Tagged “Mental Health”

ASCD Whole Child Bloggers

Getting Back to the Real Policy Basics

Post written by Howard Adelman, PhD, and Linda Taylor, PhD, codirectors of whole child partner Center for Mental Health in Schools at UCLA.

The Whole School, Whole Community, Whole Child Model provides another opportunity to get back to policy basics.

A fundamental societal need is to end the marginalization (and ongoing fragmentation) of efforts to transform how schools address barriers to learning and teaching and re-engage disconnected students. To this end, our work emphasizes embedding all specific initiatives into a broad school improvement framework that can guide development of a unified and comprehensive system of student and learning supports. Such a framework enables using the growing interest in the "whole" as a catalyst to effectively weave together the full range of existing school-home community resources.

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Klea Scharberg

A New Framework for Health and Education

Whole School, Whole Community, Whole Child ModelThis is not a launch that calls for health for education's sake. Nor is it education for health's sake. Rather, it is a call for health and education for each child's sake.

In 2013, ASCD and the U.S. Centers for Disease Control and Prevention (CDC) convened leaders from the fields of health, public health, education, and school health to develop the next evolution of school health to ensure that the health of the student, the teacher, and the school are taken seriously by educators and, in particular, by those involved in the school improvement process. The result is the 2014 launch of the Whole School, Whole Community, Whole Child (WSCC) model.

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Kristen Pekarek

Strong Relationships Are Key

Strong Relationships Are Key - Whole Child Blog

Relationships have not only proven to be good for our physical health, but our spiritual and emotional health as well. It is through relationships with other human beings that we grow and evolve, as well as deepen and expand our love and meaning in life. As many of you are aware, today is Valentine's Day. Whether or not you like this holiday, it comes each year to provide time for each of us to reflect on and grow our personal and professional relationships.

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Klea Scharberg

Are We Providing Safe and Supportive Environments for Each of Our Students?

Recently ASCD's Educational Leadership staff were contacted by a reader who, while doing research, came across an article from the December 1992/January 1993 issue on students at risk that struck close to his personal experience. He wrote,

Having come from an abusive home and just recently graduated, I think this needs to be read by every educator. I grew up middle class, and was a very "bright" student. I was beaten regularly, and I had many of these markers. I remember trying to tell a teacher about my situation, and her laughing me off. I have dealt with my issues, but I was hoping you could somehow market or re-publish this article, although it was originally published 20 years ago. I believe it needs to be seen.

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Klea Scharberg

Have We Made Our Schools Safer?

This past weekend marked one year since the tragic school shooting at Sandy Hook Elementary School in Newtown, Conn. During this time, we read, listened to, and participated in discussions on how to keep our schools safe and secure. And also during this time, at least 25 school shootings have occurred, including Friday's shooting at Arapahoe High School in Colorado. School safety is a complicated issue with no single or simple solution.

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ASCD Whole Child Bloggers

Pet Pals: Teaching Resilience With Man’s Best Friend

Dogs are amazing creatures! They provide unconditional love, do not discriminate, judge, laugh, or criticize, and they are excellent and attentive listeners. They encourage relaxation, lower blood pressure, and brighten affect. These characteristics help to make pet-assisted therapy a natural fit for children and adolescents, and students in North Carolina's Orange County Schools will happily agree!

One of the first pet-assisted therapy programs in schools, R.E.A.D. (Reading Education Assistance Dogs) focuses on reading and was introduced several years ago in the west by Intermountain Therapy Animals. The concept spread throughout the country and there are now a variety of programs and models that work with children at school and in libraries (See Spot Read, Tail-Wagging Tutors, etc.). Pets are now being used in many ways in education settings and even help to relax students studying for exams at University of North Carolina at Chapel Hill.

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Thom Markham

Reframing Resiliency: Let’s Make It an Outcome

The whole child movement, in my view, is weighed down by society's current inability to conceive of children as whole beings. Instead, we dissect them. Academic learning is distinguished from social-emotional learning, as if brain and heart operate in isolation. The brain itself gets divided into forebrain, hindbrain, mammalian brain, limbic system, and so on, furthering the mistaken assumption that the brain performs its miracles through isolated modules. A steady diet of units, pacing guides, and curriculum strategies reinforces this skewed view by taking a narrow aim at stimulating a child's cognitive apparatus rather than their inner life.

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Dan Habib

Is Your School Doing Everything It Can to Support and Include Students with Emotional and Behavioral Challenges?

My son Samuel is a Red Sox and NASCAR fan, an avid bird watcher, an honor roll student and a gregarious 13-year-old who also experiences cerebral palsy.

I began making my first film—a documentary called Including Samuel—for selfish reasons. I wanted to try and make the world a more welcoming place for kids with disabilities like Samuel.

As I screened my documentary nationwide, however, I noticed a trend: at almost every screening, someone would pose this question in some form: "What about kids with 'hidden' disabilities? Can they be fully included like Samuel?" These hidden disabilities can include depression, anxiety, autism, ADHD, bipolar disorder, eating disorders, and a host of other diagnoses.

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Mary Fowler

Consciously Dial Down Reaction

Read the first, second, third, and fourth posts in this series.

"Children should be taught to use their emotions and to be aware of them rather than control them." —Mary Helen Immordino-Yang

Succeeding "despite the odds" or overcoming adversity has a lot more to do with resource capacity than luck. We may have little control over what happens in our students' lives outside of school or the traumas that inevitably fall into each and every life. We can, however, influence outcomes when we construct the school environment in a way that reduces threat and increases the protective factors that we know build resilience and the skills needed to thrive despite adversity (Masten, 2001; Center for Disease Control, n.d.).

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Mary Fowler

Observe to Stop “Beliefing”

Read the first, second, and third posts in this series.

"The basis of all good human behavior is kindness." —Eleanor Roosevelt

It's a curiously human trait to cling to beliefs based on assumptions and preconceived notions. What we tell ourselves about what's going on with a student's behavior matters greatly and sometimes gravely. Negative beliefs and attributions are known drama enhancers. Not sure you believe this statement? Recall a recent unpleasant interpersonal experience—perhaps with a partner, close friend, your teenager, or a toddler. What do you notice in your body? Tension or ease? More or less anger? Did the argument solve the problem? I mean, really solve it?

My zero-tolerance war on Section 8C felt powerfully good while I planned it. It provided some momentary satisfaction as one by one my students crossed the line and reaped the fruits of my reaction. For a brief moment, I even thought their behavior proved the point that they were "deliberately disrespectful" and had caused my reaction. Of course, the joke was on me. In the end, I still had the behavior, one less coercive trick up my sleeve, and needy 8th grade students who had to take the test.

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