Week 1 - Key Points from Supporting Minds
-“When emotional or behavioural problems significantly interfere with a student’s ability to function socially, academically, at home, or in the community, the student may need further support.”
-“To help understand the behaviour or symptoms a student is displaying, it is important to understand child and adolescent development and what is typical behaviour across developmental stages and ages.”
- “child and youth mental health problems can be classified into two broad categories:
-internalizing problems, which include symptoms like withdrawal, anxiety, fearfulness, and depressed moods;
-externalizing problems, which are characterized by such behaviours as aggression, defiance, rule-breaking, and destructive behaviour (Achenbach, 1991)”.
- “In Ontario, the Regulated Health Professions Act (RSO, 1991) dictates that only regulated health professionals such as physicians (e.g., psychiatrists, family physicians) and psychologists can provide a diagnosis.”
-“Mental health exists on a continuum.”
-“Many disorders show a strong tendency to co-morbidity – that is, they frequently occur together.”
-“Regardless of the immediate trigger, mental health and addiction problems are usually sustained by a variety of environmental factors, which may include early experiences and/or stresses closer in time to the onset of a problem. Such things as age, gender, and stage of development may also influence the way in which mental health problems present themselves.”
-“Educators have an important supporting role in the diagnostic process, as they can observe aspects of a student’s behaviour in the school setting that may not be evident to the parent or the mental health professional.”
-“Teachers can help to provide a profile of how a child is functioning.”
-“Observers need to avoid jumping to conclusions either about whether a student has a mental health disorder or about the type of disorder. Rather, they should record their observations as objectively as possible and attempt to determine if the symptoms appear to be interfering with the student’s functioning. It is best to share these observations with the parent(s) or the school support team or principal, as appropriate.”
Consent and Privacy
Teachers are confied by various privacy acts such as,
the Freedom of Information and Protection of Privacy Act (FIPPA)
the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA)
the Personal Health Information Protection Act (PHIPA),
the Education Act.
It is vital that teachers understand the sensitivity surrounds student’s information. The class teacher has access to the students OSR and IEP and can arrange a team meeting with the SERT and the administration and parents.
If any further specialist is required for diagnostic, observation or assistance the parents’ permission is required.
Duty to report
Duty to report is an important legislation for teachers to know. This gives anyone the strict duty to report any reasonable suspicion of a child (under 16) at risk of physical, emotional abuse. As teachers, working closely with children on a daily basis this duty is heighten. Also often, teachers are a trusted figure by the students and they may confined sensitive information to the teacher.
It is the duty of the teacher to report any reasonable suspicion to the CAS immediately. Failure to do so may find the teacher guilty of a criminal offence and fined. After reporting CAS will open an investigation and interview the teacher, child and anyone else involved. CAS will provide the child with the necessary support they need. During the investigation is it advised that the OTF is notified and a lawyer is contacted.
