Mental Health at Kenner Intermediate Marissa Rose-Morris and Jessica Jones NURS 2020H 07/02/14

GROUP CONTRACT - NURS 2020H

Clinical Instructor: Susan Fairs Placement Agency: Kenner intermediate vocational institute Group Members: 1) Marissa Rose-Morris 2) Jessica Jones

Team procedures: Meet: Wed. 1700h as needed Communicate: e-mail, text Decision: consensus Agendas: collaborative, via e-mail come up with things to discuss at meetings. All aspects of the agenda will be done collaboratively Records: alternate weeklytyped notes emailed to partner.

Team Expectation: Work quality: Both partners share the workload equally. Have individual work done in advance, so as not to interrupt collaborative work. Team Participation: Avoid outside stimulus while working collaboratively (cell phones, friends, etc) Both partners have equal say in all matters that affect the overall grade Be respectful of others ideas Collaborative leadership

Personal accountability: Be there, on time, if late/sick inform partner Have individual work done in advance, so as not to interrupt collaborative work Inform other if having trouble with individual work or any other concerns

Consequences: Dont expect to use group time to finish individual work. If legitimate reason, talk to other. If it continues, find intermediate person to mediate. (preceptor or clinical instructor)

a) I participated in formulating the standards, roles, and procedures as stated in this contract. b) I understand that I am obligated to abide by these terms and conditions. c) I understand that if I do not abide by these terms and conditions, I will suffer the consequences as stated in this contract.

1) 2)

M.Rose-Morris Jessica Jones

Date _01/17/14_ Date _01/17/14_

Four key questions: Where do we want to go? Improving overall mental health and well-being Where are we now? Low self-esteem and knowledge, lots of drama How do we get from where we are to where we want to be? Through presentations, videos, posters, and fun activities What will happen when we get to where we want to be? There will be higher self-esteem, more knowledge on mental health, and better dealing with stress

Background: Students do not understand stress, or ways to cope with stress. The staff have concerns about the overall mental health of the students, and their coping abilities. All students are going into high school within the next two years, and need to be prepared. Students seem to have low self-esteem overall.

Goal of the project: To improve overall knowledge, awareness, and understanding of mental health in the school for students by the end of placement.

Objectives: Understand stress and how it effects you Identify stressors in your life Apply healthy stress relief techniques Develop strategies for improving self-esteem (?) Develop a positive atmosphere in the school

Resources: http://www.youtube.com/watch?v=09Rnq-FhnGs Staff members Stress tool kit Students Posters PowerPoint presentation Video Random act of kindness checklist Student blog (?) o There is a student that writes a blog, he is willing to add mental health information to it Compliment smiles (?) o Cut out smile faces, have students sign and write something positive. Put smiles in hallway Stress balls

Constraints: Students thinking its not cool Lack of staff support

Not enough time for everythingMarch break and reading break No preceptor approval for objectives Lack of interest from students and staff

Strategies: what is stress? presentation Who are the popular students/student leaders o Get mental health committee involved for student view on things take what you need posters Incorporate videos/social media/ sports etc. to keep them interested Sign to stop bullying (compliment smiles) Getting the teachers/Mrs. Fowler involved o Using pre-established relationships between staff and student to encourage participation Correct myths o Find out what they know Surveys, question time through presentations

Act of kindness cards Student video on stress

Chosen strategy: Present what stress is video to classes and answer any questions. Use posters and acts of kindness throughout the school to promote strong self-esteem. Make sure the students have a say in the way things are presented, also get them to encourage their peers to participate. Monitoring: which take what you need slips are taken the most o shows what they feel they are lacking participation overall o asking/answering questions during presentations o using the act of kindness checklist Reactions to presentation, video, class, etc. o Positive/negative o questions brought up o comments o body language during presentationactive listening drama levels o Number of petty arguments students have over a month Reporting: Stakeholders: staff, student leaders, us Tally which slips are taken announcements to students to encourage participation o over P.A in the morning

o informs about what is happening that daykindness checklist, presentations, other projects noting students that participate/levels of participation o teachers possibly tell us who they think may need more encouragement make a handout to teachers to inform what we see in the students

Evaluation: To evaluate the success of the project we will survey the students about their knowledge of stress before and after we have a presentation. After the presentation we will ask the students if they learned something new to apply when they become stressed. The week after the presentation we will talk to teachers about how the students seem to be dealing with their stress compared to before. Throughout the placement we will keep a tally of which slips from the take what you need posters were taken, from this we will be able to see where the students feel they are lacking overall. This can be used for the next steps that teachers or nursing students coming in can take, because it will show what the student will benefit from in presentations.

Needs Assessment-Kenner Intermediate Assumptions: Many of the students at Kenner are on the Autism spectrum and need special or individual attention. There is a lack of knowledge in dealing with stress; many of the students have high stress levels. They lack self-problem solving skills, and rely on older adults to solve the problems for them. The majority of students appear to be from a lower income bracket. Students seem to have self-esteem problems that lead to lashing out at others. Strengths: The learning and life skills (LLS) program o Program understands the needs of the students and works towards them effectively o Staff in class are very good with the LLS students Staff understands student needs and complies to them Breakfast/snack/hot lunch program Encourage physical activity o Indoor recess, go to the gym, not stuck sitting down all day Good community supports o YWCA girls, girl/boy anger management program, food programs, etc. Gaps: Students reliance on staff for problem resolution o Tattle tale mindset Lack of mental health educationstudents and staff o Lack of time

o Through general conversation and overhearing in the hallways Many stereotypes used Lots of misunderstandings

Unwilling to participate in things deemed un-cool o Mental health team, girls group

Stress management

Appendix
Table 1: Project Milestone

Project Milestone
Meeting with community contact/preceptor Windshield survey

Estimated Date of Completion

23/01/14

Completed (check off)

Actual Date of Completion

23/01/14

Community Assessment
23/01/14 24/01/14

2nd data collection

N/A

2nd data analysis

N/A

General and specific assessment Identification and prioritizing of issues/areas for focus Identifying aims and objectives Project plan (including evaluation planning) Project Ghant chart /Logic Model Implementing Project Plan Implementing evaluation plan Analyzing and reporting results to the community Group Poster/Aesthetic Presentation

30/01/14

30/01/14

31/01/14

31/01/14

Planning Process
31/01/14 06/02/14

07/01/14

06/02/14

06/02/14

13/02/14

Evaluation of your Project

ongoing ongoing

24/03/14

Table 2: Gaant Chart Task Planning Research presentations Implementation evaluations Follow up W2 W3 W4 W5 W6 W7 W8 W9 W10

Note: dates are not specific due to not being finalized and teacher schedules are not guaranteed therefore general dates are the best we can do.

Table 3: Budget Model

Budget Items Personnel

Staff Salaries ($22/hr) Volunteer Hours ($10.00/hr) Other (Please specify)

Briefly explain the rationale for each of the items youve included in the Budget (can be a hypothetical
budget)

TOTAL $0

N/A staff time not used

Travel Costs
Parking (free) Mileage Other (Please specify)

Parking at school, no cost. Car pool to school, 10 minutes, mileage unknown

$20.00

Program Costs
Printing Other (Please specify)

printing of posters for the school, 10 cents/print printing of act of kindness cards, chart paper for presentation group work, ??? N/A

$10.00

Program Promotion
Posters Advertising Other (specify)

$0

Project Evaluation

Cost of printing/copying Other (specify)

N/A all computerized

$0

Who are your potential funding sources?

School budget for child and youth worker Personal funds

Item 1: Logic Model

Item 2: Windshield Survey

Kenner Vocational Institute

Boundaries Geographical-Kenner Vocational Institute and surrounding areas Are there sub-neighborhoods Kenner intermediate

Buildings Older building, well kept School Church Commercial Industrial 3 floors Wheel-chair accessible Parking

Housing Older homes 1 floor Single family Low income Small property Rented/owned None for sale Driveway parking

Places of worship One church Christian faith

Park and Recreation Playground Basketball nets Soccer pitch

Common areas Stores Cafeteria Student run restaurant Corner store-chain diner-privately owned Gym Cafeteria Library sidewalks Field Playground Student success office

Transportation School bussing Public transit Parents driving Bicycle Walk Sidewalks ok condition when present Roads well maintained

Police and fire No immediate presence

Communications Secretary Advertising posters Announcements

Social Services? Child and youth worker Psychiatrist-not daily C.A.S YWCA

Demographics Majority Caucasian Minority other ethnic background Grades 7 and 8 Lower socioeconomic status Families

Industry one building newer

Summary See needs assessment

Image 1: Poster Template