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Mental Health Toolkit
Mental Health Toolkit
HEALTH
TOOLKIT
OF MIDDLE SCHOOL STUDENTS
Created by: Joshua Le, Taryn Hastie, Vickie Joo, Abbey Umali, and Hannah Miller
HEY CAREGIVERS!
Welcome to the wonderful stage of middle school!
We believe every child can find joy and success while meeting the
challenges of this age. This toolkit is meant to help you understand
common mental health concerns that pop up in middle school and how to
identify when to seek additional help. We will include many tools for all
caregivers to support students in processing the difficulties of
adolescence.
TABLE OF CONTENTS
SECTION 1 Key Terms, Statistics, Common Concerns, Protective Factors
SECTION 3 Interventions & Tools, Tips for Talking About Mental Health
KEY TERMS
for Caregivers to Know
Mental Health
Mental health is like physical health for the brain and emotions, in other words, the
level of being capable of coping with everyday stressors, working productively, and
making positive contributions to one's community.
[1]
*Everyone has a different level of mental health
[2]
There are 5 areas that make up mental wellness:
Mental positive emotions meaning in life
accomplishments
Wellness engagement
relationships
Coping Skills
Ways of working through stressful or challenging situations, including healthy or
[5]
unhealthy strategies
1. World Health Organization. (n.d.). Mental health: Strengthening our response. World Health Organization. Retrieved September 25,
2022, from https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response
2. Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335.
https://doi.org/10.1080/17439760.2018.1437466
3. Doll, B., Nastasi, B. K., Cornell, L., & Song, S. Y. (2017). School-Based Mental Health Services: Definitions and Models of Effective
Practice. Journal of Applied School Psychology, 33(3), 179–194. https://doi.org/10.1080/15377903.2017.1317143
4. Fundamentals of sel. CASEL. (2022, March 11). Retrieved September 25, 2022, from https://casel.org/fundamentals-of-sel/
5. American Psychological Association. (n.d.). Apa Dictionary of Psychology. American Psychological Association. Retrieved October 2,
2022, from https://dictionary.apa.org/coping-strategy
FACT SHEET
for Caregivers
Suicide is PREVENTABLE
SUICIDE/CRISIS HOTLINES:
Call or text 988
Centers for Disease Control and
Text HELLO to 741741 Prevention. (2022, September 12).
Mental health. Centers for Disease
Involvement
Mental Health 1
Parental involvement (parent-teacher
communication, attendance at school
how common is it in the world?
events, structuring homework time,
Anxiety: 6.5% and monitoring school work) was
found to improve: 3
ADHD: 3.4%
1. Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3):345-65. doi: 10.1111/jcpp.12381. Epub 2015 Feb 3. PMID:
25649325
2. Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and adolescents: a systematic review. Social Science & Medicine, 90, 24-31. doi: 10.1016/j.socscimed.2013.04.026. Epub 2013 May 4. PMID: 23746605.
3. Wang, M. T. & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610-625.
4. Stoep, A. V., Weiss, N. S., Kuo, E. S., Cheney, D., & Cohen, P. (2003). What proportion of failure to complete secondary school in the US population is attributable to adolescent psychiatric disorder? Journal of Behavioral Health Services & Research, 30, 119–124. doi:10.1007/BF02287817
5. Gutman, L. M., Sameroff, A. S., & Eccles, J. S. (2002). The academic achievement of African American students during early adolescence: An examination of risk, promotive, and protective factors. American Journal of Community Psychology, 30, 367–399. doi:10.1023/ A:1015389103911
COMMON CONCERNS
Remember! Just
because your student
for Middle School Aged Students
is feeling these things
doesn't mean they have
a mental illness. Disordered Eating
Ask a social worker or
All students may have changes in
school psychologist for
help! appetite, weight, and body
image. A student's relationship
Depression with food becomes a concern
All students may experience bouts
when feelings and habits
of sadness, especially after
regarding weight and eating
changes in friendships or a
become extreme. [3]
disappointing grade at school.
Feeling irritable is also typical in
response to frustration with a Bullying
friend or project. Sadness All students may have issues with
becomes a concern when it peers. Bullying becomes a
becomes persistent & interferes concern when a student has
with daily activities.[1] repeated unwanted aggressive
behaviors directed at them,
[4]
Anxiety physically, emotionally, or socially.
All students may feel worried or
fearful in situations where it Social Media Use
makes sense to feel that way. All students who use social media
Anxiety becomes a concern when might be exposed to negative
those feelings carry on past content. Caregivers should limit
situations where they make sense and monitor social media use
and worsen, interfering with when it may cause bullying, and
[2]
school and relationships. symptoms of depression/anxiety.
1. U.S. Department of Health & Human Services. (2022, March 1). Depression. https://www.mentalhealth.gov/what-to-look-for/mood-disorders/depression
2. U.S. Department of Health & Human Services. (2022, March 11). Anxiety disorders. https://www.mentalhealth.gov/what-to-look-for/anxiety-disorders
3. U.S. Department of Health & Human Services. (2022, March 11). Eating disorders. https://www.mentalhealth.gov/what-to-look-for/eating-disorders
4. Centers for Disease Control and Prevention. (2021, September 2). Fast fact: Preventing bullying |violence prevention|injury Center|CDC. Centers for
Disease Control and Prevention. Retrieved October 3, 2022, from https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/fastfact.html
SIGNS TO LOOK FOR
Common Concerns Your Child May Have
[1] [2]
Depression Disordered Eating
Loss of interest in Overly focused on food,
typically preferred counting calories, carbs,
protein, and fat
activities (although as
Avoidance of eating in front of
adolescents grow there
others
interests change, so if Extreme concern about body
one interest changes to a shape and size
new interest this is Frequent checking mirror for
normal) flaws
Changes in appetite Obsession with physical
activity
Feeling “down in the
Following fad diets or
dumps” for prolonged
eliminating an entire food
periods of time group
[3]
Anxiety
Excessive fear/worry
Tendency to be hypervigilant (aware of surroundings,
cautious of other people)
Express feelings of worry and nervousness even
without the presence of a threat
Avoidance of usual activities
Fear of trying new things
1. American Psychology Association. (2017). In Diagnostic and statistical manual of mental disorders: DSM-5 (pp. 160–164), CBS Publishers & Distributors, Pvt. Ltd.
2. NEDA. (2021, July 14). Warning signs and symptoms. National Eating Disorders Association. Retrieved November 10, 2022, from
https://www.nationaleatingdisorders.org/warning-signs-and-symptoms
3. AACP. (n.d.). Your adolescent - anxiety and avoidant disorders. American Academy of Child and Adolescent Psychology. Retrieved November 10, 2022, from
https://www.aacap.org/aacap/Families_and_Youth/Resource_Centers/Anxiety_Disorder_Resource_Center/Your_Adolescent_Anxiety_and_Avoidant_Disorders.aspx
PROTECTIVE FACTORS
for Middle School Aged Students
Social Skills
These skills include:[2]
The ability to express how one is feeling
Good social skills and and/or what their needs are
peer relations Impulse control (like respecting other’s
boundaries and not lashing out when
contribute to better
upset)
well-being and Manage negative thoughts and
[1]
mental health emotions (this does not mean always
being positive, but being able to
address negative thoughts and feelings
in a healthy/constructive way)
Coping Skills
There are different types of coping strategies
that can be used based on the source of the
[3]
problem/stress. These strategies include:
Social-focused
Emotion-focused
Problem-focused
Meaning-focused
Social-Focused Problem-Focused
Getting support from friends, Best for when a person has the capability to
change the situation. It includes planning,
family, or other trusted adults using a to-do list, time management,
problem-solving,
Ex. A student is upset about a fight they had
with their sibling, so they call a friend to talk Ex. A student has a big test coming up, to
about it. reduce test anxiety they can plan on
spending 30 minutes a day studying over a
two-week period to feel prepared.
Emotion-Focused
Best for when a person does not have the
capability to change the situation. This Meaning-Focused
includes reframing the situation, accepting Similar to emotions focused, this type of
the situation, using humor, and seeking strategy looks to find purpose in any
support from one’s faith/spirituality. challenge.
Ex. A student has a teacher who is ‘too rigid’ Ex. A student’s best friend starts dating their
in their point-of-view, but a class change isn’t crush. They can see it as a way of learning
possible. They can reframe their perspective how to deal with disappointment which will
as a learning opportunity and a challenge serve them all throughout their life (while the
that will lead to positive growth potential relationship may have been short
lived or toxic anyways).
SCHOOL PROFESSIONALS
and their roles
Social Worker
School Counselor School social workers help
students, families, and teachers
School counselors help students
address problems such as
form healthy goals, mindsets, and
truancy, social withdrawal,
behaviors. Counselors provide
overaggressive behaviors, and
direct mental health support
emotional or economic problems.
through individual and group
counseling, referrals to outside
Their role is to support students
resources, and crisis support. overall well-being, connect
They also provide indirect support students to community resources,
through universal mental health and provide crisis support.
curriculum.
These are the potential roles and activities these professionals
can engage in and may vary across schools
Graham, A., Phelps, R., Maddison, C., & Fitzgerald, R. (2011). Supporting children’s mental health in schools: teacher views.
UNIVERSAL SCREENINGS
& ASSESSMENTS
What Are Universal Will I Be Asked to Give
Screenings? Consent?
Universal screenings are Schools aren't required to get parent
questionnaires and surveys that or guardian consent for universal
schools use to gather data on the screenings that gather information for
needs of their students. Data collected instruction or regular school-wide
from screenings drive school-wide activities, but you can opt out. Parents
programs and classroom lesson topics. & guardians will be asked for consent
They also help identify students who for screenings for mental health and
[1, 3]
could benefit from extra mental health individualized assessments.
support. [1]
How Will I Be Involved?
What Are Assessments? Have your child participate in universal
Assessments are a way of gathering screenings to give the best picture of
data for individual student needs. They student needs and help their school
help determine whether a student plan for programs and resources to
would benefit from individualized support your student. Your child's
services and if so, help create plans school may also use parent screening
for carrying out those services. Once a tools, which are another great way for
student has services in place, you to share information for your
assessments also help the student's student to access any support they
team monitor their progress.[2] may need. If your child is identified to
receive an assessment, your consent
will help them access additional
resources.[1, 3]
You can always ask your child's 1. Donohue, P. (2019). Universal screening to support MTSS. In Goodman-Scott, E., Betters-Bubon, J., Donohue, P. (Eds.),
school counselor or psychologist The school counselor’s guide to multi-tiered systems of support (pp. 341-395). Routledge.
2. National Association of School Psychologists (2009). School psychologists’ involvement in assessment (Position
about screenings & Statement). Retrieved from https://www.nasponline.org/research-and-policy/policy-priorities/position-statements
3. Doll, B., Dart, E.H., Arora, P.G., Collins, T.A. (2021). Framing school mental health services within a dual-factor model of
assessments! mental health. In Lazarus, P.J., Suldo, S.M., Doll, B. (Eds.), Fostering the emotional well-being of our youth (pp. 40-60.
Oxford.
COMMONLY USED
SCREENING TOOLS
Screening Tool Description Ages Administration Time
1st:
2nd:
3rd:
Class Performance and
Period Teacher 4th:
Grades
5th:
6th:
7th:
Curriculum and
Principal
Educational Concerns
English Language
Interpretation
Support
MULTI-TIERED SYSTEMS
of Support
Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (2019). The school counselor's guide to multi-tiered systems of support. Routledge.
MULTI-TIERED SYSTEMS
at Home
COPING STRATEGIES
to support mental health
BASIC Ph Model
Belief - rely on core values
and spiritual communities
Affect - freedom to express
feelings and emotions
Social - support from peer
and family relationships
Imagination - process
Mindfulness
creatively through play, art,
stories, music, role-play, etc. Activities
Cognitive - direct approaches To bring awareness to body/mind
and increase self-kindness
and strategies for problem-
Body scan
solving
Notice the
Physiological - formal and
sensations/tensions in every
informal opportunities for
part of your body and
physical activity such as acknowledge your thoughts
sports, games, exercise, etc. about them
Meditation
Spend a few minutes in a
quiet area with limited
distractions focusing on your
breathing and being aware of
any thoughts or emotions that
arise
Can be done sitting, walking,
lying down, etc.
COPING STRATEGIES
to support mental health
Breathing
Techniques
To regulate heart rate, decrease
tension, and lessen anxiety
Box breathing
Breath in for 4 seconds,
hold for 4 seconds,
Grounding Exercises breathe out for 4 seconds,
To help bring focus to the present hold for 4 seconds, repeat
when feeling intense emotions 4-7-8 breathing
5-4-3-2-1 (sensory awareness) Breathe in for 4 seconds,
Notice 5 things you can see, 4 hold for 7 seconds,
things you can touch, 3 things breathe out audibly for 8
you can hear, 2 things you seconds, repeat
can smell, and 1 thing you can
taste
Distraction
Count backward from 100 in
7s
List as many items in a
category as you can (animals,
countries, fruits, etc.)
STRENGTHS LIST
In this activity, you will learn about personal strengths and the strengths of others. Begin by asking direct questions to identify
your strengths (What are you good at? What do you enjoy doing?). Be sure to identify the trait associated instead of the skill
(basketball vs. athleticism; karate vs. disciplined).
Once you have identified your strengths, ask yourself some questions that amplify your current strength (How else do you
demonstrate that strength? What does that strength mean to you?). Consider other situations where you can use your
strengths and how you can use your strengths to achieve other goals
1. Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4).
AT-HOME ACTIVITIES
THREE GOOD PEOPLE
This exercise asks clients to identify strengths in a fictional character, an inspiring person they know, and
themselves. Recognizing strengths in others primes students to begin thinking about their own strengths. Filling
out this exercise can support your child’s mood, self-esteem, and ability to achieve their goals.
1. Carr, A., & Finnegan, L. (2015). The say ‘yes’ to life (SYTL) program: A positive psychology group intervention for
depression. Journal of Contemporary Psychotherapy, 45(2), 109-118.
AT-HOME ACTIVITIES
EMOTION EXPLORATION SCALE
This exercise can be used to guide your child through their emotions and how it translates into their
behavior. By exploring their emotion at different levels, caregivers can demonstrate how emotions can
progress from low levels to high levels.
Emotion:
1 2 3 4 5 6 7 8 9 10
1. Kunnanatt, J. T. (2004). Emotional intelligence: The new science of interpersonal effectiveness. Human Resource
Development Quarterly, 15(4), 489.
ACTIVIDADES EN CASA
ESCALA DE EXPLORACIÓN DE LAS EMOCIONES
Este ejercicio se puede utilizar para guiar a su hijo a través de sus emociones y cómo se traducen en
su comportamiento. Al explorar sus emociones en diferentes niveles, los cuidadores pueden demostrar
cómo las emociones pueden progresar de niveles bajos a niveles altos.
Emoción:
1 2 3 4 5 6 7 8 9 10
After , I will .
practice
After , I will .
Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Penguin.
AT-HOME ACTIVITIES
Supporting Positive Peer Relationships
Middle school can be a challenging time for developing and maintaining relationships.
Although it’s fairly common for students to lose or gain at least one friend in middle
school, friendship instability can have a negative effect on a child’s mental health.[1]You
can help your student build strong friendships by learning to look for and showing these
qualities in a healthy friendship.
1. Lessard, L. M., & Juvonen, J. (2018). Losing and gaining friends: Does friendship instability compromise
academic functioning in middle school? Journal of School Psychology, 69, 143–153.
https://doi.org/10.1016/j.jsp.2018.05.003
2. Therapist Aid LLC. (n.d.). Relationship green flags (worksheet). Therapist Aid. Retrieved November 11,
2022, from https://www.therapistaid.com/therapy-worksheet/relationship-green-flags
AT-HOME ACTIVITIES
Gratitude Jar [1]
Practicing gratitude has been shown to improve mental wellness. A family gratitude jar could be a fun
way to make gratitude a daily practice!
Here's what you'll need:
Jar
Paper
Scissors
Pen/pencils
Any fun decorations you want to use to decorate the jar
m e nt
ra ti tu d e is a state
Ag
iation or
of apprec e one
n k fu ln e ss for som
tha ing!
or someth Example: od a
y
ht
at lunc
er
g s o cc
in
play
Here's what you do: y for
h ap p
Either decorate a jar together as a family or let I am
each person decorate an individual jar
After decorating, each person will add three
gratitudes
Create your own or use these prompts
Today was special because…
I appreciate (person), because
Something I accomplished today…
Something I’m looking forward to…
Something I am thankful for…
Something I like about my family…
Three people who make me happy are…
I felt happy today when…
Something little that makes me smile…
Today I had fun when…
After everyone fills out their gratitude, talk
together about what each person wrote down
Put slips of paper into the jar for everyone to
remember all the good things they're grateful
for
1. Therapist Aid LLC. (n.d.). Gratitude jar activity (worksheet). Therapist Aid. Retrieved November 11, 2022, from https://www.therapistaid.com/therapy-
worksheet/gratitude-jar
SECTION 4
COMMUNITY RESOURCES
Scan the QR code to learn about these resources
📍Located in Southern California
FAMILIES TOGETHER OC
RECOMMENDED MEDIA
for further learning/continuing the conversation
Apps Websites
Check out these apps and how to use them to incorporate
mindfulness, emotion regulation, focus/attention, and
productivity into the lives of you and your child!
ABLE2LEARN.COM
Social stories to
guide your child
through their
emotions, behaviors,
and social skills
MindYeti Headspace
MINDREMAKEPROJECT.ORG
Free worksheets,
guides, and
information about
developing a healthy
and growing
UCLA relationship with your
TooNoisyPro mental health
Mindfulness
Hotlines
Call 988 or 1-800-273-8255 | National Suicide Prevention Lifeline
24/7 text/call/chat lifeline
Suicide prevention and crisis support
Text HELLO to 741741 | Pelham Together
24/7 text/website hotline
Support for stress and Anxiety, Depression, Self Harm, Suicide, Substance Abuse, LGBTQIA+, Abuse,
BIPOC, Co-Occurring Disorders
Call or text 855-625-4657 | Orange County Health Care Agency
24/7 call/text
Crisis support for behavioral health
Call or text 714-991-6412 | National Alliance on Mental Illness, Orange County (NAMI-OC)
24/7 call/text
Crisis and emotional support
FAQS
Frequently Asked Questions
What do I do if I'm worried Who should I call if I'm
about my child's mental worried about my child's
health? immediate safety?
Talk to your child If you think your child may hurt
Reach out to your child's school themselves or someone else
counselor or school psychologist and has the means to do so,
Make an appointment with your call 911
child's pediatrician What will happen:
Contact local community Communicate your concern
agency for consultation for your child’s safety to the
Call a crisis intervention hotline 911 operator. Communicate
their mental health diagnoses
If I call a crisis hotline, what
and history (if they have
would that conversation
them). When police arrive,
sound like?
state “this is a mental health
If you’re worried your child may
crisis.” Some things that could
be thinking about harming
happen: they could transport
themselves or another person
your child to the hospital for a
and there’s not an immediate
psychiatric evaluation if it’s
risk of harm, call a crisis hotline
determined to be a need[2]
You'll be connected to a
trained crisis worker who will
What if I don't know what
ask you a series of questions,
to do?
connect you to resources,
That's okay!
develop a safety plan, and
Reach out to any of the
contact police if immediate
resources above. Starting the
safety concerns are present[1]
conversation is the hardest part
1. Mental Health America. (n.d.) What happens if I call the Suicide Prevention
Lifeline? https://screening.mhanational.org/content/what-happens-if-i-call-suicide-prevention-lifeline/
2. National Alliance on Mental Illness. (n.d.) Calling 911 and Talking with Police. https://www.nami.org/Your-Journey/Family-Members-and-Caregivers/Calling-
911-and-Talking-with-Police