BESS Universal Screener

• This is an OPT IN program as explained in the parent letter that can be found here.

• After getting parent feedback about their child's participation in the BESS screener, a screening time will be set up either individually or small group.

• Bethel Park will report to parents and guardians the results for the domains and request permission to proceed with a course of action that may include:

  • Self awareness activities

  • Skill building groups within an identified weakness area

  • Individual skill building and therapy sessions

  • Possible referral to the school district student assistance program, or SAP team for further assessment

1. Internalization: Expression of distress is directed inward.  Emotions are overcontrolled causing internal distress.

What Internalization may look like:

• Depression, anxiety, somatic complaints, worry, social withdraw, irritability

• Sense of inadequacy

• Seeming withdrawn, not wanting to talk with others

• Sleeping too much or too little

• Difficulty concentrating

• Potential substance abuse and/or talk of self harm

• Some potential internalization comments may include: 

  • “I want to do better, but I can’t.” 

  • “I am lonely.” 

  • “I worry but I don’t know why.” 

  • ”I get blamed for things I can’t help.”

Helpful Hints for Home:

• Relationship building with parents, social workers, counselors, and/or therapists

• Initiating conversations with open-ended questions and active listening

• Encourage transparency with children without expressing judgment

• Encouraging children to express their thoughts and feelings through writing in journals or drawing

• Limit social media exposure

• Connect children to peer groups and activities where they can experience connection and success

• Encourage exercise and healthy eating and sleeping habits

• Reach out to mental health professionals for additional support if needed.

  VIDEO RESOURCE REGARDING INTERNALIZING 

   

2. Self regulation: The ability to control one’s behavior, emotions, and thoughts in the pursuit of long term goals including one’s ability to manage disruptive emotions and impulses. More specifically, emotional self-regulation refers to the ability to manage disruptive emotions and impulses—in other words, to think before acting. The inability or lack of self regulation could be a persistent occurrence and present in the following ways:

What lack of Self Regulation may look like:

• Verbal aggression

• Physical aggression

• Noncompliance

• Delinquent acts

• Impulsivity/Hyperactivity

• Tantrums

• Anxiety/worries

• Difficulty regulating emotions

Helpful Hints for Home:

• Engage in conversations with open-ended questions

• Listen with positive body language and positive encouragement

• Introduce and practice mindfulness strategies to support thinking before acting

  • Positive self talk

  • Affirmations

  • Meditation

  • Guided Imagery

  • Role Play

  • Journaling

  • Breathing Techniques

• Implement a structured routine

• Set attainable goals for behavior 

• Encourage exercise or engage in non-structured play

• Build relationships with counselor, therapist, parents

• Potential referral to school based program, such as SAP, or outside agency for assessment

  VIDEO RESOURCE REGARDING SELF REGULATION

   

  
  

3. Personal Adjustment: How a person is able to cope with life and any changes that occur.  This could be caused by grief and loss, family changes (divorce/separation, new sibling, adoption, blended families, moving, loss of job, family illness, death of a loved one or pet, puberty/hormones, milestones, holidays), or other life transitions such as a change of school or change in friends.

What a lack of Personal Adjustment may look like:

• Difficulty with social skills

• Friendship issues

• Poor coping skills

• School refusal

• Academic difficulties

• Social isolation

• Interpersonal problems

• Difficulty dealing with family changes

• Difficulty managing emotions

• Anger Issues

• Depression

• Anxiety

Helpful Hints for Home:

• Provide opportunities for social interaction

• Encourage social skills in the moment of everyday life (ie: saying hi when someone says it to you or maintaining eye contact)

• Validate feelings

• Talk to your kids about everyday things (try to have conversations in the car when they don't have to make eye contact- they may be more willing to talk)

• Establish family routines and rituals (eating dinner together, family movie nights, etc)

• Offer choices to help students feel included in decision making

• Open and honest communication about significant life events. 

• Discuss how others are feeling in everyday situations.

• Reward positive choices

• “Pick your battles”

• Provide opportunities to develop positive relationships with peers, teachers, counselors...

• Remember that things that may seem insignificant to you, may have major impacts on the student.