Mental Health Strategic Plan - London District Catholic School Board

Loving God, help me to understand the feelings of others, the desires of others, the
struggles of others, and the goals of others. At the same time, help me to
understand myself in my actions and reactions. Widen my vision beyond my own
small world to embrace, with knowledge and love, the worlds of others.
Bless me with insight, acceptance and love that are enlightened with the dignity of
which every human being is deserving.
Newsletter Date
Amen.
Created in the Image of God
From Prayers for Catholic Education Week 2011, “Celebrating the Spirit”
We’re on the web
www.ldcsb.on.ca
Phone: (519) 663-2088
SUCCESS FOR ALL
MENTAL HEALTH AND WELL-BEING
FOR CHILDREN AND YOUTH
STRATEGIC PLAN
2012-2017
LDCSB Mental Health and Well-being Strategic Plan
LDCSB Mental Health and Well-being Strategic Plan
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GLOSSARY OF TERMS
OUR VISION - SUCCESS FOR ALL
BEING - Whole and Holy
BELONGING - in Community
BECOMING - Catholic Graduates
Mentalhealthis a state of successful performance of mental function, resulting in productive
activities, ful)illing relationships with other people, and the ability to adapt to change and cope with
adversity.
OUR MISSION
Working together, we will contribute to the creation of caring and
supportive environments that maximize learning, physical and mental well-being to
strengthen children, youth, families and school communities.
Mentalhealthproblems[refers to] signs and symptoms of insuf)icient intensity or duration to meet
the criteria for any mental disorder. Almost everyone has experienced mental health problems in
which the distress one feels matches some of the signs and symptoms of mental disorders. Mental
Taking Action to Improve Mental Health and Well-being
for Children, Youth, Families and School Communities
health problems may warrant active efforts in health promotion, prevention and treatment.
Mentalillnessis the term that refers collectively to all diagnosable mental disorders. Mental
Long Term Goals:
disorders are health conditions that are characterized by alterations in thinking, mood or behaviour
1. Improve mental health and well-being in all students.
2. Create healthy, resilient, inclusive school communities.
3. Identify mental health and addiction problems early and plan appropriate
response.
4. Collaborate with the community to ensure timely, high quality services and
supports to children and youth with mental health and addiction problems.
(or some combination thereof) associated with distress and/or impaired functioning.
Tier1-UniversalPreventionForAll
Practices for promoting healthy social and emotional development for all children and youth
Mental health skill development for children, youth, staff, families and communities
social/emotional learning curricula for all students
Partnerships between school, home, parish and community
Best practices that consider the unique strengths and challenges of each school
community
The central question is not:
“What about the student is causing the
performance discrepancy?”
Tier2-EarlyInterventionForSome
Early Detection, identi)ication and response to mental health problems
but rather,
Skill-Building at the individual and group level
“What about the interaction of the curriculum,
instruction, learners and learning environment should
be altered so that the students will learn?”
Tier3-IntensiveInterventionforFew
This shift alters everything else.
Individual child, youth, and family support
Ken Howell
Individual team developed to support each child and youth
Individual plans may be an array of interventions/services
LDCSB Mental Health and Well-being Strategic Plan
LDCSB Mental Health and Well-being Strategic Plan
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Diagram 1 - Mental Health Is A Continuum
OUR VISION
Success for All
Mental Health
Mental Health Problem
Mental Illness/Disorder
Impacted by our
Impacted by
Presents as
• Strengths
• Resiliency
• Attachment relationships
• Stresses at school, home
• Internalizing (mood/anxiety
and/or work
BEING ~
Whole and Holy
OBJECTIVES
•
•
Promote resiliency and a
strengths-based approach
with all students
Foster mental wellness for
all students
disorders)
• Externalizing (aggression
physical and verbal)
• Psychoses
• Substance use/abuse
KEY STRATEGIES
•
•
•
Partner with the Student
Support Leadership Initiative
(SSLI) in NE London and
Oxford Resiliency Projects
Develop a targeted education
program to transfer knowledge
gained throughout the District
Implement Universal
Supports
Adapted from I. Manion, 2011
Mental health is best understood as a continuum ranging from mentally healthy behaviours and
relationships to mental illness/disorder. Signs that a child or youth may be struggling include:
•
•
•
•
a child exhibits behaviours or moods that are not age appropriate
their behaviours are more dramatic than in their peers
their behaviours continue for longer than usual
learning is impacted
BELONGING ~
In Community
•
•
Understanding the frequency, intensity and duration of the behaviour or symptom helps to
determine where a child or youth is on the continuum, how serious the problem may be and
where to seek help within the school system or community.
•
Promote equity and
inclusion for all students
Reduce stigma and
discrimination for students
with mental health and
addictions problems
Increase parent
engagement and support
for families
•
•
•
•
Diagram 2 - Tiered Supports
•
BECOMING ~
Catholic Graduates
•
•
•
•
K. Short, 2009
Schools and children’s mental health agencies need to collaborate and coordinate services across the
continuum. Each system has complementary roles and emphasizes different strategies as shown in
Diagram 2. While schools focus time and resources promoting mental health and well-being through
universal strategies and comparatively little time engaged in clinical treatment responses, children’s
mental health agencies are the opposite. We must work together to ensure that the full spectrum of
high quality mental health supports and services are available to children and youth throughout the
District.
LDCSB Mental Health and Well-being Strategic Plan
Improve mental health
literacy of all staff
Build school-based
capacity to identify and
intervene early
Enhance service pathways
with community partners to
promote early
intervention and referral
Improve transitions
between schools and
community-based services
and supports
•
•
•
•
•
•
•
•
LDCSB Mental Health and Well-being Strategic Plan
Conduct and analyze Safe
Schools Climate Surveys to
achieve baseline data and
inform actions
Research and implement best
practices to reduce stigma and
discrimination
Implement Belonging
Initiative
Implement Respecting
Difference
Implement a Whole School
Approach
Identify and train school-based
mental health champions
Develop targeted awareness
and educational programs on
mental health literacy
Provide mental health
resources
Implement Positive Behaviour
Support Teams
Work with community to
maintain a single access web
portal with information on
mental health, addictions,
self-care and peer support
Enhance peer support services
Investigate wait-time strategy
with community
Develop Transitions Protocol
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CATHOLIC SOCIAL TEACHING IN ACTION
Expected Outcomes for Students
Human
Dignity
Preferential
Solidarity and
Option For The Community
Poor,
Marginalized
Or Lost
Subsidiarity
How do we
respond to people
who due to their
mental health
challenges have
lost their own
sense of dignity?
How do we respond
when the
behaviours or
statements of
others are strange
to us and make us
uncomfortable?
Do we have the
humility to
demonstrate our
solidarity by simply
standing by those
in our community
who are in need,
recognizing we are
more alike than
Do we further
marginalize through different?
our words and
actions; or can we
find ways to
include them in
community?
Those who
experience mental
illness and disability
have gifts and
capabilities that
they should have
an opportunity to
express.
Whoever suffers
from mental illness
always bears God’s
image and likeness
in themselves, as
does every human
being. In addition,
people with mental
illness always have
the inalienable right
not only to be
considered as an
image of God and
therefore as a
person, but also to
be treated as such.
The person
requires a
multiplicity of
communities to
achieve and sustain
full human
development.
Increased sense of belonging
Increased resiliency and coping skills
Reduced stigma and discrimination for those with mental health challenges
Timely access to community based services and supports
Decreased severity of mental health symptoms through early identification, intervention and
management
A Resilient, Discerning Believer, who
develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity and the common good;
understands that one’s purpose or call in life comes from God and strives to discern and live out this call
throughout life’s journey;
integrates faith with life.
A Self-Directed, Responsible, Life Long Learner who
demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
participates in leisure and fitness activities for a balanced and healthy lifestyle.
Have school staff
members, student
leaders, parents,
come to
understand mental
illness as well as
the impact of
stigma?
Common Good Stewards Of
God’s
Creation
Are we creating
safe places for
people in need of
help to ask for it?
As a Catholic
community, how
are we
participating in the
efforts aimed at
Are we advocating reducing societal
for the supports and stigma against
those with mental
services needed?
health
issues?
Do the communities
to which we belong
create opportunities
for people with
disabilities to
contribute
according to their
gifts?
A Collaborative Contributor who
develops one’s God-given potential and makes a meaningful contribution to society;
respects the rights, responsibilities and contributions of self and others.
A Caring Family Member who
relates to family members in a loving, compassionate and respectful manner;
ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
acts morally and legally as a person formed in Catholic traditions;
accepts accountability for one’s own actions;
witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and
compassionate society;
contributes to the common good.
Expected Outcomes for Staff
More school staff are trained to identify mental health and addictions needs early
More school staff will increase knowledge, skills and comfort level accommodating children with mental
health and addiction issues in the classroom
Let’s rethink a new
vision for our world,
based on every
human person as
important. And that
means we will have
to change. ...so
that we can build
something
together.
(Jean Vanier,
Belonging, The
Search for
Acceptance)
(Pope John Paul II,
International Conference for Health
Care Workers,
1996)
Consolation is a
beautiful word. It
means “to
be” (con) “with the
lonely one” (solus).
To offer
consolation is one
of the most
important ways to
care. ….To
console does not
mean to take away
the pain but rather
to be there and
say, “You are not
alone, I am with
you. Together we
can carry the
burden. Don’t be
afraid. I am here.”
That is
consolation. We all
need to give it as
well as receive it.
(Henri Nouwen,
Bread for the
Journey)
LDCSB Mental Health and Well-being Strategic Plan
LDCSB Mental Health and Well-being Strategic Plan
For I was hungry
and you gave me
food, I was thirsty
and you gave me
something to drink,
I was a stranger
and you welcomed
me. I was naked
and you gave me
(Father J. Bryan
clothing, I was sick
Hehir, “Religious
and you took care
Ideas and Social
Policy: Subsidiarity of me, I was in
prison and you
and Catholic Style
Ministry in Who Will visited me…’Truly
Provide? , Mary Jo I tell you, just as
Bane, Brent Coffin you did it to one of
the least of these
and Ronald
who are a member
Thiemann, 2000)
of my family, you
did it to me.”
Matthew 25: 35-40
“Every Christian,
according to their
specific duty and
responsibility is
called to make
their contribution
so that the dignity
of these brothers
and sisters may be
recognized,
respected and
promoted.”
(Pope Benedict
XVI, World Day of
the Sick, 2006)
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• 13-25% of children and
youth have a mental
health disorder/illness
• Only 1 in 6 access
services
• 70% of adults with a
mental illness indicate
that it started before
they were 18, 50%
before age 14
• If one mental health
disorder is present,
more than likely there
will be other problems
present; 45% have
more than 1 disorder
OUR CONTEXT
There is a significant relationship between mental health and achievement. All
children and youth can succeed given the right resources and supports in a safe, caring,
inclusive learning environment. Open Minds, Healthy Minds - Ontario’s Comprehensive Mental
Health and Addictions Strategy was released in 2011 and was a catalyst for the development
of initiatives to contribute to an improved service system for children, youth and families. The
three year strategy is focussed on early intervention and support to protect our children and
youth from the many associated costs of mental illness and addictions and help steer them on
the road to safe, healthy, happy futures. The Provincial strategy builds on the Student Support
Leadership Initiative (SSLI) established in 2005.
The SSLI which includes the London District Catholic School Board, Thames
Valley District School Board and over 60 partner community agencies is
focussed on finding ways to better support children, youth and their families who
experience mental health challenges. Working together, community and schools
are creating collaborative pathways to enhance mental health programs and
services. Over the past five years of this six year initiative, our collective efforts
have focused on the following:
•
(Ontario Centre of
Excellence for Child
and Youth Mental
Health, 2011)
•
• Suicide is the 2nd
leading cause of death
in ages 16-24
(Statistics Canada,
2002)
• 63% of youth
indicated that
embarrassment, fear,
peer pressure, and/or
stigma are the major
barriers to young
people seeking help
for mental health
problems
• Others stated they
•
•
Creating a comprehensive resource list of the programs and services in
Elgin, London, Middlesex and Oxford. Visit www.mentalhealth4kids.ca
Creating guidelines and protocols between school boards and community
organizations to better serve children, youth and families including:
Partnership Protocol
Threat Assessment Protocol
Tragic Events Protocol
Transitions Protocol
Exchange of Information Guidelines
Joint Training Initiatives
A Resiliency Demonstration Project
The Ontario Bishops’ Conference called for similar positive action, reinforcing its earlier
statement from 2004 that::
“The right of each student to be free of harassment, violence or malice in speech or
action is unequivocal and schools carry the clear obligation to provide a positive school
environment for all students and staff.” (Equity and Inclusive Education, 2009).
GUIDING PRINCIPLES ~ WE BELIEVE IN:
Child and Youth and Family Centered Focus
would not recognize
if they had a problem
(19%) or would not
know where to get
help (12%).
Shared Responsibility
(Davidson and Manion,
1996).
Systems Approach
Integrated View of Health and Well-being
Research Based and Evidence Informed Practices
Accessible and Responsive Services
LDCSB Mental Health and Well-being Strategic Plan
Expected Outcomes for Families
Increased engagement with school teams
Increased satisfaction with in-school response to students with mental health challenges
Expected Outcomes for School Communities
Enhanced culture of caring, inclusion and support for all students
A whole school approach working in partnership with staff, students, parents, and the community
MOVING OUR IDEAS INTO
ACTION:
Implementing and Monitoring the
Strategic Plan
The articulation of detailed actions and
monitoring of results to support the goals of the
Strategic Plan will be outlined in the annual
Board Improvement Plan for Learning,
Achievement and Faith Formation.
The Board of Trustees will receive
regular updates in accordance with the
timelines set out in the London District Catholic
School Board Multi-Year Strategic Plan. The
Special Education Advisory Committee will play
an active role in providing advice to the Board
of Trustees on the implementation of the plan.
This engagement, planning and reporting
process will ensure that the commitments and
strategic actions of the Strategic Plan for
Well-Being and Mental Health are realized.
“Now there are varieties of gifts,
but the same Spirit; and there
are varieties of services, but the
same Lord; and there are
varieties of activities, but it is the
same God who activates all of
them in everyone.”
1 Corinthians 12:4-6
LDCSB Mental Health and Well-being Strategic Plan
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CHARTER of RIGHTS
ALL CHILDREN AND YOUTH SHALL HAVE THE FOLLOWING SIX INALIENABLE RIGHTS REGARDING
MENTAL HEALTH AND WELLWELL-BEING:
PURPOSE
The following fundamental rights describe our duty of care for the mental health and well-being
well
of all people. Guided by the principles of Catholic Social Teaching,
we can discover the ways in which we can care for others and the rights of all people, created in God’s image. These rights express
e
the Gospel call for inclusive and equitable
opportunities for all children and youth and are a basis for improving the quality of school and life experience.
S T A T E M E N T OF R E S P O N S I B I L I T Y
Each child and youth is responsible for knowing, acknowledging, and respecting the rights of other children and youth, as well as all other members of the community. We are our brothers’ and sisters’ keepers.
Each adult is responsible for recognizing their role in promoting a caring, inclusive, hospitable community.
THE RIGHT TO CARE AND SUPPORT
THE RIGHT TO SUCCESS
THE RIGHT TO SERVICE
THE RIGHT TO ACCEPTANCE
To be able to approach individuals within school and the
community who are knowledgeable and compassionate in
dealing with mental health concerns.
To foster communities that encourage and emphasize
learning, recognize unique gifts and learning styles, and
give us an opportunity to develop and grow to our full
potential.
To receive equitable and timely access to mental health
resources, supports and services. These should be
accessible and distributed in a way that respects the unique
needs of each individual.
We are social beings. Each of us needs to love and be loved;
and help each other to discover his/her own beauty,
uniqueness, the hidden light in his/her heart and the meaning
of his/her life; to accept others and to be accepted.
Subsidiarity: At the heart of this principle is the
understanding that each individual and social group has
something “original to offer to the community”.
We are called to develop our abilities and
talents and offer them in service to the community. For this
to happen we need to create communities that foster the
personal growth of all people.
Common Good: The common good is the principle that
seeks the good for everyone. Respecting the common good
requires a commitment to organize society in such a way
that we protect and promote human rights and provide
essential services which allow all people to reach their
potential more fully and more easily. It is the responsibility
of each of us to ensure that the community provides those
services that address all health issues including mental
health and well-being.
Solidarity and Community: As Saint Paul reminds us,
“There is neither Jew nor Greek, there is neither slave nor
free person, there is not male and female; for you are all one
in Christ Jesus” (Galatians 3:28). We share a common
humanity. We have the responsibility to remove barriers that
divide us. Jesus reminds us that we are to love all people,
including ‘enemies’ and those who persecute us (Matthew
5:44). It is love that is at the heart of solidarity.
Preferential Option For The Poor, Marginalized Or Lost:
Respecting the dignity of all, we are the advocates for
those who are most vulnerable – those who cannot
participate, or who experience barriers to full participation,
in society. We are our brothers’ and sisters’ keepers.
Each of us has the responsibility to promote a caring,
hospitable community. In all school communities there will
be people who can direct us to those persons, resources,
and services that lead to good mental health.
THE RIGHT TO PROTECTION
THE RIGHT TO RESPECT
To be safe from harm, abuse or any form of
harassment. All our words and actions will be a
reflection of respect for the God-given dignity of every
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To live and grow in a culture of care where basic needs
which are necessary for living are met and to have our
personal dignity acknowledged and respected by others.
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Human Dignity:
The inherent dignity of the human person which comes from
God and the right to have that dignity respected from
conception to natural death is core to the Gospel. Human life
is sacred, for each person is made in the image of God. The
call for us is to first see each person as a daughter or son of
God; to look beyond appearances and labels and to see each
other as brother and sister.
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LDCSB Mental Health and Well-being Strategic Plan
Adapted from: Ontario Student Trustee Association, Summit on Children and Youth Mental Health, 2011.
LDCSB Mental Health and Well-being Strategic Plan