Mental Health First Aid Overview
A free training from Amudim, presented by Rabbi Avi Landa, LCPC. For parents, educators, camp staff, and anyone in a caregiving role.
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Bullying Session
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Emergency
If anything is life-threatening, call 911 or Hatzalah right away.
Before we begin
This is an overview, not the full nationally certified Mental Health First Aid training or a substitute for professional guidance. When you finish watching, complete the survey to get your certificate from Amudim.
This training is guided by the core principles of social emotional learning and Amudim’s Darcheinu / Our Path SEL curriculum.
When something feels off
If something seems off, even slightly, speak up. Talk to a supervisor, director, or mental health professional. You might have one small piece of information that, combined with what others have reported, reveals a much bigger picture.
When in doubt, say more, not less. Keep notes with dates.
ADHD — impulsivity and filtering
Definition
Attention Deficit Hyperactivity Disorder. A weakening in the prefrontal cortex, the part of the brain that filters impulses. There’s no more separate “ADD” diagnosis. It’s all ADHD now, whether the presentation is hyperactive or more passive.
What it may look like
- Difficulty staying focused. Getting “lost” mid-lesson or conversation.
- Spacing out or seeming checked out.
- Reacting impulsively (physical or verbal) before thinking it through.
- Trouble following multi-step instructions.
- Big, intense emotional reactions that seem out of proportion to the situation. Meltdowns over seemingly small things, difficulty calming down. (Current research recognizes emotional dysregulation as a core feature of ADHD, not just a side effect.)
What's happening inside
The brain’s filter isn’t keeping up. Every stimulus gets through: the fly, the noise, the bump in the hallway. It’s not that they don’t know the right response. They can’t access it fast enough in the moment. On a calm, quiet quiz about social situations, they’d get 100%.
What can help
- Get them evaluated by a licensed professional.
- Stimulant medication (energizes the prefrontal cortex so the filter works faster).
- Move to a quieter area. Reduce people and noise.
- Calm, steady tone. One ask at a time. Offer simple choices.
- Structure the environment to reduce distractions.
- Behavioral check-ins and charts (not teaching new information, just keeping what they already know closer to the surface).
- Small goals building toward larger goals.
What to avoid
- Crowding, rapid-fire instructions, public corrections.
- Interpreting impulsive behavior as calculated disrespect.
- Social skills groups (they already know the material; it feels childish and frustrating).
ASD — social and emotional processing
Definition
Autism Spectrum Disorder. A difference in gaining and integrating social and emotional knowledge. It’s a spectrum: some people have very limited social connection, others maintain friendships but have something that lags in social awareness.
You may still hear the term “Asperger’s.” It was removed from the DSM-5 in 2013 and now falls under ASD, the same way ADD folded into ADHD.
What it may look like
- Misreading social cues. Taking things literally.
- Difficulty understanding tone, sarcasm, or unspoken rules.
- Reacting to situations based on how they interpreted them, even if the interpretation doesn’t match what happened.
- Sensory overload: distress in loud dining halls, with certain textures or lighting, or during sudden schedule changes. This can look like a behavioral issue but it’s a sensory one.
What's happening inside
Where ADHD is a problem of accessing knowledge, ASD is a gap in having the knowledge. Same behavior, different source. The ADHD kid would get it right on a quiz later. The ASD kid might genuinely believe the bump was intentional, even with time to think.
What can help
- Professional evaluation and ongoing support.
- Social skills training groups (building knowledge that isn’t there yet, through multiple approaches over time).
- Clear, direct communication. Say what you mean.
- Consistent routines and predictable environments.
- Reduce sensory input when possible. Offer a quiet space. Give advance warning before transitions.
- Patient repetition of social information in different contexts.
What to avoid
- Assuming they’re being rude or defiant on purpose.
- Relying on hints, sarcasm, or implied expectations.
- Expecting them to “just pick up on it” from the environment.
Anxiety — when the alarm won't turn off
Definition
Anxiety is a normal survival response (fight, flight, freeze, fawn). It becomes a disorder when it’s triggered in safe situations and starts interfering with daily life.
What it may look like
- Constant worry. Avoidance of specific situations, places, or activities.
- Physical symptoms: stomach aches, rapid breathing, difficulty sleeping.
- Needing repeated reassurance.
- Rituals or compulsive behaviors (see OCD below).
What's happening inside
The body’s alarm system is firing when there’s no real threat. One way to think about it: anxiety is the quest for certainty in an uncertain world. There’s never 100% certainty in anything, so the person is chasing something they can never fully reach.
What can help
- Start with reassurance. What are you worried about? Let’s talk through it.
- If reassurance isn’t working after a few tries, bring in a licensed professional.
- The gold standard treatment is ERP (Exposure and Response Prevention): gradually exposing the person to the anxiety source so they build tolerance. This is a professional’s tool, not a DIY approach.
- Breathing exercises and grounding techniques (see Relaxation section below).
What to avoid
- Endlessly accommodating the anxiety (it can feed it rather than treat it).
- Dismissing it: “There’s nothing to worry about” without acknowledging what they’re feeling.
- Trying exposure techniques on your own without professional guidance.
OCD — when anxiety builds a ritual
Definition: Obsessive Compulsive Disorder. A subset of anxiety. The obsession is the anxiety. The compulsion is a ritual action that temporarily relieves it but actually strengthens it over time.
What it may look like: Repetitive behaviors: excessive hand-washing, checking, counting, needing things “just right.” Avoidance of specific objects or situations. Elaborate routines that must be completed in order. OCD can also present in less obvious ways: intrusive thoughts about harm, religious scrupulosity, or an intense need for things to feel “right.”
What’s happening inside: The brain creates a loop. The anxiety says “this is dangerous.” The compulsion says “do this and you’ll be safe.” Every time the ritual is completed, the brain asks: why did I need to do that? Because the thing really is dangerous. The cycle deepens.
What to avoid: Providing accommodations that feel helpful but reinforce the fear (“just wear gloves,” “use your sleeve,” “I’ll open it for you”). Every accommodation sends the message: the thing you’re afraid of really is dangerous. Professional evaluation and ERP treatment are essential here.
Depression — disconnection from life
Definition
Not sadness. Not disliking one specific thing. Clinical depression is a withdrawal from life itself.
What it may look like
- Wanting to stay in bed all day. No interest in connecting with people or activities.
- Low energy. Flat affect. Disengagement from everything.
- Changes in sleep (too much or too little) and appetite.
- In children and teens, depression often presents as irritability rather than sadness. An angry, snappy, easily-frustrated kid might not register as “depressed” to someone looking for withdrawal and tears, but irritability is one of the most common presentations of adolescent depression.
What's happening inside
A person who hates school but loves basketball is not depressed. A person who won’t engage with anything in the real world is. If they’re intensely focused on a substance or an escape, that’s self-medication, not engagement with life.
What can help
- Professional evaluation. Depression often needs both therapy and medication.
- Gentle, consistent connection. Don’t disappear because they’re pushing you away.
- Watch for signs of suicidality (see next section).
What to avoid
- Treating it as laziness or a phase.
- Assuming that one thing they’re excited about means they’re fine.
- Missing irritability as a sign, especially in teens.
Suicidality — what to listen for
If anything is life-threatening, call 911 or Hatzalah immediately.
What to listen for
- Comments like “I wonder if anyone would even miss me.” Even if it just sounds a little bit like it, check in and report up.
- Giving away possessions.
- Sudden calm after a period of depression.
- Increased risk-taking behavior.
Two things professionals assess
Does the person have a realistic means? (A bottle of pills in their room = extremely serious.)
Does the person have a planned time? (“Next Tuesday” = extremely serious.)
Either one = escalate immediately.
What you should know
- Asking about suicidal thoughts does not plant ideas. Ask the questions.
- Means restriction: If someone mentions a specific method (pills, for example), remove or limit access to it. This is one of the most evidence-backed suicide prevention strategies.
- Self-harm (cutting) is typically a form of self-medication, not a suicide attempt, but still requires immediate professional involvement.
- Casual language (“I’m gonna kill myself” after a missed shot): brief, non-punitive check-in. “What do you mean? OK, that’s what I thought. Let’s find a different way to say that.”
The foundations: diet, sleep, exercise
Sleep and diet are non-negotiable. Without adequate sleep, nutrition, and hydration, nothing else is going to work the way it should.
Exercise is the multiplier. Everything a therapist does in session works better alongside a regular exercise routine.
Screen time: Research increasingly links excessive screen use, especially before bed, to disrupted sleep and poorer mental health outcomes in adolescents. Worth monitoring.
Talk to your doctors and mental health professionals about what healthy baselines look like.
Relaxation and mindfulness
Focus on your breath for 60 seconds. Breathe a little more deeply. It brings your attention to the present moment, which is where the fewest anxieties live. Most anxiety is about the past or the future.
This is a starting point. There are many layers to mindfulness practice you can explore further.
Substance abuse — the great mimic
Substance use can mimic the symptoms of ADHD, ASD, anxiety, depression, and virtually every other diagnosis. Whenever you’re assessing a mental health situation, substance use needs to be asked about and ruled out.
For those working with adolescents: be aware of vaping/nicotine, marijuana, and alcohol as the most common substances in this age group. Street drugs increasingly carry fentanyl contamination risk, which is why Narcan training matters even in communities where you wouldn’t expect opioid use.
Boundary crossings and safety
What counts
Bullying (in person and online), inappropriate speech, inappropriate touch, inappropriate exposure. At any age, in any setting: home, school, camp, sleepovers.
What to do
- Even if mutual, it needs to stop. It’s not what they’re there to do, and it’s not healthy.
- If nonconsensual: believe the victim. Empathize. Involve governmental authorities, rabbinic authorities, school/camp leadership.
- Your piece of information matters. Combined with what others have reported, it could reveal a pattern. Report it.
Mandatory reporting
Teachers and camp staff in most states are mandatory reporters. If you suspect abuse or neglect, reporting is not a judgment call. It’s a legal obligation. When you tell your director, that often triggers a mandatory report, and that’s by design. Know your state’s requirements.
Your safety
If you feel personally threatened or unsafe, get out of the situation and tell your supervisors. Your safety matters too.
ALGEE — Mental Health First Aid in action
When someone is in a mental health crisis, use this framework:
A = Approach and assess.
Find a good time and place. Respect privacy. If they don’t want to talk, encourage them to find someone they can talk to.
L = Listen non-judgmentally.
Nod. Say “I hear you.” Ask questions to understand, not to challenge. Paraphrase what they’ve said. If you get it wrong: “Thank you for correcting me. I want to understand.”
G = Give reassurance and information.
Validate their emotions. Validation does not mean agreement. “I hear how scared you are” is not the same as “you’re right to be scared.”
E = Encourage professional help.
Offer names, numbers, resources. Call Amudim. We have case managers ready to help.
E = Encourage self-help strategies.
Match your suggestions to what the person is actually dealing with.
When someone refuses help
Don’t underestimate planting a seed. Mention that someone had a great experience with a resource. Then move on. You don’t know when it’ll take root, but it often does.
Take care of yourself. Get your own therapist if you’re living alongside someone refusing help. Not because you’re the one with the diagnosis, but because you’re the one in the situation.
If they become a danger to themselves or others, authorities may need to step in.
The power of positivity
You can be a tremendous force of good. One genuine compliment, one moment of real attention, one time you listened. Kids carry those moments for years.
Look for something real and say it out loud. Be generous with your time and your words. You never know the kind of impact you’re going to have.
When you’re done watching, please complete the brief survey to receive your certificate of completion from Amudim. It takes less than two minutes and helps us continue offering these trainings at no cost.
Complete the Survey
When you finish watching the training, complete the brief survey to receive your certificate of completion from Amudim. It should take less than two minutes.