This is a powerpoint graduate students in occupational therapy developed to help schools integrate social emotional learning into their cirriculum.

1. Healthy
Minds,
Healthy
Student
Body
Department
of
Occupa/onal
Therapy

2. Overview
•
•
•
•
Why
we’re
here
Introduce
to
ideas-­‐
some
might
be
familiar
with
Understand
you
use
RTI
SEL
model
complimentary

3. Occupa/onal
Therapy
• Helping
individuals
develop,
recover,
or
maintain
their
daily
living
skills,
focusing
on
what
they
value
as
important
• Works
with
individuals
with
(or
without)
a
physical,
mental,
or
developmental
disability
• Specializes
in
teaching
skills,
adap/ng
environments,
modifying
tasks,
and
educa/ng
clients
and
families

4. Occupa/onal
Therapy
• Occupational Therapy practitioners help
people live life to the fullest-no matter
what. They provide practical solutions for
success in everyday living and help people
alter how they arrange their daily activities
to maximize function, vitality, and
productivity.
Florence Clark

5. OT
and
High
School
• How
does
this
fit
into
high
school?
– OT’s
can
provide
insight
into
where
high
school-­‐aged
kids
are
developmentally
– What
they
might
need
• Physically
• Cogni/vely
• Socially
• Emo/onally
– Interested
in
u/lizing
supports:
peers,
teachers,
environment.

6. Mental
Health
?

7. Mental
Health
• “A
state
of
well-­‐being
in
which
every
individual
realizes
his
or
her
own
poten/al,
can
cope
with
the
normal
stresses
of
life,
can
work
produc/vely
and
fruiUully,
and
is
able
to
make
a
contribu/on
to
her
or
his
community.”
•
"Health
is
a
state
of
complete
physical,
mental
and
social
well-­‐being
and
not
merely
the
absence
of
disease
or
infirmity.“
-­‐World
Health
Organiza/on

8. OT
and
Mental
Health
• Occupa/onal
therapists
work
to
promote
mental
health!

9. Mental
Health
and
High
Schoolers
• Founda/on
of
mental
health;
may
be
posi/ve,
nega/ve,
somewhere
in
between
• Teenagers
now!
• Physical,
sexual,
emo/onal,
social
changes
• Oen
when
mental
health
issues
are
iden/fied

10. Sta/s/cs
• One-­‐half
of
adult
mental
health
problems
begin
before
age
•
•
•
•
14,
and
three-­‐quarters
begin
before
age
24.
Of
children
and
youth
in
need
of
mental
health
services,
75-­‐80%
don’t
receive
services.
In
2007,
8.2%
of
adolescents
(2
million
youths
aged
12-­‐17)
experienced
at
least
one
major
depressive
episode.
More
than
one-­‐half
of
adolescents
in
the
U.S.
who
fail
to
complete
high
school
have
a
diagnosable
psychiatric
disorder.
Compared
to
individuals
who
were
not
bullied,
vic/ms
of
bullying
were
nearly
three
/mes
as
likely
to
have
issues
with
generalized
anxiety
as
those
who
were
not
bullied.
Substance
Abuse
and
Mental
Health
Services
Administra/on

11. Mental
Health-­‐
Easy
to
Overlook
• Iden/fying
warning
signs
or
red
flags
• Problem
solve
if
necessary
• Preven/on
-­‐ Social
emo/onal
learning
in
the
classroom
-­‐ Create
environment
that
promotes
mental
health

12. Proactivity
●
●
People
generally
operate
by
being
reacDve
to
problems
instead
of
being
proac&ve
to
prevent
problems
We
see
a
“problem”
and
we
ahempt
to
“fix”
it

13. Proactivity
●
●
School
is
an
opportunity
to
make
a
proac/ve
environment
Reac/ve
strategies
such
as
office
referrals,
deten/ons,
and
suspensions
could
be
detrimental
to
student
behavior
American
Academy
of
Pediatrics

14. Reasons
why
students
may
misbehave
or
act
out
during
class
?

15. •
•
•
•
•
•
•
•
•
•
low
self
esteem
peer
pressure
lack
of
social
skills
unclear
expecta/ons
academic
challenges
ineffec/ve
skills
at
communica/ng
needs
mental
health
problems
lack
of
parental
guidance
or
supervision
poverty/homelessness
drug
or
alcohol
use

16. Need
based
reasons
for
acting
out:
•
•
•
•
•
•
•
power
or
control
avoidance
ahen/on
acceptance
expression
of
self
gra/fica/on
jus/ce/revenge

17. Students
need
a
positive
outlet
• They’re
going
to
find
an
outlet
regardless
• Can
we
provide
a
posi/ve
outlet?
• Bringing
suppor/ve
rela/onships
together
with
learning
experiences
that
are
challenging,
engaging,
and
meaningful
Collabora/ve
for
Academic
and
Social
Emo/onal
Learning

18. Social
Emotional
Learning
(SEL)
• Genng
students
to
iden/fy
self
and
express
self
through
academic
work
• Not
just
work
for
work’s
sake
• We
learn
faster
and
with
more
ease
when
we
can
relate,
see
how
we
fit
into
it
• Not
detatching
academics
from
the
whole
person

19. Collaborative
for
Academic,
Social,
and
Emotional
Learning
• We
know
that
as
teachers
you’re
rated
by
how
well
your
students
are
doing
in
class
academically
• Schools
that
have
implemented
the
CASEL
framework
have
an
11%
increase
in
standardized
test
scores
as
well
as
a
9%
percent
reduc/on
in
behavior
problems
Durlak,
Weissberg,
Dymnicki,
Taylor,
&
Schellinger,
2011

21. Creates
a
positive
cycle
• Posi/ve
outlets
-­‐>
iden/fica/on
and
expression
of
emo/ons
-­‐>
posi/ve
social
sphere
-­‐>
increased
engagement
-­‐>
increased
chance
of
success
and
likeliness
of
seeking
help

22. So
what?
• Easy
to
use/adapt
• Fits
well
with
Response
to
Interven/on
model
(RTI)
• Just
being
mindful
• May
already
be
doing
this!
• Hopefully
we
can
offer
some
prac/cal
tools
to
help
put
it
to
use
in
your
classrooms

23. Ways
to
Incorporate
SEL
●
●
Give
opportuni/es
for
students
to
par/cipate
in
decision
making
-­‐
School
policies
-­‐
Classroom
rules
and
consequences
Parent-­‐teacher-­‐student
conferences

24. Promoting
Positive
Peer
Interactions
●
●
●
●
●
Facilitated
in
class
group
discussions/debates
Buddy
programs
Collabora/ve
group
work
that
provides
opportuni/es
for
problem-­‐solving,
nego/a/ng,
and
task
accomplishment
Encourage
teamwork
-­‐
PE,
classroom
academic
compe//ons
Divide
groups
in
crea/ve
ways
to
facilitate
conversa/on

25. Encourage
Leadership
●
●
●
●
●
●
●
Delineate
roles
for
students
Organizing
school
wide
ac/vi/es
-­‐
Intramural
sports,
art/cultural
fairs,
fundraisers
Organizing
class
field
trips
Planning
class
par/es
Tutoring
Community
Service
Leadership
Projects

26. Other
Strategies
• Create
Intrinsic
Mo/va/on
• Greet
each
student
by
name
• Diffuse
tense
situa/ons
by
taking
breaks
for
produc/ve
outlet
of
expression
• Discipline
in
private
• Skits/Role
playing

27. Putting
SEL
into
Practice
• Homeroom:
-­‐
Have
students
rate
their
mood
each
day
-­‐
Create
class
tradi/ons/rituals
with
the
class
-­‐
Arrange
classroom
in
organized,
welcoming
way
that
promotes
class
discussion

28. Putting
SEL
into
Practice
•
Math:
-­‐
Correla/ons,
posi/ve/nega/ve
trends-­‐
ex
when
they
study
and
work
hard
they
get
good
grades,
can
extrapolate.
If
don’t
work
hard,
nega/ve
slope,
graph
can
have
ups
and
downs.
Helps
iden/fy
trends
in
their
own
life.
-­‐
Use
topics
of
group
discussion
on
ethical/
social
issue,
come
up
with
responses
to
the
ques/ons
and
rank
from
most
to
least
impt,
graph
responses,
find
mean/median/mode,
etc

29. Putting
SEL
into
Practice
•
English
-­‐
“Open
session”
/me
where
kids
put
something
they
want
to
discuss
or
write
about
on
index
cards
-­‐
Free
journaling,
or
with
guided
ques/ons
(social
issues,
emo/onal
responses,
ethics)
-­‐
Discuss
characters’
decisions,
ethics/right
and
wrong
in
the
book
and
how
that
translates
to
life
now
-­‐
Exploring
poetry,
what
emo/ons
are
elicited
by
it
and
why
-­‐
Ask
ques/ons
about
rela/onships
between
characters
in
reading,
posi/ve
vs
nega/ve
rela/onships,
explore
character
growth.
Can
compare
to
rela/onships
nowadays/their
rela/onships
in
a
social
senng

30. Identifying
Warning
Signs
There
are
a
number
of
warning
signs
that
could
be
an
indicator
of
a
mental
health
issue.
A
few
of
these
include:
● marked
fall
in
school
performance
● poor
grades
in
school
despite
trying
very
hard
● severe
worry
or
anxiety,
as
shown
by
regular
refusal
to
go
to
school
or
take
part
in
ac/vi/es
that
are
normal
for
a
child’s
age
● frequent
physical
complaints
● marked
changes
in
sleeping
and/or
ea/ng
habits
● extreme
difficulty
in
concentra/ng
that
get
in
the
way
at
school
● sexual
ac/ng
out
● depression
shown
by
sustained,
prolonged
nega/ve
mood
and
antude,
oen
accompanied
by
poor
appe/te
and
thoughts
of
death
● severe
mood
swings
● strong
worries
or
anxie/es
that
get
in
the
way
of
daily
life,
such
as
at
school
● repeated
use
of
alcohol
and/or
drugs
The
American
Academy
of
Child
and
Adolescent
Psychiatry

31. Resources
•
•
•
•
•
Phone
numbers
Suicide
preven/on
CASEL
Blog
Our
info

32. References
American
Academy
of
Child
and
Adolescent
Psychiatry
(2011).
Facts
for
Families.
Retrieved
from
hhp://
www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Home.aspx?hkey=fc8eda98-­‐f824-­‐4988-­‐
bb07-­‐d49a8545e4e8
Australian
Primary
Schools
Mental
Health
Ini/a/ve.
(2013).About
social
and
emo2onal
learning.
Retrieved
from:
www.kidsmaher.edu.au
Centers
for
Disease
Control.
(2012).
Adolescent
and
School
Health:
School
Connectedness.
Retrieved
from
hhp://www.cdc.gov/healthyyouth/adolescenthealth/connectedness.htm
Collabora/ve
for
Academic,
Social,
and
Emo/onal
Learning.
(2011).
What
is
social
and
emo2onal
learning.
Retrieved
from
www.casel.org
Durlak,
J.
A.,
Weissberg,
R.
P.,
Dymnicki,
A.
B.,
Taylor,
R.
D.
and
Schellinger,
K.B.
(2011),
The
Impact
of
Enhancing
Students’
Social
and
Emo/onal
Learning:
A
Meta-­‐Analysis
of
School-­‐Based
Universal
Interven/ons.
Child
Development,
82:
405–432.
doi:
10.1111/j.1467-­‐8624.2010.01564.x
Hosterman
Educa/on
Center
Staff.
Proac/ve
and
Preventa/ve
Approaches
to
Student
Behavior
Lamont,
J.
H.,
Devore,
C.
D.,
Allison,
M.,
Ancona,
R.,
Barneh,
S.
E.,
Gunther,
R.,
...
&
Young,
T.
(2013).
Out-­‐of-­‐
school
suspension
and
expulsion.
Pediatrics,131(3),
e1000-­‐e1007.
Substance
Abuse
and
Mental
Health
Services
Administra/on
(2013).
Community
conversa/ons
about
mental
health:
Informa/on
Brief.
Retrieved
from
hhp://store.samhsa.gov/shin/content//SMA13-­‐4763/
SMA13-­‐4763.pdf
World
Health
Organiza/on
(2011).
Mental
health:
A
state
of
well
being.
Retrieved
from
hhp://www.who.int/features/facUiles/mental_health/en

33. Questions?