Mental Health at School

Agenda

Meet the presenter

Statistics

Mandated Reporting

Confidentiality

What students want you to know

Mental Health First Aid

Signs of Suicidal Ideation

Buzz Words

Teachers’ Scope of Practice

Crisis or No?

Q & A

Megan Munn, LPC, M.Ed., Ed.S.

Megan is the licensed professional counselor

(LPC) at Bishop England High School in Charleston. She received her Bachelors degree from Clemson University in Special Education and her Masters and Ed. Specialist degree from Clemson in Clinical Mental Health Counseling. She is an alumna of St. Mary’s (2005) and St. Joseph’s (2009) in Greenville. She previously worked at Our Lady of the Rosary in the Upstate and enjoys supporting students and families be the best versions of themselves.

African Proverb

The child who is not embraced by the village will burn it down to feel its warmth.

Think back to life before COVID…

Common Diagnoses

(Between 2016-2019, the most common diagnoses in children ages 3-17)

Attention Deficit Hyperactive Disorder (9.8%)

Autism Spectrum Disorder

Generalized Anxiety Disorder (9.4%)

Intermittent Explosive Disorder

Major Depressive Disorder & Dysthymia (4.4%)

Oppositional Defiant Disorder

Obsessive Compulsive Disorder

“Behavior problems” (8.9%)

Most Treated Disorders

8 in 10 children received treatment for depression

6 in 10 children received treatment for anxiety

5 in 10 children received treatment for behavior disorders

Mandated Reporting

All education professionals are mandated reporters: teachers, counselors, principals, and school attendance officers

Must report abuse or neglect when there is reason to believe that a child’s physical or mental health has been adversely affected by abuse or neglect.

Must not have “conclusive proof”- we are NOT investigators

Failure to report is a misdemeanor and possible loss of licensure

If you are uneasy about calling, your school counselor can help!

Mandated Reporting

Oftentimes, reporting to DSS and law enforcement are necessary.

When the perp is child’s parent or guardian, report can be made to either DSS or law enforcement

When the perp is not child’s parent or guardian, law requires that a report to law enforcement must be made.

If making report to law enforcement, report must be made within the jurisdiction of where the crime took place.

Confidentiality Concerns

Must be breached if…

• Child reports danger to himself or others

• Child reports concern with abuse of child or vulnerable adult

• Professional is subpoenaed to court

• “Some students don’t show signs of struggle (when you notice, kindly ask without being invasive)”

• “Mental health is not just an issue with students and anyone can face it, even teachers. If teachers need help, there are people there for them. It is not just for students.”

• “Not only shown by the sad or quiet kid, but also the kid who always seems happy and jokes around. Everyone has their own coping method.”

• “There are signs that are shown without speaking.”

What students want you to know about MENTAL HEALTH…

Reacting Responsibly Mental Health First Aid

To tell or NOT to tell?

Telling the child that you are reporting is on a case by case basis.

~Don’t overreact. Stay calm.

~Be open-minded and LISTEN.

~ALWAYS BELIEVE THEM

~Thank them for sharing-Identify bravery

~No leading questions/investigations

~Take notes

~Remind them you are there to support/protect them (don’t make promises)

http://www.julievalentinecenter.org

Signs of Suicidal Ideation

Teen Suicide Prevention – YouTube

• Talking about suicide

• Obtaining means to hurt oneself

• Isolating oneself

• Mood swings

• Preoccupation with death

• Hopelessness

• Increasing risk of alcohol/drugs

• Exhibiting risky/self-destructive behaviors

• Giving away belongings

• Saying goodbye

***Talking about suicide doesn’t increase the frequency***

Most concern when risk factors outweigh the protective ones

MEANS, PLAN, INTENT

When should you include parents?

Replace

Students in Crisis

Risk Factors:

• History of attempted suicide

• Feeling hopeless, worthless, lonely

• Experiencing stressful life event

• Having a substance abuse problem

• Persistent suicidal thoughts

• Exhibiting underlying psychiatric disorder

• Family history of mental disorders, suicide

• Identifying as LGBTQ+

Protective (Preventative) Factors:

• Access to strong mental health and substance abuse services

• Good physical health and access to healthcare

• Restricted access to guns and other means of harm

• Supportive peers/family/community

• Good problem solving and conflict resolution skills

• Cultural/religious beliefs that discourage suicide

• Resiliency

“commit” with “attempt” or “die”.

Tiers of Support: Pediatrician Psychiatrist

Pediatric Emergency Room

Depressed- “I hate myself”, “I’m not worthy of love”, “I’ve lost interest in things I used to love”

Self-harm- cutting, burning, throwing up, withholding food

Suicide/suicidal thoughts- “I don’t want to wake up tomorrow”,  “I just want to die”, “Life isn’t worth living anymore”

Traumatic experiences- victim/witnessing a crime, witnessing someone die or be hurt badly, surviving a natural disaster, thinking one is going to die, bad car crash, etc.

Sexual assault, rape, molestation, groping,

I'm Fine - Teen Depression PSA - YouTube

Teachers’ Scope of Practice

Report to counselor, principal, social worker concerns

Do not attempt to provide therapy

But what about being a person that the students trust and come to!?

“You shouldn’t go through life with a catcher’s mitt on both hands; you need to be able to throw some things back.”

~Maya Angelou

Crisis or No?

Jennifer has shown up in your classroom at lunch complaining of an upset stomach. She stated that she hasn’t felt well all day and she didn’t eat breakfast.

Upon further chatting, you identify that Jennifer’s long-time boyfriend broke up with her last night in a text message.

How do you respond to your student?

What do you do with the information?

What is your level of urgency to act?

Crisis or No?

You have worked hard to form relationships with your students. Jason has confided in you regarding things that go on at home. He showed you bruises on his wrist and neck that he claims came from him getting in between his parents during one of their weekly physical scuffles.

How do you respond to your student?

What do you do with the information?

What is your level of urgency to act?

Crisis or No?

You have noticed that your brightest student has not been performing at her highest potential lately. She puts her head on her desk during class and doesn’t participate in class discussions like she used to. When you ask her if she’s OK, she says, “Leave me alone and mind your business”.

How do you respond to your student?

What do you do with the information?

What is your level of urgency to act?

Crisis or No?

A teacher email to clinician:

In a personal response to a reading section, a student asked if it was a sin/immoral to not like oneself. I told her it was not a sin, but definitely a sign that something was “off” internally and could be a sign of mental health struggles or spiritual wounds/misunderstandings. I wrote more to her and encouraged her to seek some help/guidance if it is she who feels this way about herself. However, I was wondering if this was something I should “report” to you?

Q & A

Resources