The purpose of this presentation is to implement 3-4 effective strategies to reinforce Positive Behavior for students who are affected by mental health issues personally or in their home life. By changing how we approach teaching positive behavior to students who\u27ve been impacted by mental health issues, we can in turn change how they approach learning and life

Corbin, Shameika M

English

Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern University Digital Commons@Georgia Southern Georgia Association for Positive Behavior Support Conference Mental Health and Its Effect on Positive Behavior for Economically Disadvantaged Students Shameika M. Corbin Atlanta Public Schools, scorbin@atlanta.k12.ga.us Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/gapbs Recommended Citation Corbin, Shameika M., "Mental Health and Its Effect on Positive Behavior for Economically Disadvantaged Students" (2014). Georgia Association for Positive Behavior Support Conference. 61. https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/61 This presentation is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It has been accepted for inclusion in Georgia Association for Positive Behavior Support Conference by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact digitalcommons@georgiasouthern.edu. Mental Health and Its Effect on Positive Behavior for EconomicallyDisadvantaged Students Shameika M. Corbin,Atlanta Public SchoolsBreaking the Ice...“Paper in the Bucket”“...Although historically mental health has been viewed through the lens of mental illness, (e.g., depression, schizophrenia, bipolar disease), we have come to recognize that good mental health is not simply the absence of illness but also the possession of skills necessary to cope with life’s challenges. As educators we need to understand the role mental health plays in the school context because it is so central to our students’ social, emotional, and academic success.”(© 2003, National Association of School Psychologists,4340 East West Highway, Suite 402, Bethesda, MD20814, w w w.nasponline.org) The Role of Poverty● Hunger● Hygiene● Low-Performing● Lack of Medical Attention● Family InfluenceGuide to Teaching Students with Mental Health Disorders...STEP 1: Identifying…● Keep records of observationsTeachers who are concerned about a student should keep clear, concisenotes of the indicators and incidents that may later help health professionalsdetermine whether a student has depression. ● Consult with a school counselorIf a teacher has a concern about a student, he or she should compare noteswith other teachers and discuss observations with a school counselor andperhaps the principal. ● Develop support strategiesStudents continue to attend school during the time they are being assessedfor depression, and after a formal diagnosis most students with depressionremain in school. They will benefit from extra support and understandingfrom teachers. Creating An Inviting ClassroomCreating an inviting environment where students feel safe to take healthyrisks is important, as students with depression may avoid school if they feel threatened or insecure there. The emotional tone of a classroom is powerful, especially to students with depression.● avoid singling out the student with depression from the rest of the class● be a good listener ● demonstrate unconditional acceptance of students, though not necessarily their behaviors. This is vital to students with depression● keep a positive tone; humour is great but sarcasm is hurtful● keep suggestions for improvement constructive, specific, and brief● avoid over-generalization, using words like “always” and “never”● be specific in providing feedback about when, where, how and why,    either behaviour or academic work needs to improve● develop routines or rituals that are conducive to learningTeaching Organizational Strategies● Prompt students to use agenda books or day-timers for assignments    and tests. Memory is not reliable when a person is mentally unstable.● Encourage students to use positive self-talk and problem solving when    confronted by difficult work. Teachers can model this by talking about    times when they used positive self-talk to overcome a challenging situations.● Normally, as students mature, teachers expect students to take the initiative to request help but this is hard for students with mental health issues.Instructional Strategies● Maintain a pleasant, interested tone and be prepared to listen; do not    press students for details on family problems or therapy.● Find out what motivates students, such as working with music, popular culture, unique books and how they learn best (visually, audibly, etc.)● Be aware of any special needs or learning problems● Initiate conversation when students arrive, leave, or during breaks, as    students with depression are not likely to do so.● Stop by students’ desks during seat work or sit in on small groups.Building a Support NetworkStudents need to be encouraged to build a network of support from parents, teachers, and friends. As much as they are able, they need to let people know how they are doing. At school, they may choose a teacher or counselor to be an advocate to assist them in communicating with their other teachers…● Maintain contact with a few friends by talking to them regularly and participating in activities that have been part of their regular routine.● Use assertive communication rather than fighting, shouting, or yelling.  “I don’t like it when you pull my jacket.  Keep your hands to yourself”● Walk with a friend, an older buddy or a teacher during recess or breaks. This minimizes the feeling of being left out when the student sees other students having fun or seeming to have many friends.Counseling Related Strategies● Coaching students to use positive self-talk● Encouraging students to follow healthy living practices● Encouraging students to participate in community programs● Helping students “find” their own gifts and talentsLingering Questions & ConcernsReferences...● National Library of Canada Cataloguing in Publication Data Main entry under title:  Teaching students with mental health disorders : resources for teachers. Volume 2, Depression Includes bibliographical references: p. ISBN 0-7726-4445-4 1. Depression in children. 2. Depression in adolescence. 3. Mentally ill children - Education. I. British Columbia. Ministry of Education. Special Programs Branch. RJ506.D4T42 2001 371.94 C2001-960007-0● Nastasi, B. K., Pluymert, K., Varjas, K., & Moore, R. B. (2002). Exemplary mental health programs: School psychologists as mental health service providers. Bethesda, MD: National Association of School Psychologists.● National Association of School Psychologists. (2002). School psychologists: Providing mental health services to improve the lives       and learning of children and youth. [Brochure]. Bethesda, MD:● Association for Conflict Resolution, 1527 New Hampshire Ave., NW, Third Floor, Washington, DC 20036,  w w w.acresolution.org/● Success in School/Skills for Life online resource kit, (electronic handouts for parents on a variety of mental health and learning topics that schools can download to their websites for free,) NASP Center for Children and Families

Mental Health and Its Effect on Positive Behavior for Economically Disadvantaged Students

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Mental Health and Its Effect on Positive Behavior for Economically Disadvantaged Students

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