St Joseph's Primary School - Wellbeing 2013


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  • St Joseph's Primary School - Wellbeing 2013

    1. 1. Childhood WellbeingA Presentation by St Joseph‟s Primary School, Hawthorn
    2. 2. Why are we here tonight? To explore the concept of „Wellbeing‟Using current researchCommunity ideasExpand our understanding To collaborate and share ideas within our communityUsing personal insights & experience Topics for the evening…What is wellbeing?What can we do when wellbeing deteriorates?How can we promote wellbeing?
    3. 3. Defining Wellbeing World Health Organisation “wellbeing is where each individual realizes his or her ownpotential, can cope with the normal stresses of life, can workproductively and fruitfully, and is able to make a contribution toher or his community” What does wellbeing mean to you?Is it happiness, life satisfaction, a feeling of contentment,sense of belonging and acceptance, peace, feeling at ease,or is it pleasure & enjoyment, or all the above?What aspects of life contribute to your wellbeing?Family, friends, work, leisure, sport, activity, hobbies,community, travel, experiences, achievement, lifestyle,serving others, simple things, peace & quiet…
    4. 4. Defining Wellbeing For Your ChildAdult wellbeing & child wellbeing share similaritiesHappiness, acceptance, peace of mindBUT, they also have differencesChildren face different challengesChildren have different prioritiesHow in tune are you with your child‟s wellbeing?What does wellbeing mean for children?What contributes towards a child‟s wellbeing?
    5. 5. Activity TimeAt your tables, please take 2 or 3 minutes toshare your thoughts and ideas aboutchildhood wellbeing, what sorts of day today things contribute to a child‟s sense ofwellbeing (i.e. time with mum and dad)
    6. 6. When childhood wellbeing deteriorates…How do children express distress?How do we know when a child is not ok?Rely on intuition, „Gut feeling‟?Observation?What do we look for?Familiar signsAre there signs I‟m not aware of?
    7. 7. Achenbach Child Behaviour Checklist What is it? Created by Professor Thomas Achenbach (Psychiatrist) A widely-used standardized measure in child psychology for evaluatingmaladaptive behavioural and emotional problems How is it used? The Achenbach is used by psychologists & psychiatrists To assess if behaviour is within the normal range for age & gender Investigate behaviour that falls outside the range Who help can use it? Relevant for parents, teachers, & caregivers in general Helpful to be aware of a broad range of child distress behaviours Can give you an idea of what to look for
    8. 8. Achenbach Checklist1. Internalizing Behaviours Somatic complaints (feeling dizzy, tired, aches or pains, headaches,nausea, problems with eyes, rashes or other skin problems, stomach achesor cramps, vomiting or other somatic problems) Anxiety/depression (crying, fear, loneliness, nervousness, worthlessness,suspiciousness, guilt, and fear) Withdrawn (lonely, guilty, worthless, nervous, fearful, suspicious, unloved,self-conscious or sad)2. Externalizing Behaviours Aggressive (bragging, arguing, screaming, showing off, attention-seeking,teasing, being demanding, threatening behaviour and displaying atemper Delinquent (cheating, lying, setting fires, swearing, truancy, stealing andvandalism)
    9. 9. Achenbach Checklist3. Social, Attention and Thought Problems Social (acting young, clinginess, not getting along with peers,clumsiness and preferring to play with younger children) Thought (seeing or hearing things, repeating acts and strangeideas and behaviour) Attention (concentration difficulties, problems sitting still, impulsivity,day dreaming, nervousness and poor performance in school)4. Additional Problem Behaviours Nightmares, sleep problems, eating problems, accidents andtalking about suicide nail-biting, whining, speech problems, sexual problems,picking at skin
    10. 10. Gathering More Information Frequency… How often does the behaviour occur? Describe the intensity on a scale of 1-10, or from mild-severe? Duration… How long have the behaviours occurred? Are there are triggers that precede the behaviour? Is there a family history of problematic behaviours or mental health concerns? Any significant events, life changes, or trauma in your child‟s history?
    11. 11. Seeking help - OptionsFamily, friends, parishParentline 13 22 89 (7am to Midnight)Family GPPaediatricianMental health servicesSchool community
    12. 12. Seeking help within our school communityStep 1 - Raise your concerns with your classroom teacher/HoINDiscuss behaviour in developmental contextStep 2 - Classroom teacher/HoIN will refer you to me (Emma)Step 3 - Discuss concerns in greater detail, make a planStep 4 - Make decisions in partnership about how to proceed Short term counselling Classroom based strategies Parent support
    13. 13. Amber Flag Behaviours & Thoughts1. Verbal or physical violence towards peers,siblings, parents, or teachers2. Ongoing sleeping difficulties – trouble gettingto or staying asleep, nightmares3. Thoughts or curiosity about suicide or harmingthemselves or othersTalk to someone as soon as possible
    14. 14. Promoting WellbeingThe St Joseph‟s Approach
    15. 15. Positive Psychology = Promoting Wellbeing Positive Psychology founded in 1998 by Dr Martin Seligman Traditionally in psychology, the focus has been on identifyingand treating mental health issues or problem behaviour Positive psychology seeks to enhance overall wellbeing byidentifying & treating mental health issues, as well as using apersons strengths to create meaning, find fulfilment, & thrive!Traditional psychologyPositive Psychology-100 0 100
    16. 16. What is St Joseph’s doing to promote wellbeing?
    17. 17. Promoting Wellbeing – At School1. Classroom environment Individualised approach – every child matters Key emphasis on Respect – self, peers, others Physical space is uncluttered, colourful, welcoming „Circle‟ Time Strategy employed by both Junior & Senior year levels Gives students a voice to be heard Supervised & led by classroom teacher2. Wellbeing & Support StaffHead of Wellbeing & Head of Individual NeedsLearning Support StaffSchool Psychologist
    18. 18. Promoting Wellbeing – At School3. Social & Emotional Programs Classroom programs i.e. The „You Can Do It‟ initiative Classroom workshops (programs vary with needs) Wellbeing Workshops – years 3 & 4 Supervised Playgroups – years 1 & 2 Garden Club – years 5 & 64. Playground & Other Support Teachers are trained in Restorative Practice Yard duty book (Observation & Monitoring) „Behavioural Contracts‟ Parent Support Group Meetings
    19. 19. Promoting Wellbeing – At School St Joseph‟s Mission StatementWhen we encounter difficultiesWhen we have problems or issues to solveWhen we need guidance and supportReminds us of our school values“St Joseph’s School aspires to live the values of Jesuswithin a welcoming Catholic community thatcelebrates and integrates faith, life, learning, &culture; empowering our students to live togetherharmoniously in an ever changing world”Mission statements are not just useful for schools, companies,and institutions…
    20. 20. Family Foundations1. What is your Family Philosophy? Articulate and acknowledge your family values Put them on posters, remind your children, be vocal about them Create a family Mission Statement that sets the tone for your family2. Positive role modelling Relevant for Teachers, Sports Coaches, Caregivers, & Parents Modelling is one of the most powerful ways of learning What you do and say will be internalised by your children We ALL make mistakes – model ownership & acceptance of mistakes Take responsibility for our thoughts and actions
    21. 21. Activity TimeAt your tables, please take a moment toshare an experience with the person nextto you about a situation where your childmodelled your behaviour, can be positiveor an embarrassing example (the funnierthe better!), and how you managed theoutcome.
    22. 22. Positive Boundary SystemAim: To socialise, prepare, & train children for the real world1. Clear & Specific Behavioural Expectations & Consequences Relevant for school & home Don‟t assume they know, and don‟t assume they remember Define & articulate your behavioural expectations Reasonable & age appropriate Put them on a poster, in the kitchen? Back of the toilet? Revisit expectations often, call a “family meeting”2. Positive Delivery or Day-to-day Management Successful approaches are consistent, assertive, fair, respectful Being mindful of language, tone, volume, body language Avoids intimidation, fear, confusion, mixed messages Acknowledges the inherent Power imbalanceThis strategy can be useful in any situation where children are involved
    23. 23. Managing Challenging BehaviourWhen boundaries are blurry„Power Struggles‟ - Chaotic environmentA system or framework can simplify & clarifyWarwick Dyer – Child behaviour ExpertBefore the Super NannyFeatured on Ch. 4 in the UK Cutting Edge programMercury’s Child
    24. 24. 360˚ Wellbeing1. Healthy food & healthy sleep Well balanced diet Sleep difficulties and deprivation (debilitating)2. Minimise ‘Screen Time’ or time ‘Plugged in’ Research re: Addiction to electronics, social media, games Positive boundaries around when, how long, and what is essential Some children will need to abstain from computer games3. Teach your child how to relax Relaxation Breathing Mindfulness strategies – „Flow‟, „Focussed Thoughts‟, „Visual Imagery‟
    25. 25. Summing it up…1. Establish a common understanding of wellbeing2. The indicators of child distress, gathering more information3. What help is available and what are my options?4. Positive Psychology approach5. Promoting wellbeing at school6. Promoting wellbeing at home