Eliminating Barriers to Learningtrainer Resources

Eliminating Barriers to LearningTrainer Resources

Core Resources

EBL PowerPoint Slides
EBL Trainer’s Guide
EBL Participant Manual/Binder

Additional Resources

E-Resource Website with Supplemental Resources, Training Materials, and Videos:

Map of the Eliminating Barriers Trainer’s Guide

Each module of the curriculum is represented in the Trainer’s Guide. Each section provides information that will help the trainer prepare for and deliver the session, give instructions to participants related to handouts and activities, and highlight key points for knowledge transfer or skill development.

Module Overview for Trainers

Contents
Module: Goal
Module: Objectives

Module: Trainer's Outline

Module: Trainer Preparation Notes

Module: Slides

Module: Handouts

Module Evaluation

EBL ToT Participant Resources Page 1

E-Resource Table of Contents (Excerpt)

The Eliminating Barriers to Learning Through Early Identification of Student Mental Health Issues (EBL) curricula offers a supplemental E-Resource Section on the Placer County of Office of Education website. The curricula material, plus suggestedquestionnaires and publications are listed in the table below. These resources may prove useful in (1) strengthening staff interest in the training topic prior to presenting training, (2) providing more in-depth handouts and on-line resources specific to local needs, (3) supporting staff and student ability to interact effectively with diverse people, and (3) further strengthening facilitator knowledge of topic.

Type / File Name & Description / Source
EBLTraining Material / EBL PowerPoint Slides / Placer County Office of Education (2011) & USDHHS Substance Abuse and Mental Health Services Administration (2004)
EBL Participant Manual
EBL Trainer’s Guide
School Wellness Plan: A Guide to Positive School Climate Through Student Behavioral Supports and Mental Wellness Promotion / Placer County Office of Education (2012) & University of Oregon OSEP Center on Positive Behavioral Interventions and Supports (2004)
Survey / 1. School Mental Health Quality Assessment Questionnaire
This survey supports educators in concretely identifying how their school(s) can better promote student mental health. / Weist, M. D., Stephan, S., Lever, N., Moore, E., & Lewis, K. (2006). School mental health quality assessment questionnaire. Baltimore, MD: Center for School Mental Health Analysis & Action, University of Maryland School of Medicine.
Report / 2. Mental Health Action Signs Project
This toolkit was created to help educators and parents clearly identify youth exhibiting warning signs that warrant additional, professional evaluation. It includes a series of one-page handouts summarizing mental health challenges commonly affecting youth. / Jensen, P. et al. (2011). The “action signs” project. Resource for Advancing Children’s Health. Retrieved from The Reach Institute Web site:
Report / 3. Engaging Youth Report: How to Guide
The full title of this comprehensive report is Engaging Youth: A How-to Guide for Creating Opportunities for Young People to Participate, Lead and Succeed. It is a reader-friendly publication for professionals seeking to successfully create and implement youth leadership opportunities within community organizations and classrooms. / Paul, A. & Lefkovitz, B. (2006). Engaging youth: A how-to guide for creating opportunities for young people to participate, lead and succeed. Retrieved from the Sierra Health Foundation Web site:
Resource List / 4. LGBTQ Resources
This document provides links to publications and websites created to support educators in better understanding and supporting the mental health needs of gay, lesbian, bisexual and transgender students. / Multiple sources listed within document.
Info Summary / 5. School-Based Mental Health Services NASSP Sept 2006
This four-page article provides a summary of why mental health services are critical in the school setting. It outlines a four-step process for increasing positive mental health supports in schools. / Skalski, A. K. & Smith, M. J. (2006, September). Responding to the mental health needs of students: Schools are often where students’ mental health needs are discovered and where support is provided. Principal Leadership. Bethesda, MD: National Association of School Psychologists.
Report / 6. Steps and Tools to Guide Planning and Implementation of a Comprehensive System to Address Barriers to Learning and Teaching
This is a comprehensive planning guide for educators working to address barriers to learning. It provides a detailed outline of why and how mental health supports are beneficial to schools, as well as step-by-step planning instructions for initiating a school improvement plan. / Center for Mental Health in Schools. (2011, April). Steps and tools to guide planning and implementation of a comprehensive system to address barriers to learning and teaching. Los Angeles, CA: School of Mental Health Project, Department of Psychology, UCLA.
Resource List / 7. Online Resources for Teachers re Mental Health
This document provides links to resources teachers can use to supplement their personal awareness, as well as for curricula for teaching students the concepts of mental wellness and reduction of mental health sigma. Resources divided into two sections: 1) teaching mental health awareness and (2) responding to traumatic events. / Multiple sources listed within document.
Resource List / 8. Online Resources for School-based Mental Health
This document contains links to online resources for school-based mental health training, reports and technical assistance. / Multiple sources listed within document.
Info Summary / 9. Cultural Competence and School Mental Health
This 11-page brief presents an overview of why increasing cultural competency is critical for school mental health programs. It includes step-by-step recommendations for how schools can strengthen cultural competency to eliminate barriers to learning for minority students, as well as a resource list of websites for school personnel to consult. / Cunningham, D. L., Ozdemir, M., Summers, J., & Ghunney, A. (2006), August. Cultural competence and school mental health. Baltimore, MD: Center for School Mental Health Analysis and Action, Department of Psychiatry, University of Maryland School of Medicine.
Info Summary / 10. Culturally Competent Mental Health Services in Schools. Tips for Teachers
This three-page publication provides a succinct overview of why culturally competent mental health services support academic and social learning, as well as concrete tips for how teachers and staff can strengthen their role in supporting students. / Bole Williams, B. (2006). Culturally competent mental health services in the schools: Tips for teachers. National Association of School Psychologists. Retrieved from
Activity / 11. Diversity Activities in the Classroom
This classroom-friendly resource provides 10 activities designed to support youth and adults in strengthening their ability to relate with people different from themselves. Topics include experiencing the effects of exclusion/inclusion, becoming more aware of stereotypes, and gaining a clearer understanding of how words affect people. / Ingram, P. D. (2004). More diversity activities for youth and adults. Retrieved from Pennsylvania State University, College of Agricultural Sciences Web site:
Activity / 12. Cultural Competency Exercise. Could You Survive? Quiz
This activity highlights the unique skills and rules often present at different economic levels. It is designed to support professionals in strengthening understanding of values within their own culture, and within the cultures of others / Illinois Center for Specialized Professional Support/Special Populations Project. (n.d). In Professional development activities. Retrieved from
Survey / 13. Cultural Competency Checklist for Personnel
This self-assessment survey can be used to strengthen teacher and staff ability in effectively working with students and their families. Although it’s in survey form, the questions provide concrete ways to modify environments, communication and personal beliefs in order to further strengthen cultural competence. / Goode, T. D. (1989, revised 2009). Promoting cultural diversity and cultural competency. National Center for Cultural Competence, Georgetown University Center for Child & Human Development, University Center for Excellence in Developmental Disabilities Education, Research & Service.

EBL ToT Participant Resources Page 1

Eliminating Barriers to Learning Through the Early Identification ofStudent Mental Health Issues, Your Town, CA

Sample Agenda A: Two Day Deluxe

Time / Content
Date: Day 1
8:00 / Welcome & Introduction[by training facilitator or host]
8:30 / The Foundation for Eliminating Barriers to Learning& Implementing by [credible trainer/subject area expert]
10:15 / BREAK
10:30 / Featured Guest Speaker
11:30 / Social-Emotional Development, Mental Health, and Learning: Part 1 by [credible trainer/mental health expert]
12:00 / Lunch
12:45 / Presentation: Youth Perspective
1:15 / Social-Emotional Development, Mental Health, and Learning: Part 2 by [credible trainer/mental health expert]
2:15 / BREAK
2:30 / Infusing Cultural Competence Into Mental Wellness Initiatives by [credible trainer/subject area expert]
4:00 / Closing Comments[by training facilitator or host]
Date: Day 2
8:00 / Welcome Back
8 :15 / Making Help Accessible to Students and Families by [credible trainer/subject area expert]
9:30 / BREAK
9:45 / Strategies to Promote a Positive School-Wide & Classroom Environment by [credible trainer/subject area expert]
12:00 / Lunch
1:00 / The Role of Educators in Promoting Student Mental Health: The federal Mental Health Services Act at CDE by [credible trainer/subject area expert]
1:30 / Accessing Local MHSA & PEI Resources by [local resource expert (e.g. PEI coordinator; department director)]
2:00 / BREAK
2:15 / Making it Happen: Action Planning [facilitated by trainers and/or training facilitator]
3:15 / Closing Comments[by training facilitator or host]

Eliminating Barriers to Learning Through the Early Identification ofStudent Mental Health Issues, Your Town, CA

Sample Agenda B: One Day

Date
Time / Content
8:00 / Welcome & Introduction[by training facilitator or host]
8:30 / The Foundation for Eliminating Barriers to Learning& Implementing by [credible trainer/subject area expert]
9:30 / BREAK
9:45 / Social-Emotional Development, Mental Health, and Learning by [credible trainer/mental health expert]
11:00 / BREAK
11:15 / Making Help Accessible to Students and Families by [credible trainer/subject area expert]
12:15 / Lunch
1:00 / Infusing Cultural Competence Into Mental Wellness Initiatives by [credible trainer/subject area expert]
2:00 / BREAK
2:15 / Strategies to Promote a Positive School-Wide & Classroom Environment by [credible trainer/subject area expert]
3:15 / Making it Happen: Action Planning [facilitated by trainers and/or training facilitator]
4:00 / Closing Comments[by training facilitator or host]

Eliminating Barriers to Learning Through the Early Identification ofStudent Mental Health Issues, Your Town, CA

Sample Agenda C: A la Carte or Training Series

Date: Session 1*
Time / Content
5 minutes / Welcome & Introduction[by training facilitator or host]
1 hour 15 minutes / The Foundation for Eliminating Barriers to Learningby [credible trainer/subject area expert]
Date: Session 2
Time / Content
5 minutes / Welcome & Introduction[by training facilitator or host]
1 hour 15 minutes / Social-Emotional Development, Mental Health, and Learning by [credible trainer/mental health expert]
Date: Session 3
Time / Content
5 minutes / Welcome & Introduction[by training facilitator or host]
1 hour 15 minutes / Infusing Cultural Competence Into Mental Wellness Initiatives by [credible trainer/subject area expert]
Date: Session 4
Time / Content
5 minutes / Welcome & Introduction[by training facilitator or host]
1 hour 15 minutes / Making Help Accessible to Students and Families by [credible trainer/subject area expert]
Date: Session 5
Time / Content
5 minutes / Welcome & Introduction[by training facilitator or host]
1 hour 15 minutes / Strategies to Promote a Positive School-Wide & Classroom Environment by [credible trainer/subject area expert]

*Module 1: The Foundation for Eliminating Barriers to Learning is a pre/co requisite to all other modules.

Eliminating Barriers to Learning Through the Early Identification ofStudent Mental Health Issues, Your Town, CA

Sample Agenda D: Optimal Combos for 3-4 Hour Time Slots

*Module 1: The Foundation for Eliminating Barriers to Learningis a pre/co requisite to all other modules.

Date
Time / Content
5 minutes / Welcome & Introduction[by training facilitator or host]
1 hour 15 minutes – 2 hours / Social-Emotional Development, Mental Health, and Learning by [credible trainer/mental health expert]
1 hour 15 minutes– 2 hours / Infusing Cultural Competence Into Mental Wellness Initiatives by [credible trainer/subject area expert]

Date
Time / Content
5 minutes / Welcome & Introduction[by training facilitator or host]
1 hour 15 minutes – 2 hours / Making Help Accessible to Students and Families by [credible trainer/subject area expert]
1 hour 15 minutes– 2 hours / Strategies to Promote a Positive School-Wide & Classroom Environment by [credible trainer/subject area expert]

Date
Time / Content
5 minutes / Welcome & Introduction[by training facilitator or host]
1 hour 15 minutes – 2 hours / Infusing Cultural Competence Into Mental Wellness Initiatives by [credible trainer/subject area expert]
1 hour 15 minutes– 2 hours / Strategies to Promote a Positive School-Wide & Classroom Environment by [credible trainer/subject area expert]

Adult Learning Styles Characteristics

Below is a comparison of the learning characteristics of adult learners and youth learners. These are generalizations with exceptions occurring in each group of learners, but you may want to keep these differences in mind as you consider the learner population you expect in your audience. Adult learners usually approach learning differently than younger learners:

they are more self-guided in their learning
they bring more, and expect to bring more, to a learning situation because of their wider experience - and can take more away
they require learning "to make sense" - they will not perform a learning activity just because the instructor said to do it

Adult Learners

Youth Learners

Problem-centered; seek educational solutions to where they are compared to where they want to be in life / Subject-oriented; seek to successfully complete each course, regardless of how course relates to their own goals
Results-oriented; have specific results in mind for education - will drop out if education does not lead to those results because their participation is usually voluntary / Future-oriented; youth education is often a mandatory or an expected activity in a youth's life and designed for the youth's future
Self-directed; typically not dependent on others for direction / Often depend on adults for direction
Often skeptical about new information; prefer to try it out before accepting it / Likely to accept new information without trying it out or seriously questioning it
Seek education that relates or applies directly to their perceived needs, that is timely and appropriate for their current lives / Seek education that prepares them for an often unclear future; accept postponed application of what is being learned
Accept responsibility for their own learning if learning is perceived as timely and appropriate / Depend on others to design their learning; reluctant to accept responsibility for their own learning

Rochester Institute of Technology 2012

Teaching Strategies for Adult Learners

You may find certain teaching strategies more effective than others with your adult learners.

Adult Learner Characteristics

Teaching Strategies

Adults have years of experience and a wealth of knowledge / Use your adult students as resources for yourself and for other students; use open-ended questions to draw out students' knowledge and experiences; provide many opportunities for dialogue among students
Adults have established values, beliefs, and opinions / Take time to clarify student expectations of the course; permit debate and the challenge of ideas; be careful to protect minority opinions within the class
Adults expect to be treated as adults / Treat questions and comments with respect; acknowledge contributions students make to the class; do not expect students to necessarily agree with your plan for the course
Adults need to feel self-directed / Engage students in designing the learning process; expect students to want more than one medium for learning and to want control over the learning pace and start/stop times
Adults often have a problem centered approach to learning / Show immediately how new knowledge or skills can be applied to current problems or situations; use participatory techniques such as case studies and problem-solving groups
Adults tend to be less interested in survey types of courses and more interested in straightforward how-to / Focus on theories and concepts within the context of their applications to relevant problems; orient the course content toward direct applications rather than toward theory
Adults have increased variation in learning styles (individual differences among people increase with age) / Use a variety of teaching materials and methods to take into account differences in style, time, types, and pace of learning

Rochester Institute of Technology 2012

Mental Health First Aid

How to help someone going through a mental health crisis

The Action Plan

Mental Health First Aid teaches a five-step action plan, ALGEE,for individuals to provide help to someone who may be in crisis.

Assess for risk of suicide or harm
Listen nonjudgmentally
Give reassurance and information
Encourage appropriate professional help
Encourage self-help and other support strategies

Assess for Risk of Suicide or Harm:

When helping a person going through a mental health crisis, it is important look for signs of suicidal thoughts and behaviors and/or non-suicidal self-injury.

Some Warning Signs of Suicide Include:

EBL ToT Participant Resources Page 1

Threatening to hurt or kill oneself
Seeking access to means to hurt or kill oneself
Talking or writing about death, dying or suicide
Feeling Hopeless
Acting Recklessly or engaging in risky activities
Increased use of alcohol or drugs
Withdrawing from family, friends, or society
Appearing agitated or angry
Having a dramatic change in mood

EBL ToT Participant Resources Page 1

**Always seek emergency medical help if the person’s life is in immediate danger. If you have reason to believe someone may be actively suicidal, call the National Suicide Prevention Lifeline: 1-800-273-TALK (8255).

Listening Nonjudgmentally

It may seem simple, but the ability to listen and have a meaningful conversation with an individual requires skill and patience. It is important to make an individual feel respected, accepted, and understood. Mental Health First Aid teaches individuals to use a set of verbal and nonverbal skills to engage in appropriate conversation – such as open body posture, comfortable eye contact and other listening strategies.