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Effective Individual and Group Interventions

Effective Individual and Group Interventions

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Schools offer effective group and individual interventions that build students’ skills to manage mental health challenges. The first set of webinars are focused on work with angry and aggressive children and youth. Skill-building is an important component of effective intervention, increasing the likelihood students will be able to cope better, spend more time in class, and build the skills they need to keep moving toward graduation, college and career ready.

Counseling Angry and Aggressive Students

Students who do not manage their anger, and are aggressive in school are at risk of exclusionary discipline and not graduating. An approach which helps these children and youth learn skills to get along better in school is a proactive approach to a common school problem. The first set of modules provide an overview of the evidence based practice of Cognitive Behavioral Therapy and Interventions. Once these webinars are completed, and reviewed, age-specific training is offered on two evidence-based programs for angry and aggressive students: Anger Coping (grades 4–8) and Think First (high school).

SBIRT

SBIRT stands for Screening, Brief Intervention, and Referral to Treatment. First developed for alcohol and other drug treatment for adults, it has begun to be used for adolescents as well. It has an evidence base for adults with alcohol and other drug abuse (AODA) issues. SBIRT’s evidence base for use with adolescents with AODA issues is growing. It is now being used as an emerging practice for children and youth with mental health challenges. The Wisconsin Safe and Healthy Schools Center or WISH Center offers training in SBIRT.

 

Teen Self-Care Planning

What Is a Self-Care Plan and Why?

The Self-Care Plan process and document is designed as a self-discovery tool and conversation starter with youth about their overall well-being. The hope is that youth will feel empowered by the process, which is driven by their ideas, beliefs, and actions. They assess their well-being in eight different areas of their life and consider any new choices they would like to explore as well as the people who can support their choices. The planning process can help youth to understand the importance of balance across the eight areas of well-being.

The Self-Care Plan document is meant to travel with the youth and apply to the various settings of their life. The youth “owns” their plan and can invite caring adults, both personal and professional, to view the plan as a way to increase understanding and effective supports. Self-Care Plans can be used in different settings for a variety of purposes that include one-on-one counseling, group counseling, transition planning between schools or from treatment or corrections placements, after-school programs, youth in foster care, and with youth with emerging MH issues. They can also be used in a classroom that focuses on teen wellness.

For questions about this information, contact Elizabeth Cook (608) 266-1999