Behavioral Health Resource Manual - Bureau of Indian Education

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&7NPMIQPKIT(RLJ(+UGJLVPKS(HEPT($JLOITT(\(%EPKST(HL(cIIG(PK(4PKM(!1. Gather as much information related to behavior health through the application processfor enrollment in the school/dorm. In Appendix 1 are examples of studentinformation to collect.2. Ask for previous school information; pay close attention to information related tostudents with disabilities, those with history of truancy, behavior problems, etc.3. Conduct behavioral health screening as soon as possible (within 2 weeks ofenrollment).4. Link with outside behavioral health specialists(psychologist, social worker, therapist, etc.) if needed,for formal diagnosis, development of treatment plan,implementation assistance, and consultation.5. For individuals with serious, complex behavioralhealth needs, refer to residential treatment facility.Use of the BIE’s Residential Educational PlacementProgram (REPP) is appropriate. Contact numbers for Bureau of Indian EducationREPP are:! ,())0!U051$!V+0**!i$++69!U/870+&()!V3$7&01&'+!g!DEOcMQKcABPQ!! W$4+#0!N8'=$++9!U/870+&()!V3$7&01&'+!g!QEQcDMBcBEEBC!! j1(4&0!d$309!V83$4-&'(46!U/870+&()!V3$7&01&'+!g!QEQcQBAcQPBKC!6. Obtain parental consent prior to screening and delivery of specialized behavioralhealth services based on local policies and procedures. Parents may opt out of anynon-emergency behavioral health service by completing a form. See sample of thisform on the next page.7. School and dorm collaborate and coordinate efforts, services and resources.8. Annually, evaluate and monitor this process to see if there are any changes needed.!"#$%&'()&*+(,-$.(/&$!&0,1(23,-$4&,-+0$5&31(6&'$7,*8,-$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$PO!

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Pädagogik in den Einrichtungen der Haasenburg GmbHfrühe Beziehungsstörungen, kinderpsychiatrische Störungen, Traumata oder spätereErziehungsdefizite relevant sind, wird nicht als hervorragender Deutungsfilter für dasErschließen des Probleme-Habens hinter dem Probleme-Machen verwendet. Wiesosoll ein Kind oder ein/e Jugendliche/r mit negativen Zwangserfahrungen durch neuenund ggf. mehr Zwang positive Entwicklungsschritte gehen? Inwieweit wird ggf. Zwangvon Mädchen und Jungen (ggf. ex post) verstanden bzw. akzeptiert bzw. toleriert – undwenn ja, wieso? Auch kultur- und gendersensible Überlegungen werden an keinerStelle angeregt. Kurz: Der Pädagogik in der Einrichtung fehlt sozialpädagogisches undkinderpsychologisches Verstehen der Entwicklung des betroffenen Kindes bzw. des/der betroffenen Jugendlichen. Zu erkunden wäre, wie und wodurch was gelernt werdensoll – in der Aufklärung der Vergangenheit und interessiert an neuen Lösungen,aufbauend auf Belastungs-Ressourcen-Profilen, mit Auswertung der Beziehungs-, Betreuungs-,Hilfe-, Erziehungsgeschichte und mit einem Wissen bzw. Gespür für dieThemen der Kinder und Jugendlichen. Wir halten das selbst dann für notwendig, wennsich die Haasenburg GmbH weniger als Lebensort, denn als Lernfeld versteht undUnterbringungen womöglich durchschnittlich nur ein Jahr dauern.Holzschnittartige schematische PädagogikAlle Kinder und Jugendlichen werden anscheinend (zunächst) einem rigiden „Training“unterworfen. Aber vielleicht brauchen manche zum Beispiel einen „Brutkasten“, einen„Schutzraum“, der emotionale Grundversorgung und ein Nachholen versäumter Entwicklungsstufenund -schritte offeriert oder auch nur partiell „unreifes Verhalten“ „toleriert“.In manchen Fällen geht es ggf. darum, fragmentierte Personanteile in einemhaltgebenden Rahmen („Fels in der Brandung“) zu erfahren und zu reorganisieren unddabei Ängste durchzuarbeiten. Günstig kann es ggf. aber auch sein, ein „Spielfeld fürBeziehungen“ oder eine „Bastelwerkstatt“ für Lebensentwürfe im Kräftefeld faszinierenderAbweichungen hier und Wünschen nach Normalität dort zur Verfügung zu stellen.Trainingslager, Brutkasten, Beziehungsspielfeld, Bastelwerkstatt 11 – die HaasenburgGmbH bedient nur ersteres. Einigen der Kinder und Jugendlichen möchte mandie Wiederholung ungünstiger Herkunftsmilieu-Erfahrungen womöglich gerade durchstrikte Haasenburg-Praktiken ersparen, andere müssten durch die Einrichtung in ihren„Rückfällen“, „im Scheitern“, bei misslingender Bewältigung empathisch-verstehendbegleitet und nicht nur reglementiert werden. Die Aufrechterhaltung eines grundstrukturiertenRahmens (unpersönliche aufgegebene Regeln), auf den man in der Einrichtungviel Wert legt, ist wünschenswert und in offenen Hilfen zur Erziehung nicht selbstverständlich.Ein persönliches Lern- und Entwicklungsprogramm, das mehr „Maßanzugselemente“,mehr Besonderung, mehr biografische Passung enthält und ermöglicht,dürfte allerdings unabdingbar sein, wenn avancierte sozialpädagogische, heilpädagogische,therapeutische Ansprüche erhoben werden.11 Hier werden Begriffe des Zwangsexperten Dr. Mathias Schwabe aufgegriffen.75

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talks about bullying and sings a song about it. Operation Respect. Ages 6-15.! Dreyer, Ann L. After Elaine. Grades 4 – 8.! Duncan, Riana. When Emily Woke Up Angry. Ages 4 – 8.! Estes, E. The Hundred Dresses. Ages 8-12.! Fierstein, Harvey. The Sissy Duckling. Ages 4-9.! Fitzhugh, Louise. Harriet the Spy. Ages 9-13.! Franklin, Kristine L. Lone Wolf. Grades 4 – 7.! Hazelden, Marianne Johnston. Dealing with Bullying. Ages 4-8.! Heller, Janet Ruth. How the Moon Regained Her Shape. Ages 2-12.! Henkes, Kevin. Chrysanthemum. Ages 4-8.! Hiaasen, Carl. Hoot. Ages 8-13.! Kaufman, Gershen, and Lev Raphael. Stick Up for Yourself. Ages 10+(nonfiction).! Keats, Erza Jack. Peter’s Chair. Ages 4 – 8.! LeShan, Eda. When Kids Drive Kids Crazy: How to Get along with Your Friendsand Enemies. Ages 9-12. (Nonfiction)! Lovell, Patty. Stand Tall.! Ludwig, Trudy. My Secret Bully. Ages 7-12.! Ludwig, Trudy. Just Kidding. Illus. Ages 7-12.! MacDonald, Betty Bard. “The Bully.” Hello, Mrs. Piggle-Wiggle. Ages 4-10.! McDonald, Megan. The Potato Man. Grades 2 – 5.! McCain, Becky Ray. Nobody Knew What to Do: A Story about Bullying. I. Ages4-12.! McCloud, Carol. Have You Filled Your Bucket Today: A Guide for DailyHappiness for Kids. Ages 4-8.! Moser, Adolph. Don’t Feed the Monster on Tuesday. Ages 4-10.! O’Neill, Alexis. The Recess Queen. Ages 3-9.! Paterson, Katherine. The Flip Flop Girl. Grades 4 – 6.! Payne, Lauren Murphy. We Can Get Along: A Child’s Book of Choices. GradesPre-K – 3.! Rochman, H., and D. McCampbell. Who Do You Think You Are? Ages 12+! Romain, Trevor. Bullies Are a Pain in the Brain. Ages 8-14. (Nonfiction)! Seskin, Steve, and Allen Shamblin. Don’t Laugh at Me. Illus. Ages 5-12.! Thomas, Pat. Stop Picking on Me: A First Look at Bullying. Ages 4-8. (Nonfiction)! Ure, Jean. Skinny Melon and Me. Ages 9 – 14.! Walker, A. Finding the Greenstone. Ages 6-12.! Webster-Doyle, Terrence. Why Is Everybody Always Picking on Me?: A Guide toUnderstanding Bullies for Young People. Ages 8-12. (Nonfiction!"#$%&'()&*+(,-$.(/&$!&0,1(23,-$4&,-+0$5&31(6&'$7,*8,-$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$!X!#

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