Do you know:

• How this training aligns with the priorities within the board mental health strategy?
• How this intervention fits within the mental health services in the board?
• Who the intended audience is?
• What training strategy will be adopted? Is it self-directed, train-the-trainer, etc.?
• How clinicians will use the intervention?
• What processes (e.g. referral) and structures (e.g. data collection, reporting) need to be adapted to integrate the intervention?
• How the clinical supervisor will support the team in the implementation of the intervention?
• How clinicians will measure the impact of the intervention on student outcomes?

Do you know:

• How this intervention aligns with your model of mental health services and pathways to care?
• How this intervention will be integrated within your existing referral process?
• How you will gather data, generate reports and hold team members accountable in the use of the intervention?
• What are the expectations to participate in a supervisor webinar?
• How you will support your team in the implementation of the intervention?

Do you know:

• Why your board is adopting this intervention?
• How this training fits within your board’s model of service?
• Enough about the intervention to see how it will enhance your work with students?
• How you will adopt this intervention in your work with students?
• What might get in the way in implementing the intervention?
• What the expectations are regarding data collection, reporting, and accountability?

Have you:

• Considered the characteristics of student population in your board?
• Engaged with managers, supervisors, clinical staff, and students to learn about who is/might be underserved in the current service delivery model?
• Identified potential obstacles to accessing services, for underserved groups?
• Reflected with team on ways to ensure access for underserved groups?
• Adapted the process as needed to remove the identified barriers?
• Incorporated the adapted/revised processes in the pathways to care?
• Shared the adapted/revised pathways to care with all staff?

Have you:

• Explored your own culture, beliefs and values to understand how they may impact your work with students?
• Accessed clinical supervision, peer consultation, or a community of practice to support your learning and practice?
• Acknowledged systemic impacts that affect marginalized students, and work to recognize and address them?
• Incorporated active validation of students’ cultural context and how that impacts their understanding of their situation?
• Committed to working from a strength-based perspective?
• Recognized potential cultural differences in the perception of mental health by students and their families?
• Empowered students to believe in change but been sensitive to the reality of systemic oppression?

We  have several pre-recorded sessions available:

• Enhancing our equity efforts
• Introduction to measurement-based care webinar
• Virtual care 101 for child and youth mental health
• Virtual care implementation webinar
• Evidence based practice in virtual care webinar
• School-based interventions related to student cannabis use – training series
• Suicide risk assessment – 1 2, and 3

To access these recorded sessions, contact your supervisor/manager.

Brief Coping Interventions are single session, online interventions called Coping Kits that can be used as part of a brief intervention model.  The four coping kits teach self-regulation and problem-solving skills and are appropriate for students with mild to moderate mental health difficulties. BCIs also include a progress monitoring system that allows clinicians and students to track changes over time when using the coping kits.

Time commitment:

BCI training consists of an online self-directed learning module, which takes about 3 hours to complete.

Description:

Emerging evidence suggests that single-session treatments may be effective in helping youth deal with anxiety and conduct issues by focusing on broad principles of change (i.e. solving problems, feeling calm, changing thoughts, trying the opposite).

School mental health professionals can provide coping kits to students to be completed on their own time, between their sessions. Each coping kit takes between 20-45 minutes to complete. Students aged 10 and up may be able to complete the coping kits on their own, while younger students may need parental or clinician assistance.

Everyone who has completed the self-directed learning is welcome to join the BCI Learning Collaboratives.

Ask your mental health lead/ manager to contact Tracy Weaver (tweaver@smho-smso.ca) to register for the BCI online training.