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MENTAL HEALTH AWARENESS WORKSHOP
VIDEO CLIP
WORKSHOP OBJECTIVES
To provide a understanding of common child and youth mental health difficulties.
To improve the capacity of teachers to identify and respond early to indicators of mental health difficulties in children and youth
To provide opportunities to share information and enhance working relationships
NOT OBJECTIVES
To turn participants into mental health professionals
To cover every mental health and/or learning concern
To include comprehensive discussions of mental health concerns
It is not to be interpreted as specific advice on a specific situation
WHO USUALLY NOTICES A PROBLEM?
Parents/Caregivers
Teachers
Often the first to notice a mental health difficulty
In a classroom of 30 students, about 5 to 6 will be facing a mental health problem
Early intervention is the most effective way to prevent future problems.
POSSIBLE SIGNS OF MENTAL HEALTH PROBLEMS
Behaviours
Fight (aggression), Flight (avoidance or withdrawal)
Problems functioning at home, school, work
Hyperactivity / Passivity
Inattention/distractibility
Emotions/Feelings Sadness, depression, anxiety
Irritability, anger
Thoughts Low self-esteem, thoughts of life isn’t worth living
Behaviours
Thoughts
Feelings
CHILDREN/YOUTH ARE LIKE ICEBERGS
Image by Uwe Kils
ANXIETY DISORDERS
ANXIETY
Healthy
Just enough anxiety is helpful because it keeps us cautious and safe
Unhealthy
When it interferes with the child’s function, and/or causes distress
SIGNS/SYMPTOMS OF ANXIETY
Behaviours
Avoidance of feared situations, e.g. school
Feelings
Worry, anxiety
Physical symptoms
Thoughts
“The world is a scary place”, and/or
“I am not competent”
TYPES OF ANXIETY DISORDERS
Generalized Anxiety Disorder Panic Disorder Obsessive Compulsive Disorder (OCD) Social Anxiety Disorder Post Traumatic Stress Disorder (PTSD)
WHAT ANXIETY CAN LOOK LIKE
Refusal or reluctance to attend school
Excessive worrying
Fear of new situations
Physical complaints not attributable to health problem
Social isolation/withdrawal from peers
Tiredness, fatigue, difficulty getting through the day, frequent bouts of tears
Anger, opposition, defiance, aggression
Obsessions (consuming thoughts and worries)
Compulsions (behaviour rituals)
WHAT CAN ANXIETY LOOK LIKEWHAT ANXIETY CAN LOOK LIKE
Experimentation with drugs and alcohol
Suicidal thoughts
Anxiety may co-exist with other disorders
WHAT CAN ANXIETY LOOK LIKEWHAT ANXIETY CAN LOOK LIKE
POST TRAUMATIC STRESS DISORDER
(INCLUDING POST TRAUMATIn vulnerable individuals, exposure to trauma can result in lasting symptoms
Trauma = event that involves actual or threatened death or injury
Violence/aggression such as bullying; domestic abuse at home; abuse/neglect
POST TRAUMATIC STRESS DISORDER
(INCLUDING POST Symptoms
Re-experiencing the event over and over again (e.g. flashbacks)
Hyper-vigilance
Avoidance/numbing
Loss of function
MOOD DISORDERS
MOOD PROBLEMS: A CONTINUUM
Normal moods
Mood problems
Mood disorders
MOOD DISORDERS
Healthy
Sadness can be an appropriate response to life stressors
Sadness signals to us that there is something wrong
Unhealthy
When sadness and depression start interfering with life
SIGNS/SYMPTOMS OF MOOD DISORDER
Behaviours
Social withdrawal, avoidance
Feelings
Sadness, depression, irritability, anger
Physical symptoms
Thoughts
“I am not loved” / “Nobody cares”
“I am powerless” / “I am not competent”
TYPES OF MOOD DISORDERS
Major Depression
Dysthymic Disorder
Adjustment Disorder
Bipolar Disorder
GENERAL INTERVENTIONS
PROFESSIONAL MENTAL HEALTH HELP
Start by speaking with families about concern
Encourage families to see a physician or paediatrician
Can help rule out medical conditions
Can help with referrals to other services
WHERE MIGHT YOU FIND HELP?
Child/Youth/Family
Schools / Education
Sector
Friends, Family, Colleagues
Addictions Sector
Justice /Policing Sector
Child WelfareSector
Hospital, Mental Health
Agencies
Self-Help, Mutual Aid,
Peer Supports
Private Practitioners
(e.g. Psychologists,Counsellors)
UNIVERSAL INTERVENTIONS FOR MOOD/ANXIETY
Lifestyle strategies
Exercise
Healthy nutrition
Getting enough sleep
UNIVERSAL INTERVENTIONS FOR MOOD/ANXIETY
Reduce risk factors / stressors
Identify stresses at school, work or home
Reduce stresses or problem-solve to help deal with them
UNIVERSAL INTERVENTIONS FOR MOOD/ANXIETY
Improve resiliency factors / strengths
Improve connections to supportive, nurturing adults
Ensure parents know how to listen and support the child
Ensure that the child can turn to parents for support
COMMON TYPES OF COUNSELING/PSYCHOTHERAPY
Cognitive behavioural therapy (CBT)
Interpersonal and attachment-based psychotherapies
Solution-focused psychotherapy
Collaborative problem solving (CPS)
WHEN SHOULD MEDICATIONS BE USED?
When non-medication options (e.g. counseling/therapy) have already been tried, but have not been successful
Common medications include
Anxiety / depression SSRIs
ADHD ADHD medication
Psychosis/Schizophrenia Antipsychotic medication
SCHOOL INTERVENTIONS
SUPPORTING STUDENTS WITH ANXIETY/DEPRESSION
Inform the school when a child has mental health needs so if faced with behaviours, the school can be supportive
Foster a relationship between the student and the school
Ensure that key educators make a point of building a connection with the child
SUPPORTING STUDENTS WITH ANXIETY/DEPRESSION
Regularly communicate with the child about:1) how things are going
2) any stresses and possible solutions
3) positives
Develop a system so the child can let teachers know when s/he is overwhelmed, in order to have a break in a resource room or library
SUPPORTING STUDENTS WITH ANXIETY/DEPRESSION
Provide positive feedback on positive behaviours as well as academics
For negative behaviours, help the student to see mistakes are a necessary part of the learning process
Reduce expectations if possible
BEHAVIOUR DISORDERS
BEHAVIOUR DISORDERS
Healthy
Most children/youth misbehave at some point
May indicate confidence, persistence and other positive traits
Unhealthy
Behaviour disorders can severely impair function at home, school and elsewhere
TYPES OF BEHAVIOUR DISORDERS
Oppositional Defiant Disorder (ODD)
Conduct Disorder (CD)
OPPOSITIONAL DEFIANT DISORDER
Oppositional Defiant Disorder (ODD)
Seen in younger children
Child is oppositional towards rules and authority
Child has frequent temper tantrums
CONDUCT DISORDER
Conduct Disorder (CD)
Seen in older children
Child violates rights of others through:
Physical aggression
Stealing
Bullying
Deceit
IMPACT ON SUCCESS
Likely to fare poorly at school
May also have learning problems
Behaviours can alienate other children and result in isolation
May miss class time, teacher instruction, and school work
May affect their ability to commit to school/life
APPROACH TO BEHAVIOUR PROBLEMS
Many approaches to behaviour problems
Collaborative problem-solving (CPS)
Children do well if they can; they want to please their parents, and want to do well at school
If they cannot do well, then there is some other issue, stress or problem that is getting in the way
BASIC STRATEGIES TO HELP CHILDREN WITH BEHAVIOUR PROBLEMS
Provide consistency, structure, and clear consequences
Use positive behavioural expectations (describe desirable behaviour)
Praise child (in subtle ways) when they respond positively
ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)
RECOGNIZING ADHD
Inattention
Problems paying attention, e.g. parents/teachers need to repeat themselves
Hyperactivity
Needs to move or fidget
RECOGNIZING ADHD
Impulsivity
May blurt out things
Say inappropriate things without thinking
Difficulty waiting for their turn
Low frustration tolerance
RECOGNIZING ADHD
High need for stimulation and excitement
Difficulty playing quietly
Gets bored easily; likes stimulating/exciting activities
STRATEGIES FOR ADHD
Distractibility
Reduce distractions
Move child closer to the front of the class and away from windows
Talk with the child when there are less distractions
STRATEGIES FOR ADHD: HYPERACTIVITY
Hyperactivity
Give appropriate ways for the child to move in the classroom
E.g. mobile seats like ball seats, wedge cushions, disc-o-sit, etc.
STRATEGIES FOR ADHD: HYPERACTIVITY
Ideally have physical activity prior to difficult academic or mental tasks
Allow use of ‘fidgets’ in the classroom, with appropriately agreed upon rules
STRATEGIES FOR ADHD: ATTENTION
Break large tasks into smaller ones
E.g. Asking child to clean their room would become:
Task 1: Place dirty clothes in laundry basket
Task 2: Place toys in toy box
Task 3: Make bed
Task 4: Vacuum floor
Etc….
STRATEGIES FOR ADHD: ATTENTION
Give shorter sets of instructions both orally and visually.
Use visual teaching strategies, as well as visual strategies for daily routine
Show or demonstrate what you want the child to do, and then have the child do it
STRATEGIES FOR ADHD
Medications
It is preferred that you use a combination of behaviour management and medication but….
Studies show that if you only use one strategy for ADHD, then medications alone are more powerful than behavioural management alone
TALKING WITH CHILD/YOUTHABOUT MENTAL HEALTH
Use everyday language that students can understand
Let them know there are limits to what you can keep confidential
Privacy is important for talking about sensitive topics; find a quiet meeting room
TALKING WITH CHILD/YOUTH ABOUT MENTAL HEALTH
Focus on the behaviour you have noticed; ask student whether they have this problem in other settings
If child/youth acknowledges a problem, involve other adults who are involved in the child’s life
TALKING WITH PARENTSABOUT MENTAL HEALTH PROBLEMS
Start with the things that the student is doing well; these positives can build trust
Focus on a specific behaviour you’ve observed, without making a judgement about the cause
TALKING WITH PARENTSABOUT MENTAL HEALTH
At the meeting: “First, I want to let you know how much I’ve liked getting to know your son this year. I really like the way he _____”
“I’ve noticed ______, and I think it causes him difficulties. Your son is not alone; we see a lot of students struggle with these types of issues. The good news, is that help is out there.”
“I’m wondering what you think.”
CASE STUDY
REFLECTION AND WORKSHOP FEEDBACK
EVALUATION
THANK YOU!