Consulting with Schools on OPNA Results Prevent Planning Fatigue! - PowerPoint Presentation

Consulting with Schools on OPNA Results

Prevent Planning Fatigue!

Our Plan for Planning! Orientation Prevention Planning Intervention & Treatment Planning Prioritization Family/ Community Planning 1 2 3 4 5

Find Shared Language!

Tiered Strategies

Teach Accessible Prevention Language

Upstream Public Health Upstream Thinking

What’s wrong with Johnny?

What’s wrong with Johnny’s Environment?

Portraits or Landscapes?

ts We talk about “risky” individuals , but not necessarily “risky” communities.

IndividualFamilySchoolCommunity Risk and Protective Factors in each Domain

Go over OPNA results

Prioritize DataWe looked at items: - Above the state rate - Not above the state rate, but still concerning

Make Data Meaningful(what follows is not OKCPS data)

Mental Health – Need for Treatment Definition Needs Mental Health Treatment was estimated using the K6 Scale that was developed with support from the National Center for Health Statistics for use in the National Health Interview Survey. The tool screens for psychological distress by asking students During the past 30 days, how often did you: feel nervous? feel hopeless? feel restless or fidgety? feel so depressed that nothing could cheer you up? feel that everything was an effort? feel worthless? Answers to each were scored based on responses: None of the time (0 points), A little of the time (1 point), Some of the time (2 points), Most of the time (3 points), All of the time (4 points). Students with a total score of 13 or more points were determined to have high mental health treatment needs. Table 6 also shows the percentage of students with moderate (scoring 7-12 points) and low (scoring 0-6 points) mental health treatment needs. DRAFT ONLY

Let’s say moderate need for treatment is 14.7% and high need for treatment is 9.6%

Mental Health – Need for Treatment low need – 3/4 high or moderate need – 1/4 Overall DRAFT ONLY

- Each component is on a Likert scale (5 points) - Can combine “most” and “all of the time” for areas of highest need Let’s say 16% report they feel hopeless most or all of the time and 10% report they feel worthless most or all of the time…

Mental Health – Need for Treatment Each Question f eel hopeless feel worthless about 1 in 6 students (three kids in a classroom of twenty) about 1 in 10 students (two kids in a classroom of twenty) In the past 30 days, how often students felt the following MOST or ALL of the time…

Suicide Definition Suicide Related Indicators are based on a series of questions about suicide. These questions provide information about suicidal ideation and attempts of suicide (e.g., “During the past 12 months, did you ever seriously consider attempting suicide?” and “During the past 12 months, how many times did you actually attempt suicide?”). DRAFT ONLY

Suicide No – about 90% Yes – about 10% During the past 12 months, did you ever seriously consider attempting suicide? Overall DRAFT ONLY

May be useful to compare serious contemplation in last 12 months with plan and attempts

Alcohol Use Definition Lifetime & 30 Day ATOD Use Charts Lifetime use is a measure of the percentage of students who tried the particular substance at least once in their lifetime and is used to show the percentage of students who have had experience with a particular substance. 30-day use is a measure of the percentage of students who have used the substance at least once in the 30 days prior to taking the survey and is a more sensitive indicator of the level of current use of the substance. Problem substance use is measured in several different ways: binge drinking (having five or more drinks in a row during the two weeks prior to the survey) DRAFT ONLY

Alcohol Use Yes – about 20% Lifetime Overall Binge-Drinking 30-Day Use Yes – about 40% Yes – about 10% DRAFT ONLY

Alcohol Use Sources DRAFT ONLY

DRAFT ONLY

Alcohol Use During the past 12 months, I have talked with at least one of parents about the dangers of… DRAFT ONLY

Marijuana Yes – about 9% Lifetime Overall 30-Day Use Yes – about 20% DRAFT ONLY

Gender Considerations Female Females universally higher in certain outcomes Females universally higher on certain protective factors Females noticeably higher on certain risk factors in certain board regions Male Females universally higher in certain outcomes Females universally higher on certain protective factors Females noticeably higher on certain risk factors in certain board regionsDRAFT ONLY

Race/Ethnicity Considerations Race X Highest in need for mental health need for treatment Lowest in most risk factors; highest in most protective factors One of highest risk factor X Race Y Lower in mental health need for treatment Highest in several risk factors Highest in one specific protective factorHispanicJumps aroundSometimes has lower risk or higher protection in neighborhoods that are predominantly Hispanic, but opposite in neighborhoods that are predominantly whiteDRAFT ONLY

Board Region Considerations Region A Lower in outcome X, but still higher than desirable Region A and B Lowest risk in most risk factor categories, except risk factor X Usually highest ranked in protective factors Region C Highest risk in risk factors X, Y, Z, Q DRAFT ONLY

A note about consistency of OPNA data… DRAFT ONLY

Kids telling us what is wrongHow to prioritize – cons/cons/ivsRF Scales for SARF model for DepressionBook – strategies for Px Matrix – strategies for SA Comprehensive Programs, Policies, Practices LifespanPx, Ix, Tx

Kids telling us what is wrongHow to prioritize – cons/cons/ivsRF Scales for SARF model for Depression Book – strategies for Px Positive – weed/garden Matrix – strategies for SA ComprehensivePrograms, Policies, PracticesLifespanPx, Ix, Tx

Kids telling us what is wrongHow to prioritize – cons/cons/ivsSA ratesRF Scales for SA Psych Distress rates RF model for Depression Book – strategies for Px Positive – weed/gardenMatrix – strategies for SAComprehensivePrograms, Policies, PracticesLifespanPx, Ix, TxDomains

Steps to Student Mental Health Assess Assess student risk and protection with the OK Prevention Needs Assessment and other instruments. Plan Identify priorities and develop a plan of evidence-based programs and practices. Capacity Ready the school and community for change. Build capacity and commitment to implement mental health plan .ImplementDeliver a comprehensive set of prevention, intervention and treatment interventions.Measure Measure progress, monitor student, adjust where needed.

How do we prioritize?

Developing a Comprehensive Mental Health Plan Suicidality, early death, disease, car crashes, injury, academic failure, social and relational problems Frequency or intensity of any social problem including substance use and mental illness Any factor that puts a student at risk (or protects) a student from a social problem The OPNA survey is an important tool to not only understand the rates of problem behaviors, but also the drivers of those problemsAddiction and other behavioral disorders are driven by the presence of risk factors in one or more domains – including individual, peer, family, school, and community domainThe strategy behind Embrace OKC is to reduce risk and increase protection across all domains

Activity

Overall mental health, or psychological distress, is estimated using the K6 Scale developed by the National Center for Health Statistics for use in the National Health Interview Survey. The tool assesses psychological distress by asking students: During the past 30 days, how often did you: feel nervous? feel hopeless? feel restless or fidgety? feel so depressed that nothing could cheer you up? feel that everything was an effort? feel worthless? Student responses are scored on a scale of low, moderate, or high, indicating level of psychological distress and potential need for mental health treatment.Psychological DistressAssessAssess

Activity

Building a comprehensive planPrograms, Policies, PracticesLifespanPrevention, Intervention, TreatmentDomainsMultipronged

Risk and Protective Factors Behavioral health results from an interplay of risk and protective factors at the individual, family, community, and societal levels. Risk and protective factors are well established and often shared across problem behaviors. First symptoms of m ental, emotional, and behavioral disorders typically precede a disorder by 2 to 4 years.

Comprehensive Strategies Building a comprehensive plan

Comprehensive Strategies

OKCPS Mental Health Plan – Student Career Path Early Elementary Late Elementary Middle School High School Tier 1 Good Behavior Game Second Step FRIEND Resiliency Second Step Penn Resiliency Project Botvin’s LifeSkills Training AlcoholEdu -Students AlcoholEdu -Parents Friend2Friend BISS Seeking Safety Resources SPARC Tier 2 Tier 3 All Tiers/All Grade Levels PBIS Policies Community Supports Seeking Safety Parent Communication Staff Training Evidence-Based Strategies Monitoring Concept Reinforcement Celebrating Families Celebrating Families Celebrating Families BISS SPARC Celebrating Families

DRAFT ONLY Preventing and Treating Mental, Emotional, and Behavioral Disorders Multi-pronged strategies Culture Re-orient values around wellness, prevention-first mindset for all students, BISS for students with treatment needs Rules/Policies Suspension policy….. Norms and Modeling PBIS, training staff to understand and model healthy coping and problem-solving skills Skills Lifeskills , SEL Skills, Good Behavior Game Knowledge AlcoholEdu for students and parents, Parent Communication Stress, Conflict, Relationships Trauma-informed practices, Strengthening Families, Celebrating Families, SPARCS, Penn Resiliency Multi-Pronged Strategy

DRAFT ONLY Preventing and Treating Mental, Emotional, and Behavioral Disorders Culture Knowledge Skills Rules/PoliciesStress/Conflict/RelationshipsPreventionIntervention & Treatment

DRAFT ONLY Preventing and Treating Mental, Emotional, and Behavioral Disorders Culture Knowledge Skills Rules/PoliciesStress/Conflict/RelationshipsPreventionCreates environments that promote and practice wellness in everyday actionsAll students can identify feelings, understand the interplay between thoughts, feelings, and actionsAll students and have tools to process thoughts before life challenges or trauma. Positive though habits practiced from day one. Positive coping skills modeled throughout lifespan.Promotes wellness by providing clear rules for how to behave. Sets up consistent practices for how staff creates an environment where students and families feel valued, welcomed, and empowered.Positive school relationships are cultivated between students and between students and staff. Practices and culture promote empowerment and achievement rather than toxic stress and fear of failure.Intervention & TreatmentCreates environments that promote and practice healing in everyday actionsAdult helps student understand the connection between their specific thoughts, feelings, and actions to improve behavior or mental health Individuals are given tools and adult helps them use tools to process trauma or to improve mental health. Students develop coping skills to replace addiction or undesirable behaviors.Provides a path to healing and integration, rather than isolation.School environments are set up so students with trauma are not triggered and are able to learn. Multi-disciplinary teams develop individualized plans for meeting needs and reducing stress.