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

Kim Davis, PhD, NCC, AFCTexas State UniversityTeacher EducatorAssist. Prof., Consumer Science Program

If you want my slides email me at

kim.davis@txstate.edu.

I will send them to you!

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

(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Principles of Human Services.

(b) 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.

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.

(c) Knowledge and skills. (1) The student applies mathematics, science, English

language arts, and social studies in health science.

What to teach…•National Institute for Health – The Science

of Mental Illness▫ http://science.education.nih.gov/supplements/nih5/mental/default.htm

•What else…

(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.

(c) Knowledge and skills. (2) The student demonstrates verbal and nonverbal

communication skills. The student is expected to:

What to teach…•OBSERVATION SKILLS

▫Noticing what goes on, both nonverbally and verbally, between you and others you are talking to.

▫Up to 85% of communication is nonverbal!

What you NOTICE can greatly help you understand the other person.

What to teach…•OBSERVATION SKILLS,continued

▫Verbals can be contrasted by nonverbal Help you consider what the other person may

be feeling Incongruency which reveal the other person’s

true feeling Congruency which is supported by non-

verbals which accentuate the person’s feelings

I feel like screaming

!

What to teach…•OBSERVATION SKILLS,continued

▫Notice Body Language•relaxed or tense body and 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

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

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.

What to teach…•OBSERVATION SKILLS,continued

▫Notice Eye Movements

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”

What to teach…•ATTENDING SKILLS

▫The way you convey to ohers that you are engaged in communication with him/her.

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

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

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)

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

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

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…

(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.

(c) Knowledge and skills. (3) The student researches career options and the preparation

necessary for employment in mental health. The student is expected to:

What to teach…•How have you taught careers in the past?

▫Types of mental health providers See Mayo Clinic site athttp://www.mayoclinic.com/health/mental-health/MH00074

▫AchieveTexas: Education and Career Planning Systemhttp://www.tbecachievetexas.org/default.htm

What to teach…• Implement a peer mediation program

▫Best Practices for Youth Violence Preventionhttp://www.cdc.gov/violenceprevention/pub/YV_bestpractices.html

▫Conflict Resolution Educationhttp://www.ncjrs.gov/pdffiles/conflic.pdf

▫Striving To Reduce Youth Violence Everywherehttp://www.safeyouth.gov/Pages/Home.aspx

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…

(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

(c) Knowledge and skills. (4) The student models the ethical behavior standards and

legal responsibilities related to mental health. The student is expected to:

What to teach…•Organizations Code of Ethics

▫Social Work Code of Ethicshttp://www.socialworkers.org/pubs/code/default.asp

▫Texas Licensed Professional Counselors Code of Ethicshttp://www.dshs.state.tx.us/counselor/lpc_ethics.shtm

▫American Psychological Association Code of Ethicshttp://www.apa.org/ethics/

What to teach…•State of Texas Agencies

▫Together in Texashttp://twogetherintexas.com/UI/HomePage.aspx

▫Department of Aging and Disability Serviceshttp://www.dads.state.tx.us/index.cfm

▫Department of Family and Protective Serviceshttp://www.dfps.state.tx.us/ Child Protective Services Childcare Licensing Adoption and Foster Care Adult Protective Services

• (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.

(c) Knowledge and skills. (5) The student maintains a safe environment to prevent

hazardous situations. 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.

(c) Knowledge and skills. (6) The student analyzes the technology related to

information services. The student is expected to:

Other sources:www.newhorizons.org/

http://servicelearning.org/

Other Random Resoures

www.tolerance.org/

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

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

www.fcclainc.org/

FCCLA

www.advocatesforyouth.org/index.php