Universal Sel Intervention

Within the field of education there are many concerns one can have about the students in their class, at the same time as parents there are just as many worries about their children. A major concern for parents as well as teachers is how to help children who experience difficulty in school. All parents want to see their child excel, and it can be very frustrating when a child falls behind in either learning to read, achieving as expected in math and other subjects, or getting along socially with peers and teachers (Buffum, Mattos, Weber, 2010). Response to Intervention (RTI) is a multistage approach to providing services and interventions to struggling learners at increasing levels of intensity (Buffum, Mattos, Weber, 2010). RTI allows for

RtI or Response to Intervention is using quality instruction and intervention to prevent students from receiving services they do not need or services they do. The basis for this essay is to discuss the basics of RtI and the many facets that are involved, although not all inclusive it will give the reader a good overview and information to promote more research and understanding.

The Penn Resilience Program: Check plagiarism and paperrater The Penn Resilience Program (PRP) was developed to help combat the increased percentage of depressed individuals in society. The roots of the program come from resilience training for soldiers, learned optimism, and cognitive behavioral therapy,11 in order to see whether or not it would be possible to input positive psychology teachings into the Geelong Grammar School.12 These ideals, more specifically, was to improve mental toughness - being able to set aside emotions when necessary and learning how to cope with them, be versatile, and understand others, through recognizing strengths, role playing, and

Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,

Gance-Cleveland and Mays (2008), conducted a pre and post-intervention finding a difference in coping, health outcomes, and resiliency during a 14 week, 60 minute peer group sessions for students in grades 9-12. Researchers discovered a difference in male and female student response to the intervention. Griffin and Botvin (2010) conducted a 40 minute life skills trainings as a school-based support groups. Students were categorized into three types: social resistance skills training, normative education, and competence enhancement skills training among youth in the school

Those entering the counselor workforce are often focused on the best course of action or approach to use when counseling clients. In my case, I’ve always been more prone to the Adlerian approach primarily because it tends to focus on family experiences and background. Nonetheless, due to extensive and continuous training, I’ve found that Solution Focused therapy would be more useful, especially in the school-counseling field. I believe that students will benefit more from this particular form of therapy because it has such a positive outlet. Solution focused therapy tends to focus on future orientation as oppose to present orientation.

1. Introduction Depression is a common mental health disorder in modern society. According to Kroenke citing WHO, “The World Health Organization now recognizes depression as one of the most burdensome diseases in the world.” (World Health Organization, 2002 as cited by Kroenke et al., 2009) Kim et al.

According to the world health organisation 50 percent of mental illnesses begin by the age of 14, that’s why there are organisation such as the kids helpline dedicated to helping and counselling young people(Kids Helpline, 2016). The Kids Helpline is a free, 24 hour counselling service for young individuals between the age the 5-25, within this organisation 's kids are able to talk to experienced and trained counsellors who offer sessions though the phone, email and over the web (Kids Helpline, 2016) (appendix 1). These experienced counsellors all together respond to 4,500 calls a day, in regards to a range of issues that young people are having (kids helpline, 2016). The organisation 's main aim is to “empower young people by assisting them to develop and create positive relationships” they have helped millions of children and is a critical organisation in relation to kids physical, mental and social well being (Kids Helpline, 2016).

Their analysis of 35 youth programs reported that standardized test scores of low-income, at-risk youth improved after participation in after-school programs (Lauer et al., 2006). Lauer discovered positive and significant effects among students at risk of failure in reading or math, producing positive results on reading achievement, particularly in lower elementary grade levels and in high school students. Researchers also found positive and significant effects on math achievement, particularly for middle and high school

SPARCS does not directly provide services to parents, however if foster families and youths are open to participating, the program model can be implemented with parental involvement as part of multifamily group therapy (CEBC, 2006). In a group, families can learn that they are not alone in their struggles and that alone can be very empowering. However, as foster-care youth children often have adverse or nonexistent relationships with their foster-parents, this may be difficult. Especially since placements can change at anytime. Therefore, it is important to realize the barriers associated with delivering services within the child welfare system. Communication with foster parents and agencies about possible future changes in placements need

The ELL population is rapidly growing, and it is important that teachers are equipped and ready to teach and assess these ELLs. Assessing ELLs is important because the assessments tell teachers how to make instructional decisions, and how much the child knows and can do (Lenski. 2006, P. 25). It is important for teachers to make sure that the ELL students are continually developing English competence and acquiring content knowledge. Because of the No Child Left Behind act, there are assessment mandates that all teacher must follow, like the Title 1 that requires ELLs attending public schools to be assessed in listening, speaking, reading, and writing, and they must also be included in statewide standardized testing. The ELLs are at a disadvantage

Intervention and Theories Intervention and theories are best supported after a multidimensional assessment is completed. Assessments provide a historical overview and identifies all areas of concerns, gaps in care, and any other goals for improvement. The member has an extensive history of sexual, physical, and psychological abuse. Strength based theory is the best approach when working with the member because it will provide a foundation to build interventions upon. "Integration of strengths within the complex and often negatively skewed narrative may re socialize potential clients to perceive that psychotherapy is not only about untwisting their distorted thinking or restoring their troubled relationships, it is also about learning

A staggering number of children are being diagnosed with severe mental health disorders each year. From 2012 to 2015 “Rates of youth with severe depression increased from 5.9% ...to 8.2%... 76% of youth are left with no or insufficient treatment” (MHA). Mental illness is becoming much more common; people should start recognizing it and

summary. Garaigordobil, M., Bernarás, E., Jaureguizar, J., & Machimbarrena, J. M. (2017). Childhood depression: relation to adaptive, clinical and predictor variables. Frontiers in psychology, 8, 821.

One in ten children and adolescents will experience a period of major depression (“Mental Health Myths and Facts”). Many avoid the topic of mental health like the plague. In truth, people should be able to talk about mental illness and its repercussions on society and the individual. A minority of those affected with mental illnesses get help. Therefore, it is important to discuss possible solutions to helping those who suffer get treatment.