Mental Health by Riya Valaulikar https://padlet.com/rvalaulikar/30ag8psnzh97 Made with the help of a typing monkey en-us 2018-08-16 07:00:53 UTC 2025-11-01 20:06:57 UTC hello@padlet.com Article #1 rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273422674 2018-08-16 07:04:21 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273422674 Article #2 rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273423005 2018-08-16 07:07:07 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273423005 Article #3 rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273424473 2018-08-16 07:17:18 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273424473 Argument rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273572743 Schools need to stop punishing kids with mental illnesses/mental disorders. Rather than calling out a student and bring attention to him/her, school administrators need to learn how to properly deal with that student. They should be able to find the balance between giving too much attention or not enough. Right now the problem is that schools have misconceptions that students with mental illnesses cannot function with students without these disabilities. Even for simple mistakes, they will blame the child, which could result n the child's condition worsening. ]]> 2018-08-16 18:52:43 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273572743 Evidence for the Problem rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273585264 This article is an opinions article where the author talks about her own experience with her kids and their treatment in school. She explains how her son was prevented from being in the gifted program because of his speech impediments and taking AP classes because of his autism.

Instead of punishing/suspending that student out of the misconception that he or is she is violent/will disturb the class, schools should educate teachers on how to work with students with mental health problems.

"One in five children has a debilitating mental illness, and exclusionary and punitive practices are the norm for dealing with their symptoms"

"But according to the U.S. Department of Education, our educational system punishes, suspends and expels children with mental disorders at double or more the rate of their peers."

"In disciplinary meetings, administrators wondered out loud whether a more restrictive environment would better meet his needs. With a strict warning, they simply suspended him." 

]]> 2018-08-16 19:33:00 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273585264 Evidence for the Problem rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273757620
"Teachers are missing signs of poor mental health among pupils by treating behavioral issues with discipline and punishment, researchers have warned."

"A lack of proper mental health training means teachers “often” fail to spot psychological distress and mistake it for simple bad behavior, a new report has found"

The author says that many schools recognize these problems with their students, however they don't have the resources, knowledge, or time to help that student. ]]> 2018-08-17 16:31:45 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273757620 Evidence for Argumnet rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273764505 "Without proper planning and the requisite skills and resources to manage their conditions, the more than 3 million transitional-age teens in this country who have been diagnosed with a serious mental illness face daunting obstacles"

"These teens also have significantly higher rates of substance abuse than any other age groups of mentally ill individuals and are at an increased risk for contemplating or attempting suicide, according to the U.S. Public Health Service's 2000 Report of the Surgeon General's Conference on Children's Mental Health"

"A developmentally appropriate approach is one that is tailored to the cognitive and functional development level of each individual. Toward this end, a model program developed at the University of South Florida under the direction of Dr. Clark has proven effective in preparing and supporting young adults with serious mental illness in their transition into employment, education, independent living, personal adjustment, and community life functioning."

"Called the Transition to Independence Process (TIP), the model facilitates access to appropriate services for young adults with mental illness and their families, involves the young adults in the planning of their futures, and fosters the use of services that optimize each individual's strengths.
Various implementations of the TIP-based program have been developed. In Vermont, for example, the TIP-based Jump on Board for Success (JOBS) program was designed to help 16- to 20 - year-old young people with serious emotional disturbances secure employment, increase community integration, acquire appropriate living and job skills, build self-esteem, and decrease dependence on public assistance programs.
Young adults who participate in the program meet the state's ACT 264 criteria for severe emotional disturbance, and as such qualify for the program's "person-centered" intensive case management services, through which a transition facilitator identifies services across delivery systems that best meet individual client's needs and interests.
In a 2004 evaluation of the outcomes of 80 people across three Vermont communities who graduated from the JOBS program, Dr. Clark and colleagues identified changes in a positive direction across each of the indicators studied."
- This is evidence that extra programs do have some impact on high schoolers with mental disorders. These programs are specifically designed to help these students in areas like getting jobs or getting more involved in their communities. The overall goal is to ultimately decrease student's independence to other assistance programs. 

"According to the findings, the rate of high school graduation or GED completion rose from 53% to 83%. Involvement in the corrections system decreased from 43% to 13%. Reliance on Social Security or welfare benefits dropped from 51% to 15%, and the percentage of youth requiring services from community mental health agencies dropped from 80% to 7% (in "Transition Issues and Strategies for Youth and Young Adults with Emotional and/or Behavioral Difficulties to Facilitate Movement Into Community Life." [Arlington, Va.: The Council for Children with Behavioral Disorders and the Division of Career Development and Transition, 2004], pp. 201-26)."



]]> 2018-08-17 16:55:54 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/273764505 Evidence for Argument/Problem rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/274484602 "In public schools today, children with disabilities are far more likely than their classmates to be disciplined, removed from the classroom, suspended, and even expelled."

"A report by UCLA’s Civil Rights Project released earlier this year found that just over 5 percent of elementary-school children with disabilities were suspended during the 2011-12 school year, more than double the overall suspension rate. Among secondary-school students, 18 percent of kids with disabilities were suspended, versus 10 percent overall. Even more striking, a third of all K-12 children with emotional disabilities—such as anxiety or obsessive compulsive disorder—were suspended at least once, according to Daniel Losen, the lead author of the UCLA report."

"And in some cases—typically ones involving uncooperative students with severe behavioral challenges, such as those with autism, and educators who aren’t trained in proper protocol—kids are pinned down or isolated against their will, a practice known as restraint and seclusion. A 2014 Propublica investigation of federal data found that restraint and seclusion was used more than 267,000 times nationwide in the 2012 school year, and that three-quarters of the students restrained—often by being tied up or strapped to a chair with materials such as bungee cords and duct tape—had physical, emotional, or intellectual disabilities."

Effects of uneducated teachers: "Some school officials say these practices are a necessary last resort to protect other students’ and teachers’ safety. Nonetheless, they have resulted in injuries ranging from bloody noses to broken bones—and at least 20 deaths as of 2009, according to a Government Accountability Office report cited by Propublica. Yet as of last year, only about half of states had laws prohibiting schools from using restraint."

"Studies have found that just one suspension makes a kid three times more likely to be involved with juvenile justice in the following year, and more than twice as likely to drop out of school. These outcomes can come with severe and long-term implications given the connections between dropping out and incarceration, and perhaps even, according to a recent study, premature death."

Why?
"Some educators have told me they feel they have no other option when children are misbehaving, regardless of whether their acting out stems from an underlying learning or emotional disability. With strained resources, large classes, and the placement of special-needs children in mainstream classrooms, teachers feel poorly equipped to manage the kids who are especially challenging or uncooperative; some assume that any non-punitive models of school discipline will demand too much money and time. So they fall back on punishment as a reflex."

What should be done:
"The models vary district to district, but what they tend to have in common is an understanding that educators should look beyond a child’s actions to address the root causes of misbehavior, rather than labeling the student as a problem."

Does it Work?/PBIS:
"Salinas, California, high school cut suspensions by 70 percent through “positive behavioral interventions and support,” or PBIS, giving students the kind of acceptance they may have otherwise sought in gangs. In PBIS, which is one of the most studied and validated new discipline models being used in schools, educators are expected to teach kids both appropriate behavior and the consequences for inappropriate behavior, acknowledging when students follow the rules, whether with kudos from a teacher or a reward such as quarterly lunch with the principal."

More Positive Effects
"Broward County School Superintendent Robert Runcie, for example, said his Florida district (which is one of the country’s largest) saw a dramatic drop in student arrests and suspensions after implementing its new disciplinary program. The initiative, he said, focuses on giving students support, including by pairing each student with a caseworker who follows up with the kid over the course of as many as four months after a suspension. More than 90 percent of students didn’t commit a second offense, according to Runcie, who attributed the strides to the district’s move away from punitive discipline. “It’s about changing the culture; it’s about changing beliefs,”

"One Maine school I recently wrote about used a $10,000 grant to implement school-wide collaborative discipline. That’s pennies compared to what it costs annually to incarcerate a young person in the same state: $224,960, according to a Justice Policy Institute report that estimates it costs $8 billion a year to incarcerate young people nationwide."

"Meanwhile, some skeptics of non-punitive discipline argue that schools put safety at risk by eschewing harsh punishment. Yet data from a handful of existing programs suggests that these approaches can actually improve safety. After the Meridian Public School District in Mississippi implemented a new positive model, for example, suspensions and expulsions dropped by 50 percent, while 85 percent of students and teachers surveyed said they felt safer, said Vanita Gupta, a U.S. Justice Department civil-rights lawyer, at the White House event."

]]> 2018-08-22 04:17:59 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/274484602 Barriers rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/274490944 Money
Time
Teachers Don't Care

"It is debateable how teacher mental health
knowledge can best be promoted. For instance,
Mental Health First Aid Teacher Training has
been advocated by Jorm et al., 2010 and, to date,
this training has good outcomes, although it relies
on teachers taking the time out of their busy
schedules to undertake additional training.
Specialist training workshops - delivered by
CAMHS have also proven to be successful;
however, such delivery relies on good CAMHS
school collaboration (Wolpert et al., 2011). The
Carter review of Teacher Education, 2015) does,
however, make the sensible recommendation that
mental health awareness should be an integral
part of teacher training as this will eventually
ensure every teacher’s understanding of this topic. "

"Also, in this time of
austerity and uncertainty, schools do not have
sufficient funds to buy in specialist mental health
services and therefore any investment in this area
may not be sustainable. Furthermore, schools do
not feel they have the skills or expertise to support
or identify children with mental health
difficulties, especially children with less visible
emotional disorders"]]> 2018-08-22 05:31:21 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/274490944 Story Board rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/274763406 2018-08-23 03:27:06 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/274763406 Video Link rvalaulikar https://padlet.com/rvalaulikar/30ag8psnzh97/wish/274766193 2018-08-23 03:29:09 UTC https://padlet.com/rvalaulikar/30ag8psnzh97/wish/274766193