Wellness Centre Team, Teacher Advisor Program, Junior School Homerooms and Student Services.
Support Working Together for Youth Mental Health involves bringing together staff in schools, health care providers, and community-based agencies for shared training on early identification and collaboration on the consistent and effective use of mental health assessments for children and youth. • Creation of the Wellness Centre for student support; • Addition of Dr. Cappelli weekly to the Wellness
Centre; • Redesigned Grade 9 Camp to focus on integration to high school and peer relationships with the PAGE | 11
Ashbury College | Youth Mental Health Policy and Program Support support of Camp counselors; • Introduced leadership training to the Grade BLTC facilitators with support from Camp counselors; • Introduced assigned lunch time seating for Grade 9 students to assist with integration
and transitions; • Launched MyHealth (Youth Mental Health Magazine in November 2011); • Grade 9 Coordinator(s); • Introduced a Gay Straight Alliance (GSA) Group
PROGRAM AND RESOURCES TO BE CONSIDERED FOR SUPPORTING STUDENTS Next Steps: •
Consider implementing a Peer Support Training Program for our students;
•
Review and possibly implement the Mental Health and High School Curriculum Guide: Understanding Mental Health and Mental Illness. (“Youth Mental Health Awareness Study and Early Intervention Research Report”);
•
School Life and Academic Committees reviewing student stress level and workload
•
School Life and Academic Committees will explore importance of each assignment given by departments to students;
•
Review the need for students to be engaged in three terms of activity. Students choose to do this as this is not a requirement;
•
Introduce Youth Mental Health Awareness Study and Early Intervention Research Project (Royal Ottawa Mental Health Centre and University of Ottawa);
Works cited and/or consulted Mental Health and Addictions Strategy, 2011 Open Minds, Healthy Minds: Ontario’s Comprehensive Mental Health and Addictions Strategy, June 2011 Taking Mental Health to School: A policy-oriented paper on school-based mental health for Ontario, August 2009 The Ontario Curriculum: Health and Physical Education 2010 Youth Relationships Program featuring the Fourth R for Healthy Relationships: A RelationshipBased Program for Students in Grade 8 PAGE | 12
Ashbury College | Youth Mental Health Policy and Program Support
ASHBURY COLLEGE RESOURCES: Positive Social Behaviour and Dealing with Conflict and Bullying Life Skills Support Program Substance Use and Abuse School Policy and Practice A Parent’s Guide for the Prevention of Alcohol, Tobacco, and Other Drug Use Senior and Junior School Code of Conduct Parent Partnership Plan
ASHBURY COLLEGE SUPPORT TEAM MEMBERS Mr. Chapman Uko (Coordinator, Life Skills and Chapel Program), 613- 749-5954 ext. 356, cuko@ashbury.ca
Mrs. Tui Noonan (School Nurse), 613- 749-5954 ext. 236, tnoonan@ashbury.ca
OTTAWA AND CANADIAN RESOURCES National 24 –Hour Hotlines AIDS Hotline
613-563-2437
Distress Centre of Ottawa and Region
613-238-3311
Kids Help Phone
1 800-668-6868
Lesbian Gay Bi Trans Youth Line
1 800-268-youth or 1 416-962-youth
Parents Help Line
1 800-603-9100
Kind Space
613-563-4818
Child and Adolescent Mental Health (CHEO)
613-737-7600
Children’s Mental Health Centre
613-722-6521
Information Al-Anon/Alateen
613-860-0543
Alcoholics Anonymous Addictions Problem Gambling Services Centre for Addiction and Mental Health
613-237-6000 613-789-8941 613-569-6024
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Ashbury College | Youth Mental Health Policy and Program Support Canadian Mental Health Association Drug, Alcohol and Mental Health Info Line
613-737-7791 1 800-463-6273
National Clearinghouse for Alcohol and Drug Info National Institute on Drug Abuse The Early Intervention Program Royal Ottawa Health Care Group David Smith Youth Treatment Centre Rideauwood Addictions and Family Services Youth Services Bureau (YSB) of Ottawa
1 800-662-4357 1 301-443-6245 613- 722-6521 613-722-6521 613-594-8333 613-724-4881 613- 241-7788
Information Canadian Mental Health Association DIFD KidsHealth Kids.Now National Network for Mental Health Public Health Agency of Canada The National Eating Disorder Information Centre Canadian Health Network
www.cmha.ca www.doitfordaron.ca kidshealth.org www.kidsnowcanada.org www.nnmh.ca www.publichealth.gc.ca www.nedic.ca
Kids Mental Health Statistics Canada YouthNet
www.kidsmentalhealth.ca www.statcan.gc.ca youthnet@storm.ca
www.canadian-health-network.ca
You do not need to be alone when dealing with your son’s or daughter’s mental health issues. Reach out for help. A good place to start is with the Wellness Team (Life Skills and Chapel Coordinator, School Nurse, and Learning Strategist) office at Ashbury.
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