UNDERSTANDING DYSLEXIA FOR EDUCATIONAL ENVIRONMENTS
Presented by Decoding Dyslexia MO and Springfield Center for Dyslexia and Learning
Jennifer Edwards Noel Leif, CALT YOUTH President, Co-Founder Executive Director MENTAL HEALTH A Whole-School Approach What is Dyslexia by Kelli Sandman-Hurley
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH MYTHS ABOUT DYSLEXIA MYTH: Dyslexia is an eye tracking problem. Therefore, vision therapy, eye tracking exercises and/or colored lenses will solve the problem.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH MYTH:
•People with dyslexia see things backwards. •Dyslexia is something you can out grow. •The way to help children with dyslexia is to expose them to more reading, or have their reading practice increased.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH MYTH: If a child doesn’t “mirror write” (or reverse letters and numbers) he/she does not have dyslexia.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH FACTS ABOUT DYSLEXIA FACT:
• Dyslexia occurs in people of all backgrounds and intellectual levels • Dyslexia runs in families • Dyslexics may excel at connecting ideas, out of the box thinking, 3D thinking or seeing the big picture • Dyslexia is not tied to IQ • Dyslexia does not discriminate • Dyslexia affects 1 in 5 people, about 20% of Americans are dyslexic
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH FACT:
No two people with dyslexia are the same.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH Two Paths: Supported vs. Unsupported
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH SUPPORTED PATH
• Early Identification
• Full Remediation
• IEP/504 Accommodations
• Embrace dyslexia as a strength
• Has family support and encouragement
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH UNSUPPORTED PATH The unsupported child with dyslexia is often prone to:
• Anger
• Anxiety
• Poor self-image/self- esteem
• Depression
• Family problems
*Dr. Michael Ryan, PhD.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH AMERICAN LITERACY FACTS:
• Dyslexia is the leading cause of reading failure and school dropouts in our nation.
• Of students who are reading disabled at the end of third grade, 74% remain disabled at the end of high school.
• Nearly 85% of the juveniles who face trial in the juvenile court system are functionally illiterate. More than 60% of all inmates are functionally illiterate.
• 75% of Americans who receive food stamps perform at the lowest 2 levels of literacy, and 90% of high school dropouts are on welfare.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH DYSLEXIA AND SELF-ESTEEM:
• In grade-school children, this may be expressed as a reluctance to attend school, moodiness, or expressions such as “I’m dumb” or “I get teased a lot” • Adolescents may develop feelings of shame and work hard to hide their reading problem by avoiding school, “forgetting” assignments, etc. • Adults can harbor deep pain and sadness reflecting years of assaults to their sense of self-worth
“Pain is always there, near the surface, ready to assert itself in demeaning, shameful memories, but I know now that this isn’t a matter of low intelligence, as it isn’t for all the other children and adolescents who struggle to decode language. It’s a matter of neurology, science, and pain.” --Philip Schultz from My Dyslexia
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH “Dyslexia is an island of weakness in a sea of strengths”
-Dr. Sally Shaywitz, Overcoming Dyslexia
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH Mind Mapping A guide to showing strengths HeadstrongNation.org
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH HOW TO HELP NOW:
Encourage students to:
• Embrace dyslexia • Learn to self-advocate • Build relationships and seek out dyslexic success stories/mentors • Pursue leadership opportunities • Learn to use technology to maximize abilities/productivity • Reward the effort not just the product • Set attainable goals, not perfectionist goals • Recognize success and strengths • Find a passion!
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH Career Advice The Dyslexic Advantage by Drs. Brock and Fernette Eide, MDs, subdivide dyslexia into four categories that can be very helpful for choosing career paths and areas of study.
More information can be found at: www.dyslexicadvantage. org/
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH Harnessing the “M.I.N.D. Strengths”
• “M” Strengths - (Material Reasoning) abilities to reason about the position, form, and movement of an object’s 3D space Examples: Engineer, mechanic, mathematician, architect, artist, filmmaker, pilot
• “I” Strengths - (Interconnected Reasoning) abilities to spot, understand, and reason about connections and relationships (e.g., analogies, metaphors, systems, patterns) Examples: Computer/software designer, scientist, dancer, nurse, therapist
• “N” Strengths - (Narrative Reasoning) abilities to reason using fragments of memory formed from past personal experience (i.e., using cases, examples, and simulations rather than abstract reasoning from principles) Examples: Poet, novelist, screenwriter, psychologist, teacher, sales, marketing
• “D” Strengths - (Dynamic Reasoning) abilities to accurately predict using patterns derived through experience, the future, or the unwitnessed past Examples: Entrepreneur, CEO, Finance, Logistics, CPA, Economist, Medicine, Farmer
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH SUGGESTED RESOURCES
Books: ◆ Overcoming Dyslexia by Dr. Sally Shaywitz ◆ The Dyslexic Empowerment Plan by Ben Foss ◆ The Dyslexic Advantage by Drs. Brock and Fernette Eide Websites: ◆ Yale Center for Dyslexia and Creativity www.dyslexia.yale.edu ◆ Headstrong Nation www.headstrongnation.org ◆ Dyslexic Advantage www.dyslexicadvantage.org ◆ International Dyslexia Association www.dyslexiaida.org ◆ Understood (NCLD) www.understood.org ◆ Decoding Dyslexia Missouri www.decodingdyslexia-mo.org ◆ Springfield Center for Dyslexia and Learning www.scdlmo.com Movies: ◆ The Big Picture: Rethinking Dyslexia written and edited by Kyle Redford ◆ Journey into Dyslexia by Alan and Susan Raymond ◆ Dislecksia: The Movie by Harvey Hubbell
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH QUESTIONS?
YOUTH MENTAL HEALTH A Whole-School Approach THANK YOU
YOUTH MENTAL JENNIFER EDWARDS / PRESIDENT, CO - FOUNDER DECODING DYSLEXIA MO 417.849.4748 / JEDWARDS@DECODINGDYSLEXIA - MO.ORG HEALTH NOEL LEIF I EXECUTIVE DIRECTOR, SPRINGFIELD CENTER FOR DYSLEXIA A N D A Whole-School LEARNING Approach 417.269.0259 / [email protected] NETWORKING & VENDOR BREAK
YOUTH MENTAL HEALTH A Whole-School Approach Thank You SPONSO RS
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH BREAKOUT 2 1:45-2:45
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH Get Your School Mental Health System Into SHAPE!
Dr. Elizabeth H. Connors Yale University and University of Maryland Dr. Betsy Kindall AR Department of Education Agenda
• The SHAPE System – Backgound – Why Use SHAPE? – School Mental Health Quality Assessment – SHAPE Demonstration • State Example: Arkansas School Health Assessment and Performance Evaluation (SHAPE) System
www.theshapesystem.com SHAPE your School Mental Health System!
• The School Health Assessment and Performance Evaluation (SHAPE) System is a free, interactive system designed to improve school mental health accountability, excellence, and sustainability. • SHAPE is the web-based portal by which comprehensive school mental health systems can access the National School Mental Health Census and Performance Measures. • SHAPE is hosted by the Center for School Mental Health and funded in part by the US Department of Health and Human Services.
www.theshapesystem.com Schools, Districts and States Use SHAPE To:
• Document the service array and multi-tiered services and supports at the school or district level • Advance data-driven school mental health team processes • Systematically assess, prioritize and track progress toward local improvement goals • Access targeted resources to help advance your school mental health quality • Achieve SHAPE recognition to increase opportunities for funding
www.theshapesystem.com The School Health Assessment and Performance Evaluation (SHAPE) System www.theSHAPEsystem.com
(NCSMH, 2019) School Mental Health Quality Assessment – District Version
School Mental Health Quality and Sustainability Assessment: Initial Development Process (2014-2015) • Phase 1: Expert consensus • Phase 2: Project advisor nominal group decision- making • Phase 3: School mental health stakeholder modified Delphi process • Phase 4: Revision via feedback from Cohort 1 CoIIN sites
(Connors, Stephan, Lever, Ereshefsky, Mosby, & Bohnenkamp, 2016) School Mental Health Quality Assessment Revision Process (2018-2019) • Phase 1: Revision feedback from former CoIIN sites and National State Coalition for Advancing School Mental Health • Phase 2: Initial revisions via Phase 1 and other feedback from the field during 2014-2018 SHAPE use • Phase 3: School mental health stakeholder modified Delphi process • Phase 4: Further revisions • Phase 5: Key stakeholder interviews • Phase 6: Pilot test of paper-and-pencil SMHQA-D Demonstration The SHAPE System Homepage Sign Up
Account Types
Complete Registration Create a Password Account Homepage School Mental Health Profile School Mental Health Profile School Mental Health Profile Reports State School Mental Health Profile Quality Assessment Introduction Slide Questions and Best Practices Domain Reports Strategic Planning Guide Monitor Progress Quality Assessment Summary Report Summary Report and Strategic Planning Guide Customize Reports Resource Library Screening and Assessment Library Trauma Responsiveness Account Administration Account Administration
Questions? Arkansas Schools & SHAPE
DR. BETSY KINDALL AR DEPT OF EDUCATION ARKANSAS AWARE STATE PROJECT COORDINATOR Case Study: ARKANSAS
31,000 Youth identified as receiving MH services in AR.
Active cases of Child abuse 1,520 Active cases of Sexual Abuse 367 Active cases of Neglect 1,592
Students Receiving medications at school: Long term basis (>3 weeks) 16,688 Short term basis (<3 weeks) 7,890
41st in Suicide and Access to MH Services
40th for Youth Prevalence of Mental Illness
46th for Disconnected Youth
48th overall in America’s Health Ranking
50th for Identifying and Addressing Emotional Disturbance among students Case Study: ARKANSAS
Coordinated School Health
FUNDED School-Based Health Center Initiative
MH Service Model
AWARE FUNDING
AR BEST PRACTICES & WHY THEY ARE IMPORTANT TO CONSIDER W/ SHAPE: Contracts 70%/30% Model 1FTE Therapist : 500 Students Caseload Size ADE SBMH Certification Manual: http://www.arkansased.gov/divisions/learning-services/school-health- services/school-based-mental-health
Arkansas Districts: 58 /275 (21%) 18 MONTHS
Leverage: Schools / Statewide $$$$
TEAMS
FEEDBACK FROM THE FIELD
Questions
Dr. Elizabeth Connors Dr. Betsy Kindall [email protected] [email protected] 203-789-7645 870-302-3094 Dr. Elizabeth Connors Dr. Betsy Kindall [email protected] [email protected] 203-789-7645 870-302-3094 NETWORKING & VENDOR BREAK
YOUTH MENTAL HEALTH A Whole-School Approach Thank You SPONSO RS
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH BREAKOUT 3 3:00-4:00
MAIN HALL YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH CREATING THE CONDITIONS FOR LEARNING AND THE ROLE OF THE SCHOOL SOCIAL WORKER YOUTH MENTAL HEALTH A Whole-School TIFFANY CREAGER, MSW, LSW Approach CHRISTY GAUSS, MSW OBJECTIVES:
• Be able to articulate why addressing mental health in schools is a critical component of creating the conditions for learning and the development of the whole child • Explain the role and skill set of the school social worker as a critical component to a mental health team • Leave empowered to advocate for changes at the policy level that effect practices and collaborative efforts • Operationalize the roles of an SISP team through an MTSS framework
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH THE CASE FOR STUDENT SERVICES IN SCHOOLS
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH WHAT IS MENTAL HEALTH?
“Mental health is a state of wellbeing in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community.”
(World Health Organization)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH CURRENT CLIMATE
• A National Institute of Health study found that 25.1% of kids 13-18 in the US have been diagnosed with anxiety disorders
• Depression increased by 21% between 2012-2015 for boys and 50% for girls (Twenge, J., 2017) • According the Department of Health and Human Services, 56% more teens experienced a major depressive disorder in 2015 than 2010 (60% experienced severe impairment) • By 2030 the World Health Organization states that depression will be the number one global health risk
• In 2015, 29.3% of Indiana students reported feeling sad or hopeless (cdc, 2015) and 19.8% of Indiana high school students seriously considered suicide (3rd highest rate in the nation) (ISDH, 2015)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH ADVERSE CHILDHOOD EXPERIENCES
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH STRESS & LEARNING
• Stressed brains do not learn the same as brains that feel safe, can emotionally regulate, and feel connection. Simply stated, stressed brains don’t learn the same way. • Because these stressors either go unrecognized or there is a lack of knowledge about their effects on learning and behavior, students dealing with adversity and toxic stress are often identified or mislabeled as having behavior, discipline, and/or learning issues in a school setting.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH BRAIN DEVELOPMENT
Typical Development Developmental Trauma
Cognition Cognition
Social/ Emotional Social/ Emotional
Regulation Regulation
Survival Survival
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH Adapted from Holt & Jordan, Ohio Dept. of Education Three Pillars of Trauma Informed Care
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH SOCIAL AND EMOTIONAL LEARNING (SEL) IS. . .
. . . the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH • “While many elements of a child’s life improve along with the cultivation of these skills, one of the main outcomes is better academic performance.”
• “The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself.”
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH SCHOOL SOCIAL WORKERS: KEY SKILL SET
• Out of all the professions that work in a school setting, SSWs are the only professionals that have a mandate to use a holistic, systems-based perspective. • In using a holistic approach, SSWs are trained to work collaboratively with other professionals, as well as with families, community partners, and other systems that serve children and families. • Through solid research on the latest neuroscience regarding learning, SSWs are well trained in SEL and trauma-sensitive practices. • SSWs are trained to promote positive school community environments by developing and implementing school-wide programs. • All of the above is based in sound theory, including attachment, developmental, and ecological/systems theories; evidenced based knowledge of assessments and interventions; and with full consideration of a child and family’s strengths and culture.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH EVERY STUDENT SUCCEEDS ACT (ESSA) OPPORTUNITIES
• ESSA adds a new accountability measure for schools that addresses learning supports • Acknowledges the direct link between students’ mental and behavioral wellness and overall positive student achievement, school climate, high school graduation rates, and the prevention of risky behaviors and disciplinary incidents. • Title 1, Title II and Title IV Part A’s “Student Support and Academic Enrichment Grant” • “Specialized instructional support personnel” must be involved in the development of district plans and applications for these funds and conducting required needs assessment. • These changes provide flexibility and opportunities to substantially move student learning supports in new directions • In a summary of ESSA the term “mental health” is used no fewer than 20 times
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH CURRENT RATIOS OF SISPS TO INDIANA STUDENTS 1,107,770 students enrolled in K-12 for the 2016 School year (Source: Kids Count in Indiana 2017 Data Book)
Nurses Psychologists Counselors Social Workers
• 1 professional • 1 professional • 1 professional • 1 professional to 1,108 to 2,213 to 619 students to 4,515 students students • Recommended: students • Recommended: • Recommended: 1:250 • Recommended: 1:750 and 1:500-700 1:250 and 1:50 1:125 for in high needs schools with schools special needs
Sources: ISCA, IASP, IUSSW, NSCA, NASP, NASW, NASN
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH PURPOSE OF STUDENT SERVICES COALITION
• Encouraging multi-disciplinary Nurses Collaboration
• Promoting health & well-being of the whole child Social Psychologists Student Workers • Affirming best practices
• Advancing access to licensed, credentialed, and qualified student services professionals Counselors
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH HISTORICAL CONTEXT OF STUDENT SERVICES COALITION
Varying interpretations of Article 4- Student Services Rule
2015 Legislative Session – HB 1381
Increasing call for mental health services in school settings
Education’s role in SOC cross-system framework
Funding sources for Student Resource Officers but not Student Services
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH LET’S TAKE A CLOSER LOOK
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH Multi-Tiered System of Support (MTSS)
FEW Seamless Referral & Follow-up Process; Counseling & Support Teams; Deepened Collaboration With Youth, Families & (Source: Wisconsin Community Partners Department of Public Instruction, 2016) SOME Early Identification, Screening, & Progress Monitoring Effective Individual & Group Interventions Wellness Plans Co-Planning Strategies with Students, Families & Community Providers
ALL Educational Neuroscience and Trauma Sensitive Practices; Positive Culture and Climate; Rich Social & Emotional Learning, Mental Health and Wellness Education; Universal Screening and Early Identification
YOUTH MENTAL HEALTH: A WHOLE-SCHOOLWell APPROACH-being of Teachers and School Staff TIER 1 CASE STUDY – SINGLE SCHOOL
Observations Prior to Start Implementation • Increase in evaluation for ADHD and • Relationship Emotional Disability – 2x10 • Daily school disruptions • Regulatory • Explosive behaviors – Focused Attention Practice • Teacher/staff burnout • Sensory – Calming Corners • Pilot – MindUp Curriculum in 4th grade
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH TIER 1 CASE STUDY – SINGLE SCHOOL
Data after three nine weeks
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH TIER 2/3 CASE STUDY: INTEGRATING SCHOOL MENTAL HEALTH SERVICES
• Partnership among: • School Social Worker • Mental Health Clinician • Teachers and Staff
• Offer school-wide, universal screening for social and emotional development
• School Social Worker/Mental Health Clinician collaborate to review data and make referrals (highly elevated/elevated)
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH TIER 2/3 CASE STUDY: ROLES OF SCHOOL SOCIAL WORKER
• Facilitates universal screening process
• For kids with highest need, school social worker contacts families & connects with CMHC clinician
• Work with onsite CMHC clinician to help family complete opening paperwork
• Work with school behavior support team to identify appropriate low-level interventions for students screening elevated
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH TIER 2/3 CASE STUDY: ROLE OF SCHOOL-BASED CLINICIAN
• Provide intensive on-site treatment
• Consult on positive behavior modifications, etc. relative to goals indentified by student in initial therapy sessions
• Provide schedule to school social worker to help streamline the referral process due to screening results
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH Braiding school and behavioral health services ensures a team devoted to a student’s success.
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH FINAL CONSIDERATIONS
School 50/50 Mental Health Model Coordinators
YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH 109 QUESTIONS?
YOUTH MENTAL HEALTH A Whole-School Approach REFERENCES
• Bruns, E. J., Walrath, C., Glass-Siegel, M., & Weist, M. D. (2004). School-based mental health services in Baltimore: Association with school climate and special education referrals. Behavior Modification, 28, 491–512. • Collaborative for Social, Emotional, & Academic Learning (CASEL). (2003). Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs. Retrieved htt http://indiana.edu/~pbisin/pdf/Safe_and_Sound.pdf p://indiana.edu/~pbisin/pdf/Safe_and_Sound.pdf • Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & ... Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245-258. • Harris, W. W., Lieberman, F. A., & Marans, S. (2007). In the best interests of society. Journal of Child Psychology and Psychiatry, 48(3-4), 392-411. • Indiana Youth Institute. (2015/2016/2017). KIDS COUNT in Indiana Data Book: A Profile of Child Well-being Retrieved https://www.iyi.org/wp-content/uploads/2018/12/2019-Indiana- Kids-Count-Databook-State-Snapshot.pdf • Justice Policy Institute (2010). Healing invisible wounds: Why investing in trauma-informed care for children makes sense. www.justicepolicy.org • National Association of School Psychologists (2013). A framework for safe and successful schools. retrieved from http://www.nasponline.org/resources-and-publications/resources/school- safety-and-crisis/a-framework-for-safe-and-successful-schools. • National Alliance for Mental Illness (NAMI). (2014, June). Mental Health Facts: Children & Teens. Retrieved from https://www.nami.org/getattachment/Learn-More/Mental-Health-by-the- Numbers/childrenmhfacts.pdf • Pappano, L. (2014). Trauma-sensitive schools: A new framework for reaching troubled students. Harvard Education Letter (30)3. • Perry, B. D. (2009, November). Understanding the effects of maltreatment on brain development. Washington, D.C.: Child Were Information Gateway (CWIG) (p. 1-16). • Tan, K., Battle, S., Mumm, M., Eschmann, R., & Alvarez, M. (2015). The impact of school social workers on high school freshman graduation among the one hundred largest school districts in the United States. School Social Work Journal, 39(2), 1-14 • Wisconsin Department of Public Instruction. (2015, December). The Wisconsin School Mental Health Framework: Integrating School Mental Health and Positive Behavioral Interventions & Support. Retrieved from https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/mhframework.pdf YOUTH MENTAL HEALTH: A WHOLE-SCHOOL APPROACH THANK YOU
TIFFANY CREAGER, MSW, LSW [email protected] AND YOUTH CHRISTY GAUSS, MSW MENTAL SCHOOL MENTAL HEALTH FACILITATOR HEALTH INDIANA SCHOOL MENTAL HEALTH INITIATIVE | A Whole-School INDIANA UNIVERSITY Approach [email protected] NETWORKING RECEPTION HOTEL LOBBY YOUTH MENTAL HEALTH A Whole-School Approach