OUTLINE OF WORKSHOP:

• What is the "Supporting Minds" document and why is it important?
• What the "Supporting Minds" document is NOT
• The Mental Health Continuum
• Unpacking Childhood Mental Health Issues
• Gallery Walk and Parking Lot
• Debrief and Conclusion

What is the "Supporting Minds" document and why is it important?

"Supporting Minds" is the result from a 2011 recommendation from the Ontario Ministry of Health and Long Term Care on the mental health of our children and youth.

It acknowledges that schools are an institution that many use to connect families with community services.

The document provides educators with information they need to support students with Mental Health and Addiction problems, including recognizing signs early, and providing effective classroom strategies.

Students who suffer from mental health issues may experience multiple difficulties in the school environment. They may have difficulty developing skills such as self-control, self-awareness and self-esteem at the same pace as their peers. Mental Health disorders often occur in combination with others.

What Supporting Minds is NOT

Supporting Minds is not a diagnostic tool, or the only resource for promoting positive mental health in schools. It is also not comprehensive - there are some mental health issues that are not addressed in the document. This document also does not describe how to treat mental health issues.

The Mental Health Continuum

Unpacking Childhood Mental Health Issues

The staff has been divided into eight groups. Each group has an envelope on their table that has a specific mental health issue in it, along with information from the "Supporting Minds" document. Skim and scan the document together, then using the chart paper, markers and tape on the table, summarize the section you receive. Be sure to include signs of the illness, and what educators can do to assist students with these disorders. When you are done, post it on the wall. You have 15 minutes!

Gallery Walk and Parking Lot

Debrief

What did you notice about the summaries? Any similarities in strategies? Major differences in strategies?

Did anything surprise you? Did you learn anything new?

If you learned something new, how would you do things differently now that you have seen some new strategies?

Conclusion

From Supporting Minds: "Educators have an important supporting role in the diagnostic process, as they can observe aspects of a student’s behaviour in the school setting that may not be evident to the parent or the mental health professional. These observations can help to provide a profile of how a child is functioning."

"Observers need to avoid jumping to conclusions either about whether a student has a mental health disorder or about the type of disorder. Rather, they should record their observations as objectively as possible and attempt to determine if the symptoms appear to be interfering with the student’s functioning. It is best to share these observations with the parent(s) and/or guardian and/or the school support team or principal, as appropriate."

Things we can do to help:

-Create a Positive Classroom Environment

- Talk to kids and parents about Mental Health, and reduce the stigma

-Know our students