Springfield Clinic Mental Health Care

Schools need to educate parents and children about mental health and illness. According to an article published by the Association for Children’s Mental Health, “1 in 5 children and youth have a diagnosable emotional, behavioral or mental health disorder and 1 in 10 young people have a mental health challenge that is severe enough to impair how they function at home, school or in the community” (Problems at School). Schools could hold educational meetings on mental health to inform and aid parents and children to determine when they need to address mental health. Additionally, incorporating a stronger mental health aspect in the state required health

Teachers and staff will be trained to tell the if a student is experiencing symptoms of any type of mental health disorder. For example, if a student is having irregular mood swings or a fluctuation in weight, which are common symptoms of anxiety and depression. In the article, “Why Schools Should Screen Their Students' Mental Health”, it says,“If we made mental health part of the usual health system of a school, then it becomes more normal…”. If a student sees a positive outlook on mental health they would be opened to getting help. On some media platforms, mental health is portrayed as something to be ashamed of or a evil quality to posses. Mental health isn’t evil, it’s how the person deals with it that's important. Yes, if not treated it can cause negative effects but with the help from the community these children can live relatively normal lives. Children and adults struggle to comprehend the severity of mental illness, which causes them to avoid any form of treatment. In the future, mental health should become a thing not to be ashamed of. A person who broke a bone would go to the hospital right away, not wait for it to heal on its own. If you wouldn’t wait for a physical injury, why would you wait for

It is estimated that one in every five youth experience mental illnesses that interfere with their everyday routines (“NAMI”). Mental health in the United States is a growing epidemic that needs to be solved. Youth with mental illnesses may never know that they have one; screenings for mental health are not something a lot of people take advantage of. Schools are a place where youth develop the most. In order for this to happen, society needs to make schools feel welcoming and provide support for those who need help. While some people do not believe mental illnesses exist, schools should require mental health screenings in order to prevent future violent situations, educate their staff, and do more to make students feel comfortable.

There has been a decade-long spike in the awareness of mental illness and suicide ideation among teenagers and young adults. Accordingly, researchers have determined, based on the results of numerous studies and trials, that there exists the possibility of dramatically reducing mental illness, suicides and suicidal behavior, thereby raising the potential of promoting overall wellness among young people. Many political leaders and mental health professionals, encouraged by the results of the studies, have asked school administrators and community leaders to enact awareness and prevention programs in their jurisdictions, while requesting that program leaders take responsibility for program results (e.g., No Child Left Behind, 2002).

School counselors provide individual and group counseling for issues that impact academic achievement (Erford, 2015). Counselors in schools typically provide prevention, education, crisis response, and short term intervention services (ASCA, 2008). School counselors create groups from data, and usually develop psychoeducational groups to address identified skills needed (ASCA, 2008). While school counselors are taught how to respond to mental health issues, they concentrate on problems that are impeding personal, social, career, or educational development (Erford, 2015). Professional school counselors often choose strengths based and brief approaches to counseling to support student success (Erford, 2015). Individual counseling in schools provides students with resilience, encouragement, empowerment, acceptance, and a secure relationship (Erford, 2015). School counselors provide either counseling or psychoeducational groups. The counseling groups are crisis, problem, or growth centered. School counselors are able to provide many

According to my strategy statement made in week 3 Application, I have a great belief that mental support plays an important role in supporting high school students in dealing with and fighting against depression. As a special education classroom assistant (SECA) who directly work with students with learning disability and mental illness, I understand that it is my duty to support and encourage my students to take part in mental health support and wellness education program available in school. They are such a great program that our school is fortunate to have as a preventive method to help our students fighting teenage depression. In order to bring the program to school’s every day activity, I would seek options to establish and implement a

The overall focus of this specialty group is on challenging thought processes and behaviors that contribute to maintaining anxiety and depression. The adolescents enrolled in this program receive group, individual, and family therapy. There is a strong psycho-educational component regarding diagnoses for both the teens and their families. Medication consultation takes place with a board certified child/adolescent psychiatrist. The school liaison works with the school professionals to provide additional information about the adolescent’s diagnosis and how it may affect school performance.

This paper is an overview of mental health professional with several years’ experience to be a consultant to a local district superintendent. Based on information gather from a phone call from the superintendent regarding three students and a teacher that was severely stabbed by a student. This has been in the media for about two weeks. During this time, the superintendent has been receiving complaints from people in the community, parents and teacher stating that security measures are not adequate and that discipline for the student are lax. My responsibility as a MHP consultant is to develop a plan of action, intervention and my recommendation to the superintendent. To help improve communication within the community about the school, student, teachers and administrate staffs.

Preview of Main Points: Today I will show you the dangers of not explicitly discussing mental health in school, what students will gain from discussing mental health, and inform you what you can do to make this happen.

Young children experience mental health challenges that impact early learning, social interactions, and the overall well being of their families. It is estimated that between 9% and 14% of children from birth to 5 years of age experience social and emotional problems. These problems negatively impact and affect their functioning and development (Brauner, 2006). Children diagnosed with mental and behavioral health disorders are receiving too few therapeutic services. Therefore these Children are not getting the therapy they need in order to gain the skills that can help them be more successful in school, community settings, and family/home life.

About 1 in 5 youth aged 13–18 experiences a severe mental disorder at least once in their lifetime. Over one-third of students with a mental health condition, age 14­–21 drops out—the highest dropout rate of any disability group. With these statistics, it shows how many people are not gaining support and are just giving up because they cannot find convenient help. If this issue is shown in the classroom, then the awareness rates will rise, making more establishments for support and treatment.

As challenges, arise in preventive intervention programs it is important for counselors to advocate and partnership with mental health organizations. In addition to advocacy, counselors would behoove in interactions with Public health professionals (Laureate Education, 2008) and properly access individuals for change in both the individual and community. For social change to take place, overall awareness is important in all aspects of prevention and intervention with clients, community and

Treatment and Service Plan should also reflect Client/family strengths toward overcoming barriers and achieving desired mental health-related results. Treatment goals should be measurable and time limited and have to identify the anticipated duration of treatment, and the timeframe, as well as plan for transitioning the child to a less restrictive family environment. Treatment Team should reassess medical necessity of the treatment every time during plan review and discuss the possibility of transitioning the child to a less restrictive family environment. Treatment and Service Plan addresses multiple issues and areas of difficulty experienced by youth, such as mental health, education, family, medical, and legal issues. The actions of the Treatment and Service Plan can include areas of Community Life, Family Life, Vocation, Independent Living, Health, etc.

Assistance needs to be combined with the high school’s conditions so that the staff and teachers see the mental health services as an essential component of the learning structure. Also, because sometimes parents and guardians are the causes of depression, or essential components in mental health medical care for teenagers and children, all the information that is presented upon the therapies and consults between kids and counselors, would always be confidential. This meaning that for a child to request or receive mental help, parental consent should not be required. Confidentiality of mental health statistics in accepted by law, a well-determined structure must be initiated. There must be an enactment, informing the regulations to preserve confidential information, but permit sharing of information that to a point can affect any student’s learning and social environment with his or her peers, and to confirm the welfare of other students and school staff members.

Therefore, the article evaluate the effectiveness of the evidenced-based services that was provided to the students. The outcome of the services that were most utilized are Good Touch Bad Touch, Connect With Kids, and Botvin’s Lifeskills were the most effective programs for the students. The Satisfaction Surveys were distributed among children and youth receiving services; however, there were limitations that affected the results. Also, the parents, teachers, and school staff completed the satisfaction survey to obtain their viewpoint on their satisfaction of the clinicians. The children, youths, and the parents filled out the survey on their positive experiences that they had with the clinician. The teacher and staff filled out their satisfaction survey that pertained to the effectiveness of the clinician when working with the students at the end of the year. At the end of the year, the surveys were distributed to the school administrators to be completed and returned to the School Mental Health Program. In addition, there were assessments that the principal had to rate their perceptions on the school atmosphere. Also, the School Mental Health Program clinicians provided workshops that were affiliated with the school. At the workshops, the clinicians distributed satisfaction forms that were provided to the respondents and collected by the clinicians. First, evaluation illustrates is the satisfaction of the participants that received