MENTAL

HEALTH
TOOLKIT
OF MIDDLE SCHOOL STUDENTS

A TOOLKIT FOR PARENTS,

GUARDIANS, &
CAREGIVERS OF
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.

We know addressing mental health concerns can be overwhelming, so we

want to provide you with resources and remind you that you always have a
school-based mental health team in your corner!

Here is an overview of what is included in this toolkit:

TABLE OF CONTENTS
SECTION 1 Key Terms, Statistics, Common Concerns, Protective Factors

Roles of School Professionals, Screenings & Assessments,

SECTION 2
Commonly Used Tools, and Multi-tiered Systems of Support

SECTION 3 Interventions & Tools, Tips for Talking About Mental Health

SECTION 4 Community Resources, Online Resources, FAQs

 SECTION 1

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

School-Based Mental Health Services

Support systems within a school that support the mental health and wellness
[3]
needs of students

Social Emotional Learning

An opportunity for students to learn and practice non-academic skills like managing
[4]
their emotions and forming positive relationships to succeed in school and in life

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

Poor mental health and suicide behaviors are

increasing among adolescents

Suicide is the third leading cause of death for ages 10-14

and the second leading cause of death for ages 15-19

Students in the LGBTQ+ community are at higher risk for

experiencing feelings of sadness or hopelessness.

Suicide is PREVENTABLE

Early screenings are important to prevent suicide. Preventative

efforts include therapy, family and community supports

High parental involvement is associated with lower rates

of mental health difficulties and suicidal thoughts and
behaviors for middle school students

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

Call (855) 625-4657 Control and Prevention. Retrieved

October 8, 2022, from
https://www.cdc.gov/healthyyouth/
mental-health/index.htm
 COMMON STATISTICS
Depressive Environments
Families can support their child's
Symptoms education by providing a structured,
Students with depressive symptoms enriching home and promoting self-
3
are at an increased risk for poor discipline toward learning
academics and not completing high
2
school

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

academic and emotional functioning

Depressive Disorder: 2.6% academic success and mental health

ADHD: 3.4%

Disruptive Disorder: 5.7% Academic

Motivation
Inequalities Families who talk about the
importance of education and
Low income was associated
future plans with their child
with higher rates of mental
health problems due to lack of motivated them to engage in
3
medical care access 2 their academics

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

Refer to the next page for more information!

PROTECTIVE FACTORS
Coping Skills

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).

Some types of coping skills can have a

negative effect on mental health, like:
Avoiding the problem 1. Sancassiani, F., Pintus, E., Holte, A., Paulus, P., Moro, M. F., Cossu, G., Angermeyer, M. C., Carta, M. G., &
Numbing or becoming apathetic Lindert, J. (2014). Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and
Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials.
Denying one’s emotions Clinical Practice and Epidemiology in Mental Health : CP & EMH, 11(Suppl 1 M2), 21-40.
https://doi.org/10.2174/1745017901511010021
2. Von Hohendorff, J., Couto, M. C., & Prati, L. E. (2013). Social Skills in adolescence: Psychopathology and
sociodemographic variables. Estudos De Psicologia (Campinas), 30(2), 151–160.
https://doi.org/10.1590/s0103-166x2013000200001
3. Algorani, E. B., & Gupta, V. (2022). Coping mechanisms . National Center for Biotechnology Information.
Retrieved November 11, 2022, from https://www.ncbi.nlm.nih.gov/books/NBK559031/
 SECTION 2

SCHOOL PROFESSIONALS
and their roles

School Psychologist Teacher

School psychologists apply Teachers play a critical role in
expertise in mental health, school-based mental health.
Often, teachers are the ones to
learning, and behavior, to help
interact with students the most.
children and youth succeed
Their role is to provide a safe
academically, socially,
classroom environment and to
behaviorally, and emotionally.
detect students who are
School psychologists provide
experiencing mental health
mental health support through problems or challenges and refer
school-wide screenings, risk them to the mental health team.
assessments, and crisis support.

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

The BEISY is a teacher-based

scale that rates children’s
Brief Externalizing and externalizing or internalizing
Internalizing Screener behaviors based on the K-12 N/A
for Youth (BEISY) frequency, duration, and
intensity of the problem
behaviors.

The BESS is a screener that

Behavioral and determines the behavioral and
Emotional Screening emotional strengths of children 3-18 years 5-10 minutes
System (BASC-3 BESS) and adolescents. Teacher and
parent forms are available.

The SAEBRS is a teacher-based

Social, Academic, and
rating scale that identifies
Emotional Behavior Risk
students at risk for social- K-12 3 minutes
Screener-Teacher
emotional and behavioral
Version (SAEBRS)
problems.

The SDQ is a behavioral

Strengths and screening questionnaire that
Difficulties includes questions related to 2-17 years 45 minutes
Questionnaire (SDQ) positive and negative
attributes.
 CONTACT LIST
Fill out to know who to contact for your concerns

Role Name Contact For Number/Email

1st:
2nd:
3rd:
Class Performance and
Period Teacher 4th:
Grades
5th:
6th:
7th:

Curriculum and
Principal
Educational Concerns

Discipline and Educational

Assistant Principal
Concerns

Absences and Attendance

Attendance Office
Issues

Counselor Academic Concerns

Social Worker Mental Health Concerns

Psychologist Special Edcation

Nurse Health Related Concerns

Community LIasion Community Resources

English Language
Interpretation
Support
 MULTI-TIERED SYSTEMS
of Support

Multi-Tiered Systems of Support (MTSS) is a framework for delivering mental

health resources and support in schools. Knowing MTSS is important to see
what resources and levels of support are available to your student at school.

Tier 1: Universal Supports

For ALL students: Preventative
services like classroom lessons and
Tier 3
school-wide presentations,
curriculum, and screenings focusing
on social skills, emotional regulation
skills, behavior skills, and creating a Tier 2
positive school climate.

Tier 2: Targeted Supports

Tier 1
For students who need additional
support: More intensive services like
group counseling, Check-In/Check-
Out with staff, and skill-building Important!
small groups If your student is receiving Tier
2 or Tier 3 services, they're also
Tier 3: Intensive Supports still receiving Tier 1 services as
well.
For students with individualized
MTSS helps schools make sure
supports: short-term individual
ALL students are receiving
counseling, Behavior Intervention
support in the way that meets
Plans, Functional Behavior
their needs best.
Assessments, Daily Progress
Decisions on what level of
Reports, and referrals to outside
support will be data-based
agencies

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

Tier 3 As Caregivers, you can use the MTSS

model to provide different forms of
Tier 2
support to your child at home
Tier 1 depending on their level of need.

Tier 1: Universal Supports

For ALL students
Regularly check in with your child about their mental health and
what they are learning about it in school
Strive to create a safe environment for them to share about their
challenges

Tier 2: Targeted Supports

For students who need additional support
Pay attention to how your child reacts to and recovers from
stressful situations
Be aware of the warning signs of different mental health
challenges and assess when your child might need extra support

Tier 3: Intensive Supports

For students with additional needs not addressed by Tier 2
Identify triggers, practice coping strategies, and utilize campus
and community resources specific to your child’s needs
Monitor your child’s progress carefully while giving them agency
over their own mental health journey
SECTION 3

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.)

Encourage your child to use healthy strategies/hobbies they

already enjoy such as listening to music, playing with a pet,
spending time with friends, creating art, being in nature,
reading, journaling, using fidget toys, etc.
 TALKING TO YOUR CHILD
It may feel uncomfortable to
about mental health
start the conversation, but it
will help to reduce stigma, Tip #1
help your child understand
Make an analogy to something
their feelings, and help them
know you’re there to support! your child is familiar with
Use medical conditions, for
Tip #2 example
Explain mental health with clear
Tip #3
and real-world examples Hear your child out with empathy
Use terms & situations they'll and validation
understand Help your child feel safe
Tip #4 talking about mental health
Reassure your child any mental Tip #5
health issues they're Talk about mental health
experiencing aren't their fault frequently
Help them know they're not Keep an open line of
alone and highlight their communication so your child
strengths sees you as a trusted
resource
Tip #6
Be open to questions Tip #7
It's okay to not know the Make it a family affair
answers! If you don't know, Encourage open
find answers together communication about
mental health with all Click here for
Tip #8
family members suicide
Talk about self-care support
resource page
Teach positive skills like Tip #9
regular exercise, sleep, and Don't be afraid to ask about
eating habits suicide
Asking about suicide does
National Alliance on Mental Health. (n.d.) How to Talk to Your Child About Their Mental
Health. https://www.nami.org/Your-Journey/Kids-Teens-and-Young-Adults/Kids/How-
to-Talk-to-Your-Child-About-Their-Mental-Health
not cause suicidal behavior
 TALKING TO YOUR CHILD
about social media

Too much digital media can

interfere with sleep quality..
Consider restricting the use of Talk to your child about
devices for at least 30 minutes the importance of being
before bed. respectful in their digital
interactions and the
consequences of digital
footprints

Teach your child never

to share personal
information online and to
never respond to
unsolicited messages
from strangers. Foster open
communication
proactively. Encourage
your child to come to
you if they feel unsafe or
Talk to your child about how uncomfortable with any
to evaluate authenticity online interaction.
online. Explain why they
should never download
unfamiliar programs or click
on suspicious links.

Retrieved from https://www.apa.org/topics/social-media-internet/technology-use-children

 AT-HOME ACTIVITIES for caregivers to use with their children

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

Wisdom Artistic Ability Curiosity Leadership

Empathy Honesty Open-Mindedness Persistence

Enthusiasm Kindness Love Social Awareness

Fairness Bravery Cooperation Forgiveness

Modesty Common Sense Self-Control Patience

Gratitude Love of Learning Humor Spirituality

Ambition Creativity Confidence Intelligence

Athleticism Discipline Assertiveness Logic

Optimism Independence Flexibility Adventurousness

Loyal Affectionate Clean Friendly

Cautious Generosity Consideration Innovation

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.

Think about a fictional character

Name an inspiring character from a book, movie, or TV show: __________________

List their strengths: ____________________________________________________________________
_____________________________________________________________________________________________
Describe how they use their strengths to overcome challenges, or in
everyday life: ____________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Think about an inspiring person you know

Name an inspiring person you know: ________________________________________________

List their strengths: ____________________________________________________________________
_____________________________________________________________________________________________
Describe how they use their strengths to overcome challenges, or in
everyday life: ____________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
 AT-HOME ACTIVITIES
THREE GOOD PEOPLE

Think about yourself

List your strengths: ____________________________________________________________________

_____________________________________________________________________________________________
Describe how you use their strengths in everyday life: ___________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Describe how you have used your strengths to overcome a specific
challenge: ________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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

Thoughts Thoughts Thoughts

Behaviors Behaviors Behaviors

Symptoms/Physical Symptoms/Physical Symptoms/Physical

Sensations Sensations Sensations

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

Pensamientos Pensamientos Pensamientos

Comportamientos Comportamientos Comportamientos

Síntomas / Síntomas / Síntomas /

Sensaciones físicas Sensaciones físicas Sensaciones físicas
 AT-HOME ACTIVITIES
HABIT PLAN
This activity is helpful for developing new habits. Children with mental health struggles may find it hard
to do simple tasks on a daily basis. Completing this activity with your guide can help them build healthy
habits in any area regardless of their mental health status.

Step 1: Connect your new habit to an existing habit.

Tying new habits to things you already do is an effective way to make them part of your
routine. Instead of planning to “go for a walk later”, plan to “go for a walk right after dinner
every evening”.
instructions

After existing habit , I will new habit .

Step 2: Reward success.

When you are successful, treat yourself to a small reward. Rewards should not contradict your
habit (e.g. a big dessert for eating a healthy meal), and they should be something you can do
regularly. Even small rewards will reinforce a new habit.

After new habit , I will reward .

Step 1: Connect your new habit to an existing habit.

examples

After I brush my teeth at night , I will do 10 push-ups .

Step 2: Reward success.

After I do 10 push-ups , I will relax for 30 minutes .

Step 1: Connect your new habit to an existing habit.

After , I will .
practice

Step 2: Reward success.

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.

Use this list as a conversation

starter with your child. Possible
questions you might ask them: [2]
Healthy Relationship Green Flags
What green flag sticks out to
Adapted from Therapist Aid LLC
you as being the most
Appreciation: Expressing respect, value, and
important?
gratitude to each other
How do these qualities show
Commitment: There is sufficient time and energy in
up in the friendships you maintaining the relationship
have? Connection: Feeling close and understood by each
What are some items listed other
missing from your friendships? Conflict resolution: Each person own’s their part in a
What ways can you conflict and work together to find a mutally beneficial
solution
strengthen these qualities in
Effective communication: Expressing one’s needs
your friendships?
and boundaries while respecting the other’s
needs/boundaries as well
Empathy: Trying to understand the other person’s
perspective and experiences
Honesty: Sharing with each other genuinely, and
being true to your words
Safety: Respecting boundaries and trusting each
other not to talk behind the other’s back
Self-confidence: Comfortable being one’s self
authentically, not needing to conform to fit in

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

MARIPOSA CENTER CASA YOUTH

WESTERN YOUTH A QUARTER BLUE

SERVICES

FAMILIES TOGETHER OC
RECOMMENDED MEDIA
for further learning/continuing the conversation

Podcast: On Our Mind

“On Our Minds is an Edward R. Murrow award-winning, student-led
and student-produced podcast about the biggest mental health
challenges young people face. In each episode, two teen reporters
guide you through stories by high schoolers from PBS NewsHour
Student Reporting Labs about the teenage experience that
connects, educates and inspires listeners of all ages.”

Booklist: Child Mind Institute

booklist about mental health
Many books are targeted at younger children but there are
recommendations for middle school-aged students
If you have littles at home, you can use some of the other books
to begin conversations with them!

Family Movie Night: Inside Out

Family viewing guide put together by National Mental Health
Innovation Center at the CU Boulder Anschutz Medical Center
Includes a timestamped discussion guide for parents to speak
with their children throughout the movie
 OTHER RESOURCES
for Middle School Aged Students

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