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What to do with … §130.246 . Counseling and Mental Health (One to Two Credits).

What to do with … §130.246 . Counseling and Mental Health (One to Two Credits). Kim Davis, PhD, NCC, AFC Texas State University Teacher Educator Assist. Prof., Consumer Science Program. If you want my slides email me at kim.davis@txstate.edu . I will send them to you!.

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What to do with … §130.246 . Counseling and Mental Health (One to Two Credits).

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  1. What to do with …§130.246. Counseling and Mental Health (One to Two Credits). Kim Davis, PhD, NCC, AFC Texas State University Teacher Educator Assist. Prof., Consumer Science Program

  2. If you want my slides email me atkim.davis@txstate.edu.I will send them to you!

  3. First and for most, DON’T Panic!!! After all, we have GOOGLE !

  4. General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Principles of Human Services. • Introduction. Students model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions. Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities.

  5. (c) Knowledge and skills. (1) The student applies mathematics, science, English language arts, and social studies in health science. The student is expected to: (A) evaluate the use of verbal and nonverbal language in a variety of mental health situations; (B) explain the nervous system of the human body; (C) identify societal perspectives related to mental health; (D) explain the physiological effects of stress and aging; (E) distinguish the psychological aspects of health and wellness across the life span; (F) identify socioeconomic factors that influence mental health and care; (G) compare social services such as drug dependency rehabilitation centers; and (H) differentiate maladaptive conditions such as paranoia, schizophrenia, and aggression.

  6. What to teach… • National Institute for Health – The Science of Mental Illness • http://science.education.nih.gov/supplements/nih5/mental/default.htm • What else…

  7. (c) Knowledge and skills. • (2) The student demonstrates verbal and nonverbal communication skills. The student is expected to: (A) interpret verbal and nonverbal messages and adapt communication to the needs of the individual; (B) demonstrate listening skills and techniques to minimize communication barriers; and (C) implement communication skills that are responsive rather than reactive.

  8. What to teach… • OBSERVATION SKILLS • Noticing what goes on, both nonverbally and verbally, between youand others you are talking to. • Up to 85% of communication is nonverbal! What you NOTICE can greatly help you understand the other person.

  9. I feel like screaming! What to teach… • OBSERVATION SKILLS,continued • Verbals can be contrasted by nonverbal • Help you consider what the other person may be feeling • Incongruencywhich reveal the other person’s truefeeling • Congruency which is supported by non-verbals which accentuate the person’s feelings

  10. What to teach… • OBSERVATION SKILLS,continued • Notice Body Language • relaxed or tense bodyand how it changes with discussion • open or closed posture and how it changes with discussion • body language that is incongruent with words • intensity of movement as an indicator of mood, personality, or outlook on an issue

  11. What to teach… • OBSERVATION SKILLS,continued • Notice Facial Expressions • incongruent smiling • look of confusion or being lost • expressionless or flat affect • affect demonstrating various moods or emotions • blood flow changes (e.g. blushing or growing pale) • avoiding eye contact, inconsistent eye contact, or intense staring • grimacing, frowning • eyes welling up • tightening of lips • agreement, understanding, connection, excitement

  12. What to teach… • OBSERVATION SKILLS,continued • Notice Eye Movements • Neuro-Linguistic Programming (NLP) suggests that there is a link between the way our eyes move and the way we think • In NLP, eye movements are known as eye accessing cues—they enable us to access certain information • Noticing eye movements can help us to understand how a person relates to the world—i.e. visually, auditorily, or kinesthetically—and communicate with them according to THEIR learning style.

  13. What to teach… • OBSERVATION SKILLS,continued • Notice Eye Movements

  14. What to teach… • OBSERVATION SKILLS,continued • Notice Eye Movements • For those visually accessing, respond in terms of SEEING • “This is how you see it…” • “I see what you mean” • For those auditorily accessing, respond in terms of HEARING • “It sounds like you aren’t happy with that grade” • “I hear what you’re saying” • For those kinesthetically accessing, respond in terms of FEELING • “That must feel awful” • “I feel happy for you”

  15. What to teach… • ATTENDING SKILLS • The way you convey to ohers that you are engaged in communication with him/her.

  16. What to teach… • ATTENDING SKILLS, continued • What do attending skill say to the listener? • demonstrate respect • build rapport • encourage talk, openness • foster cooperation • lends well to problem-solving • lessen intensity of confrontation, conflict • allow you to fall back when you are“lost” • model positive communication

  17. What to teach… • ATTENDING SKILLS, continued • VISUAL / EYE CONTACT • DO: • look at talking people in the eye • convey interest with your eyes • show empathy with your eyes • hold eye contact sensitively • DON’T: • stare off or avoid eye contact • shift your gaze continuously • stare TOO intensely • break eye contact abruptly

  18. What to teach… • ATTENDING SKILLS, continued • VOCAL QUALITIES • DO convey genuine interest with your… • speech tone • rate • volume • pauses • DON’T: • sound bored, hurried, sleepy, overexcited • forget to allow for silence • allow for too much silence • talk too loudly or softly (not matching volume)

  19. What to teach… • Body Language • DO: • face the other person with your whole body • clear the space between you • lean in slightly • use facial expressions and gestures appropriate to the discussion content • DON’T: • sit back or turned away • be physically blocked • have a blank or inappropriate expression • over or undergesture

  20. What to teach… • Nonverbal Encouragers • DO: • face the other person with your whole body • clear the space between you • lean in slightly • use facial expressions and gestures appropriate to the discussion content • DON’T: • sit back or turned away • be physically blocked • have a blank or inappropriate expression • over or undergesture

  21. How to teach… • Teach vocabulary • Role play • Have student write scripts and act them out use appropiate communication. • Give alternative examples and have students select most appropriate and explain why. • What else…

  22. (c) Knowledge and skills. • (3) The student researches career options and the preparation necessary for employment in mental health. The student is expected to: (A) identify career opportunities related to mental health; (B) research the role of the multidisciplinary team; (C) justify the consequences of decisions; (D) demonstrate techniques of peer mediation, problem solving, and negotiation; (E) interpret, transcribe, and communicate mental health vocabulary; and (F) investigate treatment options.

  23. What to teach… • How have you taught careers in the past? • Types of mental health providers • See Mayo Clinic site at http://www.mayoclinic.com/health/mental-health/MH00074 • AchieveTexas: Education and Career Planning System http://www.tbecachievetexas.org/default.htm

  24. What to teach… • Implement a peer mediation program • Best Practices for Youth Violence Prevention http://www.cdc.gov/violenceprevention/pub/YV_bestpractices.html • Conflict Resolution Education http://www.ncjrs.gov/pdffiles/conflic.pdf • Striving To Reduce Youth Violence Everywhere http://www.safeyouth.gov/Pages/Home.aspx

  25. How to teach… • Start a Peer Mediation Program • Start a Youth Violence Program • FCCLA http://www.fcclainc.org/content/stop-the-violencestudents-taking-on-prevention/ • What else…

  26. (c) Knowledge and skills. • (4) The student models the ethical behavior standards and legal responsibilities related to mental health. The student is expected to: (A) display ethical practices and the principles of confidentiality; (B) research and describe legal aspects and issues of malpractice, negligence, and liability; (C) examine designated scope of practice of professionals; (D) recognize client rights and choices and circumstances that alter client rights; (E) dramatize case studies related to client rights and choices; (F) review legislation that affects standards of client care; and (G) describe regulatory agencies such as the Department of State Health

  27. What to teach… • Organizations Code of Ethics • Social Work Code of Ethics http://www.socialworkers.org/pubs/code/default.asp • Texas Licensed Professional Counselors Code of Ethics http://www.dshs.state.tx.us/counselor/lpc_ethics.shtm • American Psychological Association Code of Ethics http://www.apa.org/ethics/

  28. What to teach… • State of Texas Agencies • Together in Texas http://twogetherintexas.com/UI/HomePage.aspx • Department of Aging and Disability Services http://www.dads.state.tx.us/index.cfm • Department of Family and Protective Services http://www.dfps.state.tx.us/ • Child Protective Services • Childcare Licensing • Adoption and Foster Care • Adult Protective Services

  29. (c) Knowledge and skills. • (5) The student maintains a safe environment to prevent hazardous situations. The student is expected to: • (A) recognize abusive situations; • (B) anticipate and adapt to changing situations; • (C) demonstrate appropriate actions in emergency situations; and • (D) practice personal and client safety.

  30. (c) Knowledge and skills. • (6) The student analyzes the technology related to information services. The student is expected to: • (A) review the processes for collection and dissemination of health care data; • (B) classify equipment used in the delivery of mental health services; and • (C) employ technology consistent with the student's level of training.

  31. Other sources:www.newhorizons.org/ http://servicelearning.org/

  32. Other Random Resoures www.tolerance.org/

  33. Sean Coveywww.seancovey.com/teens.htm • The 7 Habits Of Highly Effective Teens • The 7 Habits of Highly Effective Teens Workbook • The Choice is Yours: The 7 Habits Activity Guide for Teens • The 6 Most Important Decisions You'll Ever Make: A Guide for Teens • The 6 Most Important Decisions You'll Ever Make Personal Workbook

  34. www.pbs.org/inthemix/educators/pro_category.html

  35. FCCLA www.fcclainc.org/

  36. www.advocatesforyouth.org/index.php

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