Mental Health:

A Frequently Asked
Questions Toolkit for
Parents
Lila Elmished, Briana Lopez, Ivette Merced,
Carlyn Morones, Gabriela Quintero
 Frequently Asked Questions

What is mental health and positive

psychology?.............................................................3

Why should schools focus on providing mental health

support?.................................8

What are protective factors and risk

factors?................................................................12

What are some common mental health

disorders?.......................................................16

What role does culture play in mental

health?...............................................................24

How do schools play a role in addressing mental health?

……………………..………30

What are some legal and ethical issues surrounding mental health in
schools?.....37

Why is a systems model to addressing mental health

useful?....................................43

What is included in a school-wide mental health

plan?................................................48
2
What is mental health and
positive psychology?
3
 Mental health is:14

● How we feel about ourselves and others

● How we handle stress in our lives
● How we interact with others
● How well we are able to make and keep close
relationships and friendship

4
Positive psychology focuses
on the positive events and
influences in life, including:30
● Positive experiences
○ Such as happiness, joy,
inspiration, and love
● Positive states and traits
○ Such as gratitude, resilience, and
compassion
● Positive institutions
○ Occurs when entire organizations
and institutions apply positive
principles
5
Positive psychologists study how certain factors,
such as the ones listed below, lead people to live
a life that is “most worth living.”30
● Character strengths ● Gratitude
● Optimism ● Compassion
● Life satisfaction ● Self-esteem
● Happiness ● Self-confidence
● Well-being ● Hope

Positive psychology interventions, which are

grounded in ideas of optimism, compassion, and
hope, are a good place to start when it comes to
improving our children’s mental health. These
interventions have been found to have a positive
impact on improving overall wellbeing and
decreasing symptoms of some mental health
disorders.12
6
 Think about one of the factors
mentioned previously and what
it looks like in your home.
Sometime this week, find an
opportunity to talk about these
factors and what they may look
like for your family!

7
 Why should schools
focus on providing
mental health support?
8
 1 in 5
Children have a diagnosable behavioral,
emotional or mental health disorder.3,6
9
 Why should schools focus
on providing mental health
support for students?
● 50-80% of children who need mental health services,
don’t get them.3,6
● If you live in an urban area, it’s possible that almost
50% of kids in your neighborhood school are showing
signs of an emotional, behavioral, or mental disorder.2
● Schools play an integral role in noticing who may need
mental health services and may be a good place to
start when it comes to looking for resources.

Suicide is the second leading cause of death for

children and teens between the ages of 10-24.25

10
With these statistics in mind, it is important for
us to address the mental health needs of all
students. In order for them to thrive
academically, socially and emotionally, parents
and schools should collaborate in supporting
children’s mental health. Sometimes children
and their parents face barriers to accessing
mental health services and resources18 -
schools may be a good place to find a support
system that can get you started with mental
health services and resources.
11
 What are protective
factors and risk factors?
12
In every child’s life, there are certain factors
that affect his or her health and development.
Some of these factors, such as personal
characteristics or positive circumstances, can
be beneficial for a child and may shield them
from negative outcomes - these are referred to
as protective factors.22,32

On the other hand, there are factors, like life

circumstances or events, that may make a child
more susceptible to consequences including
negative mental health outcomes - these are
referred to as risk factors.22,32

13
 Examples of Protective Factors32

Positive self-image, self-control, or social

Individual
competence.

Access to faith-based resources and after-school

Environmental
activities.

Parent involvement or positive relationships with

Relational
friends.

Presence of mentors and support for development

of skills and interests and opportunities for
Societal
engagement withins schools and community.

14
 Examples of Risk Factors32

Individual Low self-esteem, poor decision making skills.

Traumatic events and exposure to poverty,

Environmental
violence, drugs, and alcohol.

Maltreatment, child abuse, parental substance

Relational
abuse.

Genetic Family history of mental health disorders.

15
What are some common
mental health disorders?

16
 Some general mental health
concerns that parents
should be aware of are:14
● Overall changes in behaviors, abilities, or mood,
● Developing normally and then appearing to regress or have a
sudden decline,
● Excessive tantrums,
● Levels of hyperactivity that are uncommon for their age,
● Nightmares,
● Hearing voices,
● Changes in eating and sleeping patterns,
● And no longer doing things they used to enjoy doing.

While these are only some signs of mental health disorders and will
not encompass all potential disorders, the key point is to recognize
changes by knowing when you should be on the lookout and what
these concerns might look like. The more you know about mental
health, the easier it may be for you to recognize potential problems
and address them head on - the earlier the better.

17
While it is important to focus on
mental health and wellness, there
are still some important signs or
symptoms that you, as parents,
should be aware of.

Let’s take a look at some of the signs associated with

the most common mental health disorders in children.

18
 Depression4,14
● Marked by long periods of
sadness,
● Feelings of worthlessness,
● May be easily irritated,
● May lose interest in things
that were once interesting
to them,
● Changes in sleeping and
eating habits,
● Random outbursts of
crying or anger,
● Physical complaints such
as frequent headaches or
stomach aches,
● May have trouble being
engaged in class, and
overall schoolwork.
Anxiety4,14
● Encompasses a number
of mental health
disorders,
When your child
● Marked by excessive
worrying, fear, or distress,
may start
● May feel hopeless or showing signs of
easily overwhelmed,
● Frequently concerned Depression:
that everything is falling Around 11 years
apart and out of their old.24
control,
● May suffer panic attacks Anxiety: Around 15
and have trouble
years old.24
sleeping,
● May not want to attend
school.
19
 ADHD4,14 Eating Disorders4,14
● Frequently hyperactive, ● Encompasses a range of
inattentive, and disorders,
● Obsessed with weight,
When your child
impulsive at home and
body image, and food, may start
at school,
● Fidgety, ● Unusual eating behaviors, showing signs of
such as eating excessively
● Has a hard time sitting
large or small amounts of ADHD: Around 7
still, food,
● Seemingly endless ● Frequently has anxiety years old.20
energy, around mealtimes,
● Talkative, ● Drastic changes in weight Eating Disorders:
● Daydreams or has a loss, Around 14 years
hard time focusing on ● Difficulty concentrating,
old.1
tasks. irritable, and tired.

20
 Autism
Spectrum Behavioral
Disorder4,14 Disorders4,14
● Difficulty communicating, ● Seemingly constantly
responding, and
When your child
irritable,
understanding social cues may start
● Frequently angry and
such as body language and argumentative with showing signs of
tone, authority figures,
● Not initiating conversations
● Spiteful and vindictive, Autism Spectrum
or keeping them going, Disorder: As early
● Has limited and specific
● Refuses to comply with
interests, laws or rules, as 12-18 months,
● Engages in repetitive ● Destroys property, and but most
movements or consistently aggressive towards diagnosed around
repeats words or phrases, people and animals, 3.15
● Sensitive to lights, fabrics, ● Easily angered.
and sounds, Behavioral
● Difficulty with changes to
routines.
Disorders: Around
7 years old.20
21
 What to do if you are concerned
about your child’s mental health
Pay attention and Contact Your School’s Go online and find
document. Mental Health local resources.
Specialist

Pay attention to any changes You may live in an area where there
Your child’s school can be a
you have noticed and be sure aren't a lot of resources, but you still
great resource - there could be
to document them so that have options! Start by going online
a number of people on campus
you can provide this useful and seeing what mental health
that are knowledgeable about
information to a mental services, if any, there are around you.
mental health and what your
health specialist if need be. Otherwise, you can use more official
child’s needs are. This person
sites, such as those ending in gov. or
may be a school psychologist,
org. Try to get reliable and updated
school counselor, wellness
information - and reach out to any
specialist or someone else!
mental health professionals you do
know to get their opinions, too!
22
Even if you don’t believe your child has a any of these
symptoms, it is a good idea to make mental health a priority,
just as you would with your child’s physical health.

Be aware of any changes you see with your child, including

their behaviors at home, at school, and how they interact
with the people they are closest to. You can make a simple
start by asking your child to tell you how they are feeling
today - and ask again tomorrow, and the next day, too.
What role does culture
play in mental health?

24
What role does culture play in mental health?

When we hear the word

“culture”, we often think of a
person’s racial or ethnic
background. In reality, culture
is much more than that!
Culture also includes aspects
such as customs, beliefs and
values, socioeconomics status,
gender and sexual identity,
and religion.17
27

25
 Cultural differences impact and influence
mental health in a number of unique ways.
Whether or not we know it, our own cultures
and background shape the way we think
about everything - and mental health is no
different.
Culture can be seen in terms of
perceptions about mental illness, coping skills,
and how people seek out treatment.
Professionals have a responsibility to
understand that different cultures have
different ideas about mental health and
should be able to talk about what these values
mean in regards to you, your child, and their
mental health.
26
 Think about what
culture means to you.
How does it affect the way you think about
your child’s mental health?
 We can best support your
children by serving as culturally
competent practitioners. As we
do this, we want “to be respectful
of and responsive to the health
beliefs, practices, and cultural and
linguistic needs of the diverse
youth and families” we serve.16
Schools are
culturally competent Parents can support
when they:5 schools’ efforts by:5
● Explore the culture ● Volunteering in the
and uniqueness of classroom and during
each student cultural events
● Use data to address ● Talking with their
the achievement children about their
gap culture
● Ensure all students’ ● Reading books about
rights are self-identity and other
respected cultures

29
How do schools play
a role in addressing
mental health?
30
 Schools strive for a healthy
balance between equality (giving
students the same resources)
and equity (giving students
access to the resources they
need to learn and thrive).16

19 We remain aware of the

uniqueness of each student and
focus on students’ culture and
strengths to implement programs
that are equitable.

31
When you send your children to school each
day, you entrust us with their academic
progress and social-emotional well-being.
When educating your children, we want to
go beyond academics and teach them
valuable life skills such as healthy
relationships, effective coping skills,
positive stress management, and much
more!

Here are some ways that we play a role in

promoting and supporting your children’s
mental health:
32
Our school plays a role in promoting mental
health by:11

● Supporting inclusive learning environments

● Providing resources and professional
development opportunities to enhance our
knowledge and understanding of mental
health
● Working to reduce the stigma around mental
health and mental illness
● Building positive working relationships with
students, teachers, and families so mental
health needs can be identified and addressed

33
 Individual school personnel also play a
role in supporting your child’s mental
health. Although the roles vary per
district, here are a few examples of what
you may see:
The Principal3 Teachers3
have the unique
makes decisions about
opportunity to interact with
priorities and programs that
your children every day and
support your children’s
to address concerning
mental health needs.
behavior when it arises.

34

34
Pupil personnel
service providers3
such as school
psychologists, school
counselors, and social
workers, advocate for equal
access to mental health
resources for all students.
They also provide
behavioral intervention,
crisis response, and social-
emotional support, just to
name a few.
The school nurse3
provides a perspective that
allows us to identify the link
between physical
symptoms and mental
health concerns and
psychosocial problems,
such as anxiety or bullying.
28
35
Parents play an important role in promoting
mental health too! You can do so by:11

● Supporting positive mental health

habits at home
● Being aware of changes in your
child’s mental health
● Collaborating with and providing
information to teachers and
mental health providers

36
 What are some legal and
ethical issues surrounding
mental health in schools?
37
 Law and Ethics
There are laws in place to support the mental
health of your child and to protect their
educational and civil rights.
Under FERPA (Family Educational Rights and
Privacy Act), parents have the right to access
their child’s educational records, including
mental health records.36
Although it is useful to have access to your
child’s records, your child also has the right to
confidentiality.

38
 Confidentiality21

Confidentiality simply means that everything that is shared

between one person to another is kept between them. Your
child might have confidentiality with someone at their school,
such as a mental health provider. If your child or someone else is
in imminent danger, confidentiality will be broken.

However, it is in your child’s best interest if confidentiality is

maintained throughout the course of this relationship, so your
child knows they have someone they can turn to when they
need help. The relationship between your child and this person
is especially valuable; they should feel as though they can share
important things with them and not get into trouble. Parents
play a vital role in supporting their child’s mental health needs
and can do so by valuing confidentiality.

39
 The 3 instances where confidentiality
will always be broken for your child’s
safety:21
They are a danger to
themselves. They are a danger to
others.
That is, if they share they are
If your child shares that they
thinking about suicide or are are thinking about hurting
engaging in especially
someone else, confidentiality
dangerous behaviors that must be broken to protect
could result in serious harm.
those they are thinking about
harming. It is also broken to
protect your own child’s long,
and short term, welfare.
40
Someone is putting
them in danger.
If your child discloses any
information that leads a
mental health specialist to
believe or know that they are
being neglected, harmed, or
abused, they must break
confidentiality in order to
protect your child from
additional danger or harm.
 Laws that impact
student mental health31
There are a number of laws in place, both nationally and
some that are specific to California, that impact student
mental health. These laws cover topics such as bullying,
suicide prevention, and harassment of students. These laws
seek to protect specific groups of students, such as
students who identify as LGBTQIA+ or students with
disabilities, who may be more at risk for potential mental
health concerns.

Students may be harassed for any number of reasons, such

as race, sex, disability, religion, or their gender or sexual
identity. Schools are required to address all forms of
harassment according to Section 504 of the Americans with
Disabilities Act.

41
 Specific laws to look into

● Seth’s Law:
○ Requires schools to have an anti-
bullying policy.35
● AB 2246:
○ Requires schools to have a suicide
prevention strategy in place.9
● AB 1266:
○ Protects transgender and gender
non-conforming students from
discrimination.10

42
 Why is a systems
model to addressing
mental health useful?
43
What is a systems model?
There are many systems that are in place that impact your
child’s health, development, and life. Some of these systems
are much larger and out of you and your child’s control, such
as the society at large, laws, and culture. Some systems are
much smaller, such as your family or your individual child.
Nonetheless, all of these systems ultimately impact your
child.
In order to support the mental health of your child, it is
important for parents to understand how these different
systems interact.
Let’s take a look at a model, called the Bronfenbrenner’s
Systems Model, to better understand this idea.

44
 There are five layers to
Bronfenbrenner’s Model:8

Individual A person’s sex, age, and health.

Micro Family, school, friends, and neighborhood.

Relationships between the microsystems (e.g. how

Meso
families and schools collaborate).

Friends of family, media, legal services, parent’s

Exo
workplace.

Macro Laws, cultural attitudes, and belief systems.

45
13
Why is this model
useful for addressing
mental health?
When school personnel work with
students, they need to be aware of the
many systems at work in a child’s life.
By understanding children from a
systems model, parents and schools
can see that they should focus on
understanding how a change in one
system may lead to changes in their
child. Additionally, a change in your
child can also lead to a change in one
or more of these systems. Using a
systems model to addressing mental
health is useful as mental health
services, supports, and resources can
be identified and implemented by
looking into all of these systems, as
opposed to just an individual and their
immediate environment.
46
 Consider all of the different
systems that are in play your
child’s life. How might a
change in one system, such
as the mesosystem, affect
their mental health?
What is included in a
school-wide mental
health plan?
48
 What is School Policy?16

Simply put, school districts have to put specific rules into place
to support the wide range of students and student concerns they
have. Policies help inform students, parents, teachers and
administrators about the positions that their local school board have
taken regarding a number of issues. Local school boards create
these policies in accordance with what is shared during Parent
Teacher Association (PTA) meetings and what the federal and state
education boards and agencies require of school districts.
Every school and school district has their own personality that
is affected by where they are, who works there, who the students are,
and the strengths and needs of the school, as a whole. School
policies take the culture, climate, and community of the school into
account when they make policies that impact the day to day work
and lives of teachers, administrators, students, and their families.

49
 School District Mental Health Policy &
Procedures16
School district mental health policies are created to
promote the mental health of all students in a district. They
guide schools by discussing general mental health concerns
and provide strategies that ensure student safety, health,
and welfare. Procedures are more in-depth than policies as
they give specific details to school-based mental health
providers and other school staff on how to deal with mental
health issues in schools when they come up. Both policies
and procedures should be rooted in evidence-based
practices so that schools are doing what they can to best
support student’s mental health needs.

50
Some issues that School District Policies
should cover:16

● Suicide
● Threats
● Harassment
● Crisis response
● Tobacco use
● Substance abuse
● Bullying
● Drop-out prevention

51
 Familiarize yourself with your school board’s policies
and procedures. Know what your schools use as a guide
for addressing mental health, and what role you, your
children, and their teachers and administrators play.
If you don’t know where to start, check out your
school district’s website! Most districts are up front with
parents, teachers, and students about what these policies
and procedures are and how they support students.
52
What is the Multi-Tiered
System of Supports
Model?
53
 Positive Behavior
Multi-Tiered System
Response to Interventions and
of Supports
Interventions (RTI)26 Supports
(MTSS)26
(PBIS)26

● Provides ● Focuses on ● Focuses on

interventions academics and establishing
to students provides behavioral
when they increased expectations.
demonstrate a levels of ● Provides
need for supports to positive
services. students. support to
● Utilizes ● Use levels of help students
individualized interventions meet
interventions before behavioral
across three reaching expectations.
levels of special
support. education.

54
There are 3 tiers of MTSS:

26
55
 Tier 1:
School-Wide (All Students)26
Tier 1 is a universal intervention to promote social and emotional
development to all students in a school setting. Schools can support
student mental health by implementing Tier 1 strategies.

School-Wide Interventions
● Schools are a safe environment for students to
feel comfortable to seek for help with their
school-based mental health provider.

● Certain strategies are aimed at promoting

prevention and wellness promotion to all
students.

● Early interventions will be focused on providing

information to all students about what mental
26
health is.

● Partner with parents and the community to

develop a relationship to provide resources for
education on mental health and early warning
signs.
● Data will be used to identify students who may
need additional support in schools.
56
 Tier 1: All Students26
What is Tier 1? Examples:
Tier 1 is a universal ● Mental health screening
intervention to promote social
● Homeroom presentations
and emotional development.
regarding graduation
These interventions are
requirements
provided to all students!
● Posters promoting
mental health related
topics

57
 Mental health screenings, a
Tier 1 strategy, are used to
identify students who are at
risk for having a disorder that
requires immediate attention,
intervention, or more
comprehensive review.16

29
58
 Screening ≠ Diagnosis
The main purpose of a screening is to help
parents and school better understand the child
and determine if there is a need for further
assessment.16 If further assessment is necessary,
then other mental health assessments may be
conducted. Screeners are helpful as they can be
used to find out who may need extra support!

59
 Tier 2:
Secondary Level Prevention
(Some Students)26
Tier 2 uses early identification responses to address
mental health, academic, or behavioral concerns.

● Commonly used for students

who are not responding to Tier
1 interventions or have been
found to need a little extra
support.

● Students may be provided small

group counseling interventions.

● Data is collected to help

recognize if there are any
26
changes in student behavior
and to monitor their progress.

60
 Tier 2: Some Students26

What is it? Examples:

Tier 2 is a system of early ● Anger management

identification and
response. Only some
students will receive these
targeted Tier 2
interventions.
small groups
● Group counseling
based on the student
needs (e.g. grief
counseling)

61
 Tier 3: Individual Support
(Few Students)26
Tier 3 interventions provide individualized and intensive
support to students

● Tier 3 Interventions aim to reduce

the intensity of a student’s
challenges.

● School-based mental health

providers will collaborate with the
student to create specific goals.

● Monitoring progress will help to

determine if the individualized
interventions are helpful in obtaining 26
the desired outcome.

62
 Tier 3: A Few Students26

What is it? Examples:

Tier 3 strategies include ● Crisis Counseling

individual and timely ● Cognitive-Behavioral
interventions for students Therapy
who need the most support.

63
 What is Progress Monitoring?7

Progress Monitoring is a strategy used to collect data and

assess areas of concern. It occurs in all three tiers. Progress
monitoring may include information obtained from
screeners, teacher feedback and observations, as well as a
student’s own understanding of how they are improving.
Progress monitoring should include a discussion on what is,
or is not working, and what further changes need to be
made in order to best support the student.

School-based mental health providers should be monitoring

more than just possible mental health symptoms - they
should also note any changes in a student’s attitudes,
behaviors, attendance, and disciplinary actions. The data
collected for progress monitoring are used to decide if a
student’s level of intervention and support is enough, or if
they need more or less support than they are currently
getting!
64
 Why utilize MTSS
in our schools?
It is important to understand that the MTSS framework can help with
mental health concerns because it will:

○ Educate ALL students, staff and parents about the importance

of talking to a school mental-health based provider if you or
your child have any concerns.

○ School mental health based providers can provide early

interventions based on your child's needs.

○ If your child needs mental health services that are not provided
within the school, a school-based mental health provider can
supply resources from community partners to ensure that your
child is getting the best services available.

65
How can you promote mental
health in your child’s life?

66
 Remember:
Mental Health ≠
Mental Disorder

Mental Health =
Mental Strength!
 Ways to promote
mental health:14,23
● Practice mindfulness with you and your child.
● Provide consistent positive feedback and praise for good
behaviors and useful redirection for behaviors you want
your child to change.
● Establish routines whenever possible, especially between
home and school.
● Praise your child and provide them with opportunities to
bolster their confidence, courage, and self-esteem.
● Be aware of the signs of potential mental health disorders.
● Take care of your own mental health and seek treatment
for you, or your child, if need be.

68
Focus on one way to promote mental health
with your child and try it today!

69
 What are some
additional resources?

70
 Mental Health Resources in
Los Angeles County & Orange County

National Alliance on Mental Illness- Urban Los Angeles

https://www.namiurbanla.org/resources

El Futuro- Mental Health Services for the Latino Community

http://elfuturo-nc.org/language/en/

Mental Health Association of Orange County

https://mhaoc.org/?page_id=688

Western Youth Services (WYS)

http://www.westernyouthservices.org

71
 Online Resources

How to Support Mental Health

http://www.mentalhealthamerica.net/every-child-needs

Mental Health Resources for Parents of Adolescents

https://www.adolescenthealth.org/Resources/Clinical-Care-
Resources/Mental-Health/Mental-Health-Resources-For-
Parents-of-Adolescents.aspx

Recognizing Mental Health Concerns

http://www.mentalhealthamerica.net/recognizing-mental-health-
problems-children

Is this just a stage?

https://www.nimh.nih.gov/health/publications/children-and-
mental-health/index.shtml

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References

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References

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References

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References

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