Post on 03-Jan-2016
description
Pupil Services and Pupil Services and
the Mental Health the Mental Health Needs Needs
of Students who are of Students who are Deaf Deaf
or Hard of Hearingor Hard of Hearing
Today’s First PresenterToday’s First Presenter
Marcy DickerMarcy Dicker Outreach DirectorOutreach Director Wisconsin Educational Services Wisconsin Educational Services
Program for the Deaf and Hard of Program for the Deaf and Hard of Hearing (WESPDHH)Hearing (WESPDHH)
262-787-9540 voice262-787-9540 voice 866-552-7792 vp866-552-7792 vp marcy.dicker@wesp-dhh.wi.govmarcy.dicker@wesp-dhh.wi.gov
Today’s Second Today’s Second PresenterPresenter
John Humphries, NCSPJohn Humphries, NCSP School PsychologistSchool Psychologist Student Services/Prevention & Student Services/Prevention &
Wellness TeamWellness Team WI Department of Public InstructionWI Department of Public Instruction 608-266-7189608-266-7189 john.humphries@dpi.wi.govjohn.humphries@dpi.wi.gov
ResourcesResources
To obtain the resources we discuss, To obtain the resources we discuss, go to:go to:
dpi.wi.gov/sped/hi_deaf.htmdpi.wi.gov/sped/hi_deaf.htm
Look for links to DHH and mental Look for links to DHH and mental healthhealth This PowerPointThis PowerPoint The Protocol for ScreeningThe Protocol for Screening A Screening Tool (NEW)A Screening Tool (NEW)
Hearing Loss 101Hearing Loss 101
2,200 students, ages 3-21, identified 2,200 students, ages 3-21, identified with hearing loss in the public with hearing loss in the public schools in the state of Wisconsin. schools in the state of Wisconsin.
2/3 of these students are thought to 2/3 of these students are thought to be “hard of hearing” and 1/3 are be “hard of hearing” and 1/3 are considered “deaf”considered “deaf”
Hearing Loss Simulation – What Hearing Loss Simulation – What would a hearing loss “look like”? would a hearing loss “look like”? What would it sound like?What would it sound like?
Hearing Loss SimulationHearing Loss Simulation
Normal 0-25 dBNormal 0-25 dB Mild 25-40 dBMild 25-40 dB Moderate 40-70 Moderate 40-70
dBdB Severe 70-90 dBSevere 70-90 dB Profound 90-110 Profound 90-110
dBdB Cochlear Cochlear
Implant Implant
Knock, knock – who’s there?
Time for bed.
Pick up your toys.
Would you like more juice?
The wife helped her husband
Visual Representation of Visual Representation of Hearing Loss and aided Hearing Loss and aided
hearinghearing
What are the issues?What are the issues?
Impact of severe and profound hearing Impact of severe and profound hearing loss, when the child uses ASL on social loss, when the child uses ASL on social emotional developmentemotional development Parents may not have the language skills to Parents may not have the language skills to
communicate effectively around the abstract communicate effectively around the abstract concepts of emotional and interpersonal issues.concepts of emotional and interpersonal issues.
Students face challenges in building close social Students face challenges in building close social relationships with peers and staff because of the relationships with peers and staff because of the inability to communicate in a common languageinability to communicate in a common language..
Students cannot communicate directly with their Students cannot communicate directly with their hearing peers – most must use an interpreterhearing peers – most must use an interpreter
All these factors lead to ISOLATIONAll these factors lead to ISOLATION
What are the issues?What are the issues? Impact of mild and moderate hearing Impact of mild and moderate hearing
loss – more subtle, yet equally loss – more subtle, yet equally important…important… Students miss out on conversations between Students miss out on conversations between
others (containing important social information)others (containing important social information) Students miss social language cues – how to Students miss social language cues – how to
initiate a conversation, turn taking, etc.initiate a conversation, turn taking, etc. Misunderstandings are commonMisunderstandings are common Assumptions that hearing aids “fix” the problem Assumptions that hearing aids “fix” the problem
and students “smile and nod” responseand students “smile and nod” response These students will also cope with ISOLATIONThese students will also cope with ISOLATION
Mental Health Challenges Mental Health Challenges begin with a sense of begin with a sense of
isolationisolationand result in a lack of:and result in a lack of:
Success in building meaningful Success in building meaningful friendshipsfriendships
Opportunities to build a healthy self-Opportunities to build a healthy self-conceptconcept
Ability to understand and manage Ability to understand and manage conflictconflict
Opportunities to develop appropriate Opportunities to develop appropriate coping and problem-solving skillscoping and problem-solving skills
Proactive support for Proactive support for Mental WellnessMental Wellness
Identify Environments that foster positive self esteem in Deaf and Hard of Hearing
Provide access to deaf and hard of hearing role models
Recognize the value of direct access to communication and interaction
Ensure and support the student’s access and participate in school events, community events and society-at-large
Increase awareness of mental health issues for these students (protocol) and provide appropriate supports
End of Hearing End of Hearing 101101
Now, what can Pupil Services Now, what can Pupil Services providers do for DHH providers do for DHH
students?students?
Pupil Services ProtocolPupil Services Protocol
Follow basic screening protocol as Follow basic screening protocol as with any area of concernwith any area of concern Prepare to screenPrepare to screen Identify studentsIdentify students Get consentGet consent ScreenScreen Follow upFollow up
Step 1: Identify DHH Step 1: Identify DHH studentsstudents
Contact your DHH teacherContact your DHH teacher Talk about cues for mental health and Talk about cues for mental health and
illnessillness How do they perceive student’s mental How do they perceive student’s mental
health needs?health needs? Also contact general education staff to Also contact general education staff to
identify students who are not in special identify students who are not in special education or who do not have a 504 education or who do not have a 504 Plan who have a mild hearing lossPlan who have a mild hearing loss
Step 2: Obtain Consent for Step 2: Obtain Consent for ScreeningScreening
Talk with parents about your Talk with parents about your school’s efforts to prevent mental school’s efforts to prevent mental illness and promote mental healthillness and promote mental health
Explain procedures Explain procedures Use a standard consent for pupil Use a standard consent for pupil
services formservices form
Step 3: Identify Step 3: Identify Communication NeedsCommunication Needs
Talk with the DHH teacher to Talk with the DHH teacher to identify how the student effectively identify how the student effectively communicatescommunicates
Discuss supports to meet Discuss supports to meet communication needscommunication needs
Consider hearing technology and Consider hearing technology and visual supportsvisual supports
If you don’t need an If you don’t need an interpreterinterpreter
Note the needs for lighting in the room. Note the needs for lighting in the room. Allow the student to sit with their back Allow the student to sit with their back to the window.to the window.
Always face the student when speakingAlways face the student when speaking Be aware of background noiseBe aware of background noise You may need to define or explain termsYou may need to define or explain terms Ask the student to repeat back some of Ask the student to repeat back some of
your questions to check for your questions to check for understandingunderstanding
If you do need an If you do need an interpreterinterpreter
Using the educational interpreter is a last Using the educational interpreter is a last resortresort
Recognize limitations of the teacher of Recognize limitations of the teacher of the deafthe deaf
Consider a mental health interpreterConsider a mental health interpreter Clarify the limits of confidentialityClarify the limits of confidentiality Interpreters are NOT mandated reportersInterpreters are NOT mandated reporters The role of the interpreter is solely to The role of the interpreter is solely to
interpretinterpret
Step 4: Meet with the Step 4: Meet with the StudentStudent
Establish rapportEstablish rapport Share the limits of confidentiality Share the limits of confidentiality Ensure that any other person in the Ensure that any other person in the
room (interpreter), also agrees to uphold room (interpreter), also agrees to uphold the confidentiality of the meetingthe confidentiality of the meeting
Be aware of state law and follow any Be aware of state law and follow any local policies and procedures in this local policies and procedures in this regardregard
NEW: Use Screening Tool from DPI NEW: Use Screening Tool from DPI or other sourceor other source
Step 5: PrioritizeStep 5: Prioritize
Read the protocol for specific Read the protocol for specific suggestionssuggestions
Low Level of Mental Health NeedLow Level of Mental Health Need Moderate LevelModerate Level High LevelHigh Level
Note crisis reponseNote crisis reponse
Step 5: PlanStep 5: Plan
Share the results with parentsShare the results with parents Consider Consider
ThoughtsThoughts MoodsMoods BehaviorsBehaviors
And And SeveritySeverity ChronicityChronicity Frequency of symptomsFrequency of symptoms
Planning DomainsPlanning Domains Case managementCase management Home-school coordination/communicationHome-school coordination/communication Extending or strengthening the social Extending or strengthening the social
networks networks Get the help of the DHH teacherGet the help of the DHH teacher Group or individual services at schoolGroup or individual services at school Document in IEP and possibly reconveneDocument in IEP and possibly reconvene Mental health services in the communityMental health services in the community Follow up on crisis issues as with any Follow up on crisis issues as with any
studentstudent
ConclusionConclusion
Students who are DHH have high Students who are DHH have high liklihood of mental health needliklihood of mental health need
Use a screening protocol to identify needsUse a screening protocol to identify needs Follow through with help in multiple Follow through with help in multiple
domains and consistent with the level of domains and consistent with the level of needneed
For more information, go to:For more information, go to: dpi.wi.gov/sped/hi_deaf.htmdpi.wi.gov/sped/hi_deaf.htm Look for links to DHH and mental healthLook for links to DHH and mental health