See Me Hear My Feelings:

The Mental Health

Experience

Sponsored by:Ohio Department of Mental Health

Mental Health Network for School SuccessMental Health Association of Summit

County

See Me Hear My Feelings: The Mental Health ExperienceMental illnesses, emotional and behavioral disorders are a major barrier to school success. Through youth testimony and simulated activities, we will learn first hand what students experience in trying to manage their symptoms and the support teachers, parents, and clinicians can provide to help children and youth succeed in school.

Workshop Objectives1. Participants are able to better

understand ADHD, Mood Disorders and Anxiety Disorders as they relate to Diagnostic Criteria and Interventions.

2. Participants are able to understand Anger Issues and Techniques to manage these behaviors.

3. Through activities and speaker testimony, participants are able to experience feelings of emotional symptoms related to these disorders.

Symptoms and Behaviors

ADHD A marked pattern of inattention and/or

hyperactivity-impulsiveness Fails to pay close attention to details Difficulty staying on task Fails to follow - Easily distracted Appears to not listen when spoken to Fidgets with hands and feet Runs and climbs excessively in

inappropriate places Often talks excessively Has difficulty awaiting turn Interrupts others during conversation

and activities

Attention /On TaskExperiential Activity

Supports and Practices: ADHD Educate about the disorder Develop a routine within the home

and classroom Assist the student with feedback

and questions about behavior Allow active/physical time for

student Provide more time for transition to

new activities Develop a system of positive

reinforcements/rewards for acceptable behaviors

Assist student in joining group activities

Refer parents to advocate & support services

“What a Child Doesn’t Receive he/she Can Seldom Later Give.” ….P.D. James

Symptoms and Behaviors

Major Depression

Depressed Mood or irritable

Diminished interest or pleasure in most or all activities

Decrease in appetite or significant weight loss

Insomnia or hypersomnia

Loss of energy Diminished

ability to concentrate.

Feelings of worthlessness

Feelings of helplessness

Indecisiveness Recurrent

thoughts of death or suicidal ideation

Isolation from peers

MAJOR Depression

Supports and Practices Assist the student in developing

a plan to getting needs met. Include sleep plan.

Assist the student in reframing less positive events in every day life.

Develop a plan to keep the student safe.

Actively engage student in activities with other students.

Develop an exercise plan or workout.

Provide positive reinforcements and focus on small accomplishments.

Bipolar: Supports and Practices

Assist student in learning ways to control impulses

Develop a routine schedule to aide in providing structure

Compliance with medication with medication chart

Assist student in gaining insight into their behaviors and related natural consequences

“The Bipolar Child” by Dr. Demetrius Papolos

Day for Night: Recognizing Teenage Depression

Sponsored by:DRADADepression & Related Affective Disorders Association

www.drada.org

“If You Want Children to Improve, Let Them Overhear the Nice Things You Say About Them to Others.” …Haim Ginott

Anxiety Disorders Obsessive-Compulsive Disorder Posttraumatic Stress Disorder Generalized Anxiety

12%-20% of students are affected by anxiety disorders

Anxiety is among the most common reason for mental health referrals

Anxiety causes significant impairment in school performance, relationships, and social functioning

Anxiety, worry, and fears are “not just a phase to be “grown out of”.

Also associated with later depression, development, suicide attempts, and hospitalizations

Symptoms and Behaviors

Obsessive-Compulsive Disorder

Recurrent and persistent thoughts, images or impulses that are intrusive, inappropriate and cause distress

Student tries to ignore, suppress, or neutralize them with some other repeated action

Behaviors are driven to prevent some dreaded event

Obsessions or compulsions are engaged in more than one hour per day

PTSD Student witnessed,

experienced or was confronted with an event that involved actual or threatened death, serious injury, or threat to others

Student’s response involved intense fear, horror, or helplessness

Recurrent & intrusive recollection of the event or distressing dreams

Acting or feeling that the event was happening again

Stimuli that symbolizes the event

Inability to recall an important aspect of the event

Feelings of detachment Difficulty falling or staying

asleep Difficulty concentrating Exaggerated startle

response

OCD: Supports and Practices

Assist student in discovering and expressing underlying fears

Develop a behavior plan that slowly decreases compulsive behaviors

Assist student in reframing obsessive thoughts & eliminating follow-through with behaviors

Medications may help to control obsessive behaviors

PTSD: Supports and Practices Develop a safety plan to reduce

anxiety related to feelings of helplessness

Allow student to discuss the event, feelings and thoughts in a safe environment

Engage the student in activities Help student distinguish between

feelings and behaviors and use alternative methods of expression when internal or external stimuli cause anxiety

Include student in trauma support group

Stress Experiential Activity

“We cannot always Build the Future for our Youth, but we Can Build our Youth for the Future.”…Franklin D.Roosevelt

Anger/Problem SolvingExperientialActivity

What causes Anger? Frustration Annoyance and Irritation Verbal or Physical Abuse Injustice or Unfairness Taking things personally Expectations-(oughts and musts) Antagonistic self statements or

internal dialog Tension or moodiness Continued avoidance of a conflict Antagonism-Hostility-Aggression

Techniques of Anger Management Teach how to keep anger at

moderate levels Use anger for constructive action Use anger as a source of energy to

get an action accomplished Help student understand anger

patterns Help student see things from

different angles or perspectives Help student make self-statements

to cope with provocation and regulate anger

Teach relaxation, deep breathing, and use humor to help distance from aggravations

Teach the use of assertive behavior involving skills in communication to express feelings

“Live So That When Children Think of Fairness and Integrity,

They Think of You.” …Jackson Brown