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This PowerPoint is part of a package on early
identification processes used at Coombabah High
School
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This PowerPoint presentation is part of a suite
of initiatives produced through Mind Matters
Plus. It is meant to be used in conjunction with
supporting material.
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An Identification Process
For Students with High Needs in the
area of Mental Health
Why? Who? How?
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Why?
Because there is a need
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Mental health
disorders educational outcomes

• Prevalence
• 14 of children and adolescents aged from 4
  to 17-years-old in Australia (Sawyer et al,
  2001)
• Estimated as high as 20-25 for
  adolescents (12 to 17yo) (Zubrick et al, 2000)
• Rate is increasing

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Impact
of anxiety disorders

• Lower academic achievement (Lalongo, Edelsohn,
  Werthamer-Larsson, Crockett, Kellam, 1995),
• Peer relationship problems(Strauss, Frame,
  Forehand, 1987)
• Impairments in general social competence (Messer
  Beidel, 1994).

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Impact
of anxiety disorders

• Excessive school absenteeism impaired peer
  relationships associated with anxiety lead to
  poor vocational adjustments (Hibbert, Fogelman,
  Manor, 1990)
• Self concept problems (Asher Coie, 1990)
• Psychiatric disorder later in life (Kovacs
  Devlin, 1998)

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Depression

• Single most prominent risk factor for adolescent
  suicide (Brent et al, 1993 Kutcher Marton,
  1996).
• Impairs interpersonal relationships and can
  result in academic problems
• (Birmaher et al, 1996 Kessler Walters, 1998
  Owens, Slee, Shute, 2000).

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The objective
is to

• Develop resilience
• Nurture mental health
• Build healthy community

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Ultimately

• To assist students to be more effective learners
• And become emotionally resilient

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Students with
Who?
high needs in the area of mental health
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Implement a
How?
systematic identification process
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The method
used to identify students needs to be

• Comprehensive
• Effective
• Confidential

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The identification
process
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What
happens then?

• Support interventions are
• implemented through
• Group programs
• Individual assistance
• Referrals to community agencies

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Possible intervention
programs
Anxiety
Grief Loss
Body Image
Depression
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What we need
from you

• Your observations
• Assistance with the self-report
• Support for interventions

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Thank you
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(No Transcript)
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Step 1
Inform yourself of the process

• Read guide
• View Who Knows
• Read articles

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Step 2
Gain support of your administration

• Benefits

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Step 3
Form support team and plan timeline for the
process

• Explain process

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Step 4
Inform all staff of process

• Staff meeting
• Show PowerPoint
• Who Knows DVD

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Step 5
Delegate jobs to support team members

• Checklists

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Step 6

• Conduct Teachers Day
• Collect information of
• Students from teachers

• Day 1
• Classroom teachers

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Step 7
Conduct Support Team Day collate information
from teachers day support team

• Day 2
• Student support team

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Step 8
Administer self-report to students

• Day 3
• Select measure

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Step 9
Score self-report measures collate with other
information

• Budget

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Step 10
Implement interventions

• Referrals to external agencies
• Programs implemented in school
• Find program information _at_AGCA Index

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Tripartite
model of Data Collection
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Step 1 Inform yourself of the process Step 2
Gain support of your administration Step 3 Form
support team and plan timeline for the
process Step 4 Inform all staff of process Step
5 Delegate jobs to support team members Step
6 Conduct Teachers Day - Collect information
of students from teachers Step 7
Conduct Support Team Day - collate information
from teachers day support team Step
8 Administer self-report to students Step 9
Score self-report measures collate with other
information Step 10 Implement interventions