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STEP 5 Reflection on the Concept of "Interdisciplinarity"

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STEP 5 Reflection on the Concept of "Interdisciplinarity"

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Please use the following link to submit an individual reflection on what "interdisciplinarity" means to you after completing STEP 5. Due next week before class.

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STEP 5 Day 2: Compare and Contrast Disciplinary Insights

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STEP 5 Day 2: Compare and Contrast Disciplinary Insights

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Please see attached Word document for the work we will do for Day 2 of STEP 5.

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We will use the following PowerPoint Template to work on STEP 6 in class as a group. Your group will post your artefact before leaving class.

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STEP 6 Reflection on the Concept of "Interdisciplinarity"

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STEP 6 Reflection on the Concept of "Interdisciplinarity"

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Please use the following link to submit an individual reflection on what "interdisciplinarity" means to you after completing STEP 6. Due next week before class.

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STEP 5 Day 1: Critically Analyze Disciplinary Insights 

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STEP 5 Day 1: Critically Analyze Disciplinary Insights 

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Please see attached Word document for the work we will do for Day 1 of STEP 5.

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STEP 3 Reflection on the concept of "interdisciplinarity"

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STEP 3 Reflection on the concept of "interdisciplinarity"

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Use the following link to submit an individual reflection on what "interdisciplinarity" means to you after completing STEP 3. Due before classtime next week.

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The Rev. Michael Heath, of Fayetteville, is a licensed mental health counselor and a fellow of the American Association of Pastoral Counselors.
By Michael Heath | Special to Syracuse.com
As of July 1 , an important but little publicized piece of legislation took effect. The new law, Mental Health Education in New York Schools, mandates that public schools teach mental health in physical education and health classes. As a mental health counselor, I am overjoyed. Here is why this long-overdue directive is so vitally needed.

Historically, mental illness has been feared and avoided in the public mind. Due to its complexity, it has been regarded differently than physical illness and has acquired a stigma which suppressed open discussion and education. Because of this silence and lack of instruction, instead of knowing how to recognize nascent emotional problems or how to respond, students often do nothing, and thus otherwise avoidable tragedies occur. As advanced as the 21st century is in so many areas of science and technology, when it comes to mental health, the level of public awareness is still woefully inadequate and filled with many misconceptions, myths and false beliefs.

With the enactment of this new law, New York state has become a pioneer in redefining and expanding health education to include mental well-being and other psychological issues. Virginia and New York are the only states in the union to ensure that future generations will not be left in the dark concerning mental health issues. Its educational mandate is designed to equip students with a comprehensive and up-to-date understanding of the crucial information concerning mental health and psychological disorders.

While the law was originally a response to the alarming rise of drug use and suicide in the teenage population, it quickly expanded to include broader issues involving emotional problems. According to the Mental Health Association in New York State Inc., the areas to be covered include:

* An integrated model of health that understands emotional and physical wellness as inter-related and not separate.
* Definitions of mental health and wellness, which include personal responsibility and guidelines for self-care maintenance and good mental health habits and practices.
* The recognition of the signs and symptoms of developing mental health problems.
* Instruction in the awareness and management of mental health crises such as the risk of suicide, self-harm and other mental health crises.
* The relationship between mental health, substance use and other negative coping behaviors.
* Stigma and cultural attitudes toward mental illness on treatment-seeking behavior and as a contributing factor in discrimination against people with mental illnesses.
* Treatment and recovery from emotional problems.
* Risk factors for emotional disorders.
* Identifying community resources, professionals and services for treating and maintaining recovery from mental illness including family and social supports.

Perhaps even more important, the classes will provide a model for open discussion, breaking the silence that has long surrounded mental health issues. The absence of discussion perpetuates fear and ignorance. Having programs to explicitly address not only facts but also feelings and cultural attitudes can go a long way to normalize and make comfortable talking about things which were heretofore implicitly forbidden or, at least, very uncomfortable.

While the internet and media have vividly raised awareness concerning the prevalence of mental health problems, reliable educational resources have been lacking to help young folks (as well as adults) understand the nature of the mental health problems or provide guidance for those seeking help. This law marks a major step forward to address a vital subject neglected by our public schools. The new programs will go a long way to eliminate fear and anxiety as well as to provide basic information about how to maintain emotional well-being and detect psychological problems before they become serious or life-threatening.

To find out more about the new law, consult the white paper issued by Mental Health Association in New York State, or contact the Mental Health Association of Onondaga County at (315) 445-5606.
Dear Syracuse, bowlers say thanks for being a 'tremendous' host (Your letters)

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NY leads the nation in teaching mental health in schools (Commentary)

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The Rev. Michael Heath, of Fayetteville, is a licensed mental health counselor and a fellow of the American Association of Pastoral Counselors. By Michael Heath | Special to Syracuse.com As of July 1 , an important but little publicized piece of legislation took effect.

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Please see the attached template for your STEP 4 artefact/product submission. Download and save it. Then fill out the information asked for and upload it here as your individual post before next week's class meeting.

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STEP 2 Reflection on the concept of "Interdisciplinarity" 

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STEP 2 Reflection on the concept of "Interdisciplinarity" 

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Use the following link to submit an individual reflection on what interdisciplinarity means to you now after completing STEP 2 before classtime next week (due Oct 3 before class).

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I have been contributing to our groups work and discussion by researching mental health services in schools. I think that I have been able to help drive the conversation by asking questions about my fellow members’ ideas. This creates a dialogue about the topic and encourages our group members to participate in the discussion. I think that being able to express our different views, and the reasons we believe in them, could help this group to have a thorough understanding of the lack of mental health in schools. Another way that the discussion helps is by allowing our group members to be able to provide solid reasons for their beliefs and to help us find effective ways to teach people about the issue surrounding the lack of mental health services for students.

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STEP 3 Group Product/Artifact (Relevant Disciplines Table & Concept Map)

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STEP 3 Group Product/Artifact (Relevant Disciplines Table & Concept Map)

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You will use classtime to work with your group members on STEP 3. As you discuss and address criteria/actions for STEP 3, take notes/create a table and a concept map showing disciplines with potentially relevant insights to your group's problem (table) and relationships between key concepts/phenomena involved (concept map) in your project. Before leaving class, one of you in the group will upload the artifact into this post. Write names of group members who were part of the conversation on the artefact. You can take a picture of both the table and the concept and upload within this post.

This is a group project. Your group needs your input and needs you to be present. If a group member is absent, they will be allowed to submit their contribution to the group’s product with the submission of acceptable documentation showing an extenuating circumstance that prevented them from attending class.

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You will use classtime to work with your group members on STEP 2. As you discuss and address criteria for STEP 2, take notes/create a written artifact for the group. Before leaving class, one of you in the group upload the artifact into this post. Write names of group members who were part of the conversation on the artifact.

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STEP 4 Reflection on the Concept of "Interdisciplinarity"

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STEP 4 Reflection on the Concept of "Interdisciplinarity"

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Use the following link to submit an individual reflection on what "interdisciplinarity" means to you after completing STEP 4. Due before classtime next week.

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Link for Submitting STEP 1 Reflection at Conclusion of STEP 1 Work

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Link for Submitting STEP 1 Reflection at Conclusion of STEP 1 Work

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What was your takeaway from today's conversation on STEP 2 of your project? How did you contribute to the discussion? What insights did you offer the group?
Submit a written (150 words) or audio (2 min) and post it here before classtime next week (due Oct 3).

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There is a lack of knowledge and support reguarding mental health in schools. Why are the students with mental heatlh conditions often overlooked, misdiagnosed, or even dismissed?

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Today in class was stressful. Our group had to work together to compose an approximately 8 min video. It was challenging, but we did get to hone down on exactly what we wanted to research. We found some eye opening statistics and it just made us feel even more inspired about the topic.

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Please see the directions/instructions on Interdisciplinary Research Process and Rubric doc on iCollege.