Teen Mental Health After the Pandemic- What’s Next? OLA 2024 Pre-Conference Session Takeaways

As part of the 2024 Oregon Library Conference OYAN offered a pre-conference session on teen mental health featuring organizations in Oregon that support teens. Our guests included Hayley Shapiro, the Program Director of HOOTS (Helping Out Our Teens in Schools), a mobile crisis intervention organization in Eugene. Craig Leets, the Deputy Director of Youthline a nationwide peer to peer crisis and support line. Parker Preston and Robb Davis from Project Bravery a LGBTQIA+ mental health support organization in Lincoln County & Chris Bouneff, Executive Director of NAMI Oregon (National Alliance on Mental Illness).

The presentation offered numerous resources for assisting teens and how to be there for our teens in the library setting. Please check out the presenter’s websites above for resources. For the purposes of this blog post I am sharing what resonated to me, which is what I can more intentionally do in my day to day work with teens in my community. I invite others (whether you attended the session or not) to join the conversation by leaving a comment. Bonus, I bet you are already doing these things for teens at your library!

Strategies for Supporting Youth and Teens

Teens are under so much pressure! They are experiencing social, school, & home pressures. They are trying to find a purpose. They are also living in the world we live in which includes global events, late-stage capitalism, and climate crisis. While we cannot change this reality, we can listen to them and validate reality for them. Listening to teens is vital, it shows teens that there are safe adults. We can sit with them and listen even when it is hard and uncomfortable. Do not try and make the conversation about your own youth experience, I am guilty of this at times. Our job is not to have all the answers, it is to listen and model healthy behaviors.

Library staff can role model behavior that minimizes harm, have conversations about choices and risks– Why do people take risks? When you engage in risky behavior what might happen? Be genuine with teens, chat like real people. If a teen comes to you with a problem, like a relationship problem for example, be curious about their experience. Ask What makes you feel safe inside a relationship? Who do you have in your life that models a good relationship? Normalize and encourage help seeking behavior, help them seek out help from the organizations above. Teens are the experts of their own experiences. Use your relationships with your teens and when you notice off days, shifts in mood or when someone is not at their baseline check in with them, and take the time to listen to what is going on in their lives.

Destigmatize talking about mental health, normalize talking about mental health struggles. Talk about how you cope and what you do for self-care. Have teens identify a trusted adult in their life that they would call if they needed someone before they have a crisis. Having a trusted adult is a main factor in preventing teen suicide. Have them take out their phone and put that person’s contact info into their phone.

Further training ideas that were mentioned during the session on how to better support teen mental health included Be There Certificate free online mental health training, QPR training, motivational interview training.

Brianna Sowinski, Librarian I, North Plains Public Library – briannas@wccls.org

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2022 OYAN Review is now available!

The 2022 OYAN Review is now available to download.

Thank you to all the library staff in Oregon who shared how they are rebuilding this year!

2021 Supporting Teen Mental Health (Part 3)

In reviewing 2020 usage data for the State Library’ Gale eBooks collections, staff at the State Library noticed high usage of the Gale Encyclopedia of Mental Health and a number of other reference titles related to environmental topics. We also looked at the top search terms used in this collection and found that the term depression was at the top of the list. Also included in the top 20 search terms were climate change, global warming, and mental health. We wanted to make sure that students who use the statewide resources have access to the most up to date information on these topics, so we were able to use some unallocated LSTA funds to purchase new editions of the Gale Encyclopedia of Mental Health and Gale Encyclopedia of Environmental Health for the collection. Looking at usage of online resources is a great way to get information about the interests of your library’s users and can help inform the decisions you make about collections.

The statewide database package also includes access to Gale Health and Wellness, a “comprehensive consumer health resource [that] provides authoritative information on the full range of health-related issues.” One way to search within the product is to browse topic pages, and there’s a topic page for mental health with a range of subtopics including anxiety, bullying, and teens and depression. Review the Gale Health and Wellness product page to learn more about the database and for quick access to resources like marketing materials (ex: image for social media post), training materials (ex: brief video tutorial about finding trustworthy medical info), and a handy resource guide that explains search options and results.

Also, the Oregon Department of Education (ODE) has been emphasizing mental health resources. For example, in their February 2021 Education Update, they and the Oregon Health Authority point out Oregon YouthLine, “a free, confidential teen-to-teen crisis and help line.” Their suicide prevention guide was developed to help school staff help students, but some of the ideas apply beyond school, too. Oregon YouthLine also offer lessons, online for now, to be coordinated with classroom teachers, but perhaps they would consider a public library program. Back to the Education Update, the March issue mentions the State Board of Education adopted “a permanent Every Student Belongs rule that focuses on the health and safety of our students and educators by creating a safer and more inclusive school climate.” (By the way, anyone can subscribe to ODE newsletters. Some of the subject specialists post monthly updates, like for English language arts, social sciences, and science. Add your email address, click on Submit, and then click on Subscriber Preferences or Add Subscriptions.) ODE also has a Mental Health and Well-Being webpage with various resources including a toolkit.

For the those who are not familiar with it, Nemours’ Kids Health (Spanish) and Teens Health (Spanish) websites provide doctor-reviewed advice and easy-to-follow articles, videos, and more about physical, emotional, and behavioral topics. Click on the arrow in the relevant tab at the top of the page to see the sections, like Mind (teens) and Feelings (kids).

Thanks for what you do to empower teens.

Written by Jen Maurer and Arlene Weible, State Library of Oregon

2021 Supporting Teen Mental Health (Part 2)

Kelly Larson: Several years ago, I purchased Cameron’s Collection e-books for teen mental health through Gale for the Medford School District library. Sharing it with students has been easier than ever because I’ve done so much virtual teaching about how to use my virtual library in Canvas. This is the first year that the Medford School District has used Canvas, and I find it VERY helpful in offering access to all of my password protected programs (Cameron’s Collection included) because the usernames and passwords can be housed right there with the program/resource versus students having to search around for them. Just this week I bought an additional 37 books that have been added to the collection and I’m very excited to share it with students. All of the books have unlimited usage and students can check them out without (perceived) stigma. It was very easy to highlight the collection as I showed all students how to find books digitally.

Betty Simpson: The Dallas Library has a collection of “angsty” books in our teen area and I just gave them a more prominent display spot and brightened up the signage to draw attention to them.

Ebonee Bell: Multnomah County Library had Hip Hop and Teen Wellness for African American Teens with licensed therapist, ZaDora Williams. This was a four-part series dealing with suicide, relationships, and how to keep oneself feeling positive during Covid 19. The library provided incentives for attendees.

Brianna Sowinski: At the North Plains Public Library we offered a Beliefs and Values Collage take & make and asked teens to take a moment to think about what matters most to them. We asked them to take their magazine and pick out images, words, phrases, or colors that represent their feelings. We also provided copies of “Let’s Talk About It: A Graphic Guide to Mental Health” from the Center for Cartoon Studies which is free to print.

Ian Duncanson: At Beaverton City Library, I had someone from Youthline join a Teen Library Council (TLC) meeting and give a presentation on what they do and mental health during the pandemic. One of my TLC members is now volunteering for them, which is great!

2021 Supporting Teen Mental Health (Part 1)

Take What You Need at Lebanon Public Library

Julie Tibbetts: One thing I did at Lebanon Public Library was put up an interactive teen “Take What You Need” bulletin board. Teens are encouraged to take little notes of encouragement. I displayed mental health related books by the bulletin board. We are Handing out Teen Zen Take & Makes during spring break. The kit will contain materials to make a mini-Zen garden, mint tea, lollipop, and information about things teens can do to help with stress and anxiety.

Ruth Allen: Multnomah County Library published a blog post about Talking with teens about mental health. It includes some articles about how distance learning and the pandemic are impacting teens’ mental health and resources, such as Youth Mental Health First Aid Training.

Caitlin McMahan: At the Fern Ridge Library, I’ve been including some programs around de-stressing. I’ve done a few asynchronous coloring programs, encouraging teens to put on their favorite music, get a tasty snack and just sit and color. I’ve also done a few scavenger hunt programs over the past year to get kids outside and exploring nature.

Mark Richardson: Cedar Mill Community Library’s take and make next month (big test month) is a stress ball and I’m working on finding a yoga relaxation instructor for a virtual program.

2020 Fall Programs and Services (Part 3)

Mark Richardson at Cedar Mill Community Library

The Library has some escape rooms (virtual) and take and make crafts for teen programs. We are working on some Library of Things kits with presentation materials in them per a request from a teacher. Ring lights, tripod stands, iPad holders, lavalier mics, etc.

Ian Duncanson at Beaverton Public Library

The Library is not doing as many programs this fall due to teens feeling ‘Zoomed out,’ but I did just do a couple of college programs with local private college prep counselors. One was applying for college during COVID, and it was very interesting to hear about the changes that people can expect when applying to and attending school this year and next. The other one was on writing dynamic college admissions essays and what admissions departments typically look for.

We are also doing the annual Teen Art Show in November. This year is our 18th art show, and the show will be virtual. Teens can submit their art online and we will have an online gallery to display November 4-18. People will still be able to vote on their favorite middle and high school works for a People’s Choice Award. Full info is on our website.

In addition, we have a creative writing contest going in October. Scary Twitterature challenges teens to write a spooky piece of flash fiction in ~280 characters or less. The full details are on our website.

Finally, I am focusing more on my Teen Library Council this fall. We had our first meeting and a presentation from YouthLine on their services for teen mental health during the pandemic as well as during normal times. They are also recording podcast episodes remotely and helping me to come up with good monthly photo contests, among other feedback and small projects.

2020 Fall Programs and Services (Part 2)

Kristy Kemper Hodge at Corvallis-Benton County Public Library

The Library’s Teen Advisors, or SPoBiT members, are focusing on creating an Adulting 101 series for teens, with virtual presentations by community “experts” who can share with teens about personal finances, career planning, job prep, independent life skills, and the like. They’re very eager and motivated, and it’s been amazing so far to watch them work toward this goal. (SPoBiT = Society for the Prevention of Boredom in Teens, the advisors’ self-selected name).

Then, I, with advice from the Teen Advisors, am working on partnerships with local mental health service agencies, including Benton County Mental Health, to offer some non-clinical support services for teens at no cost to the youth. So, we’re talking about offering suicide awareness and prevention classes, support group style meet-ups, and series focusing on learning mental health coping skills around anxiety, depression, and emotional regulation/management.

This idea is very much in the brainstorming stages, but, the Tenn Advisors are also very interested in finding a way to connect with teens non-digitally, through a zine pick-up spot, and care packages, especially care packages for homeless teens as the cold weather months are getting close. Of all our ideas, these are the two that still need a lot more development, though we are all really wanting to make them happen!

Mental Illness Narrative in YA Lit

The March 2019 issue of The Journal of Research on Libraries and Young Adults includes an article about the representation of mental illness in young adult fiction by Diane Scrofano. I’m at the beginning of my learning on mental illness representation in literature. I understand that this article is not the only perspective and the suggested theory for reviewing mental illness in YA lit may not be the best theory. For me, it is a starting point and it may be for others too.

After reading the article, I had a couple of concerns. Trying to sort the plethora of YA novels of mental illness into only three story types seems like over simplifying something that is extremely complex and personal. I wonder if this degree of simplification could be emotionally harmful to folks experiencing mental illness and misleading to those who are not?

When Wonder by R.J. Palacio was published, I remember reading about the author’s story and concerns from readers that the main character’s role was to educate others about disfigurement, help others see people with disfigurements as “normal,” and make people without disfigurements feel comfortable. Whether or not we agree on this critique of Wonder specifically, it illustrates an important type of story that is by and/or for people not experiencing disfigurement, disability, or mental illness. Diane Scrofano doesn’t discuss this type of story in her article, and just touches on #OwnVoices a little bit. How are authors’ backgrounds taken into consideration in this theory? How are stereotypes and harmful tropes taken into consideration? Scrofano’s doesn’t explain her thinking enough for me to understand how she took these issues into consideration and how that thinking informed her theory.

On the other hand, I found learning about the three story types very helpful!

Type 1 Novels: Restitution and Attempted Restitution

These types of stories focus on finding a cure, or figuring out how the character can get back to living how they did before the onset of mental illness. “While many novels feature characters in different stages of denial, other stories make a shift from denying the illness (or the need for help) into admitting but hiding the illness.”

Type 2 Novels: Chaos

These types of stories focus on uncontrolled symptoms that can seem chaotic, typically before diagnosis. “While books about the onset and diagnosis of a mental illness are important, in reality life with mental illness plays out in a more complicated way than it would in a simple problem novel.”

Type 3 Novels: Quest and Problematic Quest

These types of stories typically start with diagnosis and explore the journey to incorporation, emancipation, or recovery. “Novels that fall into this category will emphasize how characters rebuild their lives after the chaos and crisis stage”

Additionally, the author explored how all the types of novels may be helpful and harmful to teen readers. I recommend reading the article in full to get a broader and deeper understanding of disability narrative theory and how the Scrofano applies it to YA novels that include characters with mental illness. At least look at the chart on pages 10-12 that categorize about 50 YA novels of mental illness and the chart on page 6 that attempts to align a few disability narrative theories that may of particular interest.

Article citation:

Scrofano, D. (2019, March). Disability Narrative Theory and Young Adult Fiction of Mental Illness. The Journal of Research on Libraries and Young Adults, 10(1), Retrieved from http://www.yalsa.ala.org/jrlya/