Check In Presentation 2016 David Pyman
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The document discusses a wellbeing program called "Check In" implemented at St. Peters College boarding school in Adelaide, Australia. The program involves daily wellbeing surveys of boarding students to monitor their mental health and outlook. Students respond on a scale to 5 statements about optimism, sleep, concentration, peer relationships, and happiness. Responses are anonymous and reviewed by staff to identify any patterns or changes in a student's wellbeing. The program aims to start conversations with students and provide an early indication of any issues, though it cannot replace supervision or be used punitively against students.
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This document summarizes a presentation on dealing with information overload in research. It discusses how technologies like mobile apps, social networks, and information visualization tools can help researchers filter large amounts of information and make new connections. Specific tools presented include More!, a social discovery tool, TiNYARM a reference manager, and ResearchTable for interactive sensemaking of authorship networks. The presentation argues that open access to data and publications as well as open science practices can help address information overload challenges in research.
Resilience and Hope: #ShareTheJourney with Congolese Refugees
The webinar discussed the journey and experiences of Congolese refugees. It provided background on the long history of conflict in the Democratic Republic of Congo, which has led to large-scale displacement both within Congo and to surrounding countries. It described the refugee resettlement process through Episcopal Migration Ministries and ways for Episcopalians to welcome and support refugees resettling in their communities. Participants were encouraged to advocate for robust funding to support refugees and to get involved with local refugee resettlement efforts.
اینفوگرافی تبلیغات بنری
در این اینفوگرافی شما خواهید فهمید چه کسانی به تبلیغات بنری اهمیت می دهند و روی آنها کلیک می کنند
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The document outlines the DISCOVER Workshop Programme, an open-access CBT group intervention for teenagers with anxiety and stress. It discusses the high rates of mental health issues in teenagers and barriers to them accessing support. The DISCOVER programme was developed to address this issue by bringing CBT-based support into schools. It involves a 4-month programme including an initial assessment, workshop sessions teaching coping strategies, goal setting with follow-ups, and evaluation. Research found DISCOVER significantly reduced anxiety and depression and improved wellbeing compared to a waitlist control. Students and staff provided positive feedback, and next steps involve expanding the programme.
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This document summarizes Ann Glang's presentation at the Alaska Brain Injury conference on educating children with traumatic brain injuries. The key points are:
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The document discusses the emotional impact of mobility on children from military families. It finds that children who move 3 or more times are at greater risk for emotional/behavioral problems and issues at school. Mobility disrupts friendships and increases feelings of isolation. Adjusting to new surroundings can cause anxiety. The document recommends building resilience and self-esteem in children to help them cope with changes. It suggests social and emotional learning strategies to support transitions and reduce anxiety. The goal is to help children feel capable, safe, and included during moves.
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........
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Practicum Decision TreeFor this Assignment, you examine the c.docx
Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note:
For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
The Assignment:
Examine
Case 1.
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)
At each Decision Point, stop to complete the following:
· Decision #1: Differential Diagnosis
o Which Decision did you select?
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
·
Decision #2: Treatment Plan for Psychotherapy
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
· Decision #3: Treatment Plan for Psychopharmacology
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
· Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in sch ...
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Check In Presentation 2016 David Pyman
- 1. Check In Wellbeing Program David Pyman St. Peters College, Adelaide
- 5. School & Allen Boarding
- 6. ∗ 90 boys from Yr 7 – 12 ∗ Boys split into Mentor Groups of approximately 15 boys ∗ Yr 7&8 group ∗ 5 Yr 9-12 Mentor Groups. Each one supervised by a teaching member of the boarding house School & Allen Boarding House
- 7. ∗ From Pastoral Care to Wellbeing ∗ Why the change? Wellbeing
- 8. ∗ 3 million Australians are currently living with depression or anxiety ∗ 45% of Australians will experience a mental illness in their lifetime ∗ 65% of people with mental illness do not access any treatment ∗ 1 in 5 Australians between the age of 15-85 experience a mental illness in any given year Wellbeing
- 9. Wellbeing
- 10. Wellbeing World Health Organisation estimates that depression will be the #1 health concern across the World by 2030
- 11. ∗ 6 Australians die from suicide per day. ∗ 60,000 attempt suicide per year. The majority are female. ∗ Suicide is the #1 cause of death in people aged 15-24 ∗ The vast majority of suicide deaths are male – 75% ∗ Other major groups; Wellbeing Indigenous Rural & Remote L. G. B. T Children
- 12. ∗ Even among young people with the most severe mental health problems, only about 50% receive professional help ∗ The ‘Kevin Factor’ Talking to Teenagers
- 13. ∗ A method of ‘Checking in’ daily on the mental health of the students. ∗ Monitoring for changes in outlook and patterns of responses ∗ Students given 5 statements to which they respond Strongly Disagree, Disagree, Agree or Strongly Agree Check In program
- 14. ∗ I feel optimistic about the day ahead ∗ I slept well last night ∗ I feel that I am able to concentrate and focus when in class ∗ I have a positive and rewarding relationship with my peers ∗ I feel happy and comfortable in the boarding house The Statements
- 15. What it looks like
- 16. ∗ Results can be analysed at an individual level or as a group The Results
- 18. The Results
- 21. Individual Analysis Sleep Results SleepResponse 0 1 2 3 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
- 22. Group Results
- 23. Group Results
- 24. Group Results
- 25. Group Results
- 26. Group Results
- 31. ∗ Do the students give rote answers? ∗ Are we asking the right questions? ∗ Who can see the data? ∗ What is the data used for? ∗ Scaled responses? Can we compare? ∗ Forced participation? ∗ Permissions? The Questions
- 32. ∗ Do the students give rote answers? ∗ Daily responses may increase likelihood of rote answers. However, across a pattern of responses, changes to the rote answers are a strong indicator of change of feeling. The Answers
- 33. ∗ Are we asking the right questions? ∗ The 5 statements used were overseen by our school Psychiatrist and are based on evidence as seen in Positive Psychology publications The Answers
- 34. ∗ Who can see the data? ∗ Our responses are available to be viewed by Head of Boarding and the Teaching staff only. Boys are advised of this in advance. The Answers
- 35. ∗ What is the data used for? ∗ The student responses are used as a guide only. It is a conversation starter and does not replace normal staff supervision of wellbeing. ∗ The data is not used to make judgments – i.e. House Leaders, awards etc… The Answers
- 36. ∗ Scaled Responses? Can we compare? ∗ The responses provided are not quantitative nor standardised. We cannot reliably say what one students response indicates about their wellbeing. It is a guide only. ∗ Likewise we cannot compare responses between students. One students Strongly Disagree may be the same as another students Disagree. Knowing your students is critical. The Answers
- 37. ∗ Forced Participation? ∗ All responses have been voluntary. ∗ Pyman mentor group responded at a rate above 95% over 12 months. ∗ Wider boarding house has been approximately 55%. The Answers
- 38. ∗ Permissions? ∗ Collection of data of this kind requires clear permissions. Must ensure permission from School and parents. The Answers
- 39. ∗ What if? ∗ Worse case scenario. ∗ Legal issues ∗ Evidence of action The Big Issue
- 40. ∗ dpyman@stpeters.sa.edu.au ∗ LinkedIn – David Pyman Questions