Mental Health RoleTeacher Role

Child Plus and Mental HealthStrategies

Mental Health Resources

Copyright (2018) by Region 7 Education Service Center All Rights Reserved.

MENTAL HEALTHQuick Reference Guide

Mental WellnessThe Mental Health Team is striving to make mental health and wellness information

available to Family Service Workers, Teachers, and Teaching Assistants. Life circumstances and

situations can affect our ability to perform our jobs in an effective manner. We will strive to

provide information about the impact of harmful and toxic stress, as well as strategies to

alleviate and cope with these stressors. We can provide every day strategies to reduce your

level of stress. This information will be helpful to you, your families, and your students.

HS Standard 1302.93

Head Start Mental Health Will:

• Provide comprehensive, early intervention services to children and families, connecting home and school• Provide information, communication, and training opportunities to inform and support teachers in meeting the needs of the child with mental health concerns

Services Include:- Observation and Follow-Up of Mental Health Referrals in the Classroom- Strategies / Intervention for Challenging Behavior- Consultation with Teacher / Parent / Administrator- Collaboration with Schools for Student Services- Training for Teachers / Parents to Promote Social Skills and Emotional Self-Regulation- Providing Information / Materials on Mental Health Topics for Teachers / Parents- Referral of Families for Outside Services, Including: Parenting Support, Counseling, and Evaluation- Making Mental Health and Wellness Information Available to Family Service Workers, Teachers, and Teaching Assistants

Mental Health Role

Head Start Teacher

Teacher Role

General Classroom Procedures / Management:- Connected with the child? Establish positive relationship, 1:1 time, explore interests.- Respect demonstrated? Make eye contact. Use a calm voice. Model caring and sharing.- Awareness of individual needs? Acknowledge emotions. Provide comfort and assistance.- Expectations concise and visual? Review rules. Explain the next step before it is taken.- Consistency and Routine? Do the same thing, the same way, at the same time, all the time. Provide visual pictures for procedures.- Transitions swift and meaningful? Check your schedule. Consider planning a low energy activity following a high energy activity. Provide lots of music and movement.- Preparation of materials for the day? Anticipate areas of concern before they arise.- Pacing adequate? Notice and manage wait time for the next activity.

Composure:- Manage stress levels- Practice deep breathing and calming activities- Use Positive Self Talk: (“I am safe. I can handle this.”)- Model self control

Child Plus & Mental Health Referrals

Entering a Mental Health Referral in Child Plus(Remember to Email MH Staff)

1. Log in to Child Plus. Select the Student. In the Services bar, click on Mental Health2. Transaction mini-tab3. Click ADD TRANSACTION. The Transaction Information will populate4. For Transaction Date - enter the current date of the referral5. Transaction Type - Select - Referral from the drop-down6. Status - Select - Observation Needed (DO NOT FILL IN COMPLETION DATE.)7. Source - Select - Teacher8. Refer to - Select - Head Start9. Transaction Notes - Enter the reason for the referral to Mental Health10. IMPORTANT: Email MH Specialist that you made referral

To-Do List Entry Express Management Reports Setup

Strategies

Automatic Referrals

Two Positive Choices Additional Strategies

Effective Teacher LanguageSuspended or sent home due to behavior

Placed in foster care

Initiating sexual play / behaviors

Hurting other children / patterns of aggression

Parent / Guardian requests a referral be submitted

Immediate Crisis Referral: If a family has experienced an immediate crisis, such as death of a child, death of a parent, or severe loss due to a natural disaster, an immediate referral needs to be made to the Mental Health Coordinator, via telephone call.

Offer children under the age of five a choice between two predetermined events or objects. Example: “You have a choice. You may build blocks, or draw.” “You may pick up the blocks or the cars, which do you choose?” Acknowledge the choice that the child has made and encourage them to continue to make choices.

Note: some children may not make a choice. If they won’t choose, leave them with the choices presented and walk away. Come back to them in a few minutes to see if they were able to make a choice, or present them with the choices again.

Use Assertive Commands that tell children what to do:Pick up the animals and gently place them in the tub, like this. (demonstrate)

Acknowledge children’s success and describe what you see:You did it! You took turns with the glue so you both could have a turn.

Set up transition expectations prior to transition taking place:When I call your name, slowly walk to the door like you are a butterfly.

Is clear, simple and direct (“Sit Down!”)

Is genuine and respectful (“Thank You, that was helpful!”)

Gives specific, positive feedback rather than general praise (“You did it! You picked up the blocks and put them on the shelf.”)

Focuses on the child’s actions or behavior rather than generalizing about the child’s whole person. (Avoid saying things like “You’re such a good boy!)

Avoids qualitative or personal judgment (“You’re so pretty!”)

Shows faith in the child’s abilities and potential

ResourcesElectronic links found on HS website - Teacher / Assistant Resource page

Mental Health Resources

Region 7 ESC Mental Health Cornerhttps://sites.google.com/site/r7mentalhealth/

Conscious Discipline Sitehttp://consciousdiscipline.com

Quick Starters for Redirecting Behaviorshttps://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/

no-search/iss/behavior-guidance/redirecting-teacher-tips.pdf

Zero to Three - Challenging Behaviorshttp://www.zerotothree.org/child-development/challenging-behavior

Practical Strategies for Teachers/Caregivershttp://csefel.vanderbilt.edu/resources/strategies.html#teachingskills

CDC Mental Health Sitehttp://www.cdc.gov/ncbddd/childdevelopment/mentalhealth.html

Newsletter Staff Wellness - Managing Stresshttps://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/health-services-newsletter-201408.pdf

Providers of Infants and Toddlershttps://eclkc.ohs.acf.hhs.gov/family-support-well-being/

article/taking-care-ourselves-stress-relaxation

Stress Posters in Englishhttps://www.ecmhc.org/documents/CECMHC_GrafittiPosters.pdf

Stress Posters in Spanishhttps://www.ecmhc.org/documents/CECMHC_GrafittiPosters_Espanol.pdf

Relaxation Exercises in English and Spanishhttps://www.ecmhc.org/relaxation_exercises.html

Self Care for Educatorshttps://consciousdiscipline.com/webinars-simple-

steps-to-self-care-for-educators/?mc_cid=06beb8127b&mc_eid=f8cf2bf72f

Belly Breathe with Elmohttps://www.youtube.com/watch?v=xH8TWHv0UkU

Mindfulnesshttps://www.youtube.com/watch?v=8dMiv5B7I0Y