Pages - Creating Collaborative Care Pathways
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Creating Collaborative Care Pathways
Creating Collaborative Care Pathways


Creating Collaborative Care Pathways engages all stakeholders in an inclusive community that provides clear access to mental health and addiction supports and services.

 
 
 
 
 

System Actions

  • Create and maintain a resource which identifies care pathways and district resources that deliver prevention and intervention services (e.g., Teacher Liaisons, Community Resource Facilitators, Psychology, Social Work, etc.)

  • Work with community partners to develop a community mental health and addiction plan

  • Work with community partners to develop a York Region Community Suicide Prevention/Intervention/Postvention based on the ASIST and safeTALK model

  • Respond to specialized populations of students and proactively address mental health and addiction through collaborative work with key stakeholders

  • Strengthen working relationships and protocols with community partners by coordinating school-based mental health and addiction activities/programs to align with the School Mental Health Decision Support Tool

  • Develop an online partnership application process for agencies wishing to deliver mental health and addiction services in schools

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School Actions

  • Respond  to the mental health and addiction needs of all students by engaging the appropriate school, district and community supports and resources (e.g., In-Sc​hool Team​, Interdisciplinary Team, Student Success, COMPASS, MHAN Nurse, Addiction Counsellors)

  • Use Supporting Minds: An Educator’s Guide to Promoting Students' Mental Health and Well-being and School Mental Health Decision Support Tool – Evidence-Based Mental Health Promotion Programming to guide the implementation of evidence-informed mental health promotion and prevention programming

  • Establish and/or enhance communication pathways in all transitions to facilitate information sharing for students who are or may be at risk

 

 

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Classroom Actions

  • Access and utilize information available about students who are or may be at risk (e.g. IEP, Growth Plan, Transition Plan, Safety​ Plan)

  • Plan supports and interventions (in-class, in-school) for students who are or may be at risk and connect to additional support as necessary

  • Use Supporting Minds: An Educator’s Guide to Promoting Students' Mental Health and Well-being to be aware of early indicators that a student may require further support

  

 

 

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