This document discusses mental health issues affecting young people. It begins by defining mental health and distinguishing it from mental illness. Nearly 14% of Australian 4-17 year olds experience a mental illness each year, with anxiety and depression being most common. Risk factors include chronic illness, poverty, and bullying. Protective factors include good relationships and problem-solving skills. Educators play a key role in fostering wellbeing, monitoring students, and linking those in need with support services. With early intervention, positive outcomes are possible.
Symposium presentation by Ellen Newman, Hunter Institute of Mental Health, for the Society for Mental Health Research Conference 2016.
For more information visit www.responseability.org
This workshop was presented at the Queensland Mining Industry Health and Safety Conference 2014 and presents progress on the Working Well Program and ways to support mental health in the workplace.
Presentation by Hunter Institute of Mental Health Senior Project Officer Liz Kemp for Hunter Youth Mentor Collaborative network and learning meeting, May 2016.
Presentation by Hunter Institute of Mental Health Projects Coordinator Ellen Newman for Thrive 2016, weaving wellness and wellbeing conference. This presentation is about mental health literacy and strategies for supporting children’s mental health and wellbeing.
This document discusses mental health issues affecting young people. It begins by defining mental health and distinguishing it from mental illness. Nearly 14% of Australian 4-17 year olds experience a mental illness each year, with anxiety and depression being most common. Risk factors include chronic illness, poverty, and bullying. Protective factors include good relationships and problem-solving skills. Educators play a key role in fostering wellbeing, monitoring students, and linking those in need with support services. With early intervention, positive outcomes are possible.
Symposium presentation by Ellen Newman, Hunter Institute of Mental Health, for the Society for Mental Health Research Conference 2016.
For more information visit www.responseability.org
This workshop was presented at the Queensland Mining Industry Health and Safety Conference 2014 and presents progress on the Working Well Program and ways to support mental health in the workplace.
Presentation by Hunter Institute of Mental Health Senior Project Officer Liz Kemp for Hunter Youth Mentor Collaborative network and learning meeting, May 2016.
Presentation by Hunter Institute of Mental Health Projects Coordinator Ellen Newman for Thrive 2016, weaving wellness and wellbeing conference. This presentation is about mental health literacy and strategies for supporting children’s mental health and wellbeing.
Children, Young People and Mental HealthSimon Muir
This document discusses children and young people's mental health. It aims to look at the prevalence of mental health problems, common signs of distress, risk factors, types of problems, and support services. Some key points covered include that around 1 in 10 children have a diagnosable mental disorder, risk factors can be genetic, psychological or social, and the most common types of problems are anxiety, depression, ADHD, conduct disorder, eating disorders and bipolar disorder. Support services discussed include GPs, child and adolescent mental health services, counseling, and organizations like MIND and Young Minds.
Symposium presentation by Dr Greer Bennett, Hunter Institute of Mental Health, for the Society of Mental Health Research Conference 2016.
For more information visit www.himh.org.au
Building the capacity of family day care educators to engage in mental health promotion, encouraging children to flourish. Presented by Hunter Institute of Mental Health Projects Coordinator, Ellen Newman.
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
Mental Health, Illness, Stigma and Awareness Strategies Aaradhana Reddy
Mental health, Illness, Health definitions, psychology, mental health professionals, Global scenario and Indian Scenario of Mental Illness prevalence, statistics, Common Mental Disorders, Stigma against Mental illness, Awareness, strategies to reduce stigma
This document discusses promoting student mental health and wellbeing. It aims to support teachers and educators by providing an overview of mental health, risk and protective factors, strategies like the CHILD and GRIP frameworks, resilience, and self-care. Key points include that 14% of children experience mental illness, teachers can help by creating safe environments, teaching social-emotional skills, identifying students in need, and linking families to support services. The document emphasizes that while teachers cannot diagnose or treat issues, they play an important role in supporting student mental health.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Mental Health Conditions Among Children – A Growing ProblemSastasundar
Mental disorders in children are quite common, occurring in about one-quarter of this age group in any given year. The most common childhood mental disorders are anxiety disorders, depression, and attention deficit hyperactivity disorder (ADHD).
In 2015, at the NAFSA Region V conference, Jennifer Frankel (from International Student Insurance), Justin Osadjan (from Roosevelt University) and Colleen Seaton (from Northwestern University) presented on the topic of "Improving Mental Health Awareness Among International Students"
The way back Information Resources Project:Needs and views of people who have attempted suicide and their family and friends. Presented by Jaelea Skehan, Hunter Institute of Mental Health and project working group members at National Suicide Prevention Conference, July 2014.
golden age of life is childhood once missed never come back be serious!!!!!!one who have losted but be carefull for your offsprings i hope all u will try best of your regard for the betterment of child mental health of your society
Universal mental health promotion to tackle bullying, behavioural problems and big issues. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July, Sydney.
Child Illness Resilience Program: Summary of outcomes.
Program managed by the Hunter Institute of Mental Health with funding from the Greater Charitable Foundation and support from Kaleidoscope, John Hunter Children's Hospital.
Lack of Mental Health Awareness In The Workplace TherapistTee
This presentation was presented at the Pittsburgh Carnegie Library, Business and Technology Series event in December of 2013. This presentation discusses the problems associated with corporations, organizations, and other businesses in failing to bring awareness to the existence of mental health. This presentation also touches upon the inability of employees to seek mental health care without fearing loss of employment, loss of confidentiality, or stigma.
Most employees have legal or federal rights to protect their mental health information from employers, but there are exceptions to this rule. HIPAA (Health Insurance Portability and Accountability Act of 1996), which supposedly protects all mental and medical health information from being exposed, is briefly discussed.
This document summarizes key issues related to youth mental health in the United States. It finds that 1 in 5 youth have or will have a serious mental illness. The most common disorders among youth are substance use disorders, personality disorders, anxiety disorders, and mood disorders. Many factors can influence mental illness risk in youth, including socioeconomic status, minority status, trauma, bullying and lack of sleep. However, less than half of youth with mental disorders receive treatment due to various barriers like stigma, lack of perceived need for help, and poor access to care. The document recommends developing technology-based interventions to address specific disorders and barriers faced by different youth groups.
The document describes a project to develop community resources for guiding safe and effective conversations about suicide prevention. It conducted a literature review, consulted experts and communities, and developed a set of core principles and online resources. The resources provide information on how to discuss suicide for prevention, intervention, and after a suicide in formats accessible to different communities. An implementation plan aims to disseminate the resources and build capacity for discussing suicide at a community level.
Psychology and Mental Health Awarenesscarricdesign
This document provides information about Psychology and Mental Health Awareness Week from May 4-10, 2015. It defines psychology as the study of how people think, feel and behave, and lists several areas of psychology including clinical, health, social and developmental psychology. It describes psychologists as having PhDs in clinical psychology and working in research, practice or teaching in various settings like hospitals, private practice or government agencies. Finally, it provides examples of how research in cognitive, social and health psychology is applied in education, advertising and managing chronic conditions, and lists local mental health resources and services.
One in five students has a diagnosable mental illness such as depression or anxiety, though only about 40% seek help. Mental illnesses can be inherited genetically from parents or developed due to abuse, trauma, or life stressors. Common symptoms include feelings of sadness, lack of energy, changes in appetite or sleep, and lack of interest in activities. If left untreated, mental illness can lead students to harm themselves or consider suicide, which is a leading cause of death among students. Maintaining physical and mental health through exercise, spending time in nature, and engaging in enjoyable activities can help reduce symptoms of depression and anxiety.
The document discusses the issue of mental health in schools and the need to address it. It notes that 1 in 5 students experience mental health issues but only 20% receive needed services. Several organizations are working to promote the Mental Health in Schools Act, which would expand access to mental health services and support in schools. The act aims to help students dealing with trauma, violence, and mental health problems succeed academically.
The Hunter Institute manages the Mindframe National Media Initiative, which has undertaken the data analysis for this publication, and reminds media and communication professionals of responsible and accurate reporting of suicide. www.mindframe-media.info
This document summarizes preliminary results from a study measuring the attitudes of journalism and public relations students in Australia towards reporting and communicating about suicide. It found that:
- Journalism students generally aligned well with evidence-based recommendations for reporting on suicide, though alignment was lower on some issues like including location details. Their exposure to guidelines through university varied.
- Public relations students also generally agreed with recommendations, with lower alignment around some issues. Their exposure was also mixed.
- Both groups reported relatively low stigma of suicide and felt university coverage was important, with journalism students having more exposure through courses than public relations students.
Children, Young People and Mental HealthSimon Muir
This document discusses children and young people's mental health. It aims to look at the prevalence of mental health problems, common signs of distress, risk factors, types of problems, and support services. Some key points covered include that around 1 in 10 children have a diagnosable mental disorder, risk factors can be genetic, psychological or social, and the most common types of problems are anxiety, depression, ADHD, conduct disorder, eating disorders and bipolar disorder. Support services discussed include GPs, child and adolescent mental health services, counseling, and organizations like MIND and Young Minds.
Symposium presentation by Dr Greer Bennett, Hunter Institute of Mental Health, for the Society of Mental Health Research Conference 2016.
For more information visit www.himh.org.au
Building the capacity of family day care educators to engage in mental health promotion, encouraging children to flourish. Presented by Hunter Institute of Mental Health Projects Coordinator, Ellen Newman.
The Child Illness Resilience Program: Promoting the wellbeing and resilience of families living with childhood chronic illness. Presentation at the 16th International Mental Health Conference by the Hunter Institute of Mental Health.
Mental Health, Illness, Stigma and Awareness Strategies Aaradhana Reddy
Mental health, Illness, Health definitions, psychology, mental health professionals, Global scenario and Indian Scenario of Mental Illness prevalence, statistics, Common Mental Disorders, Stigma against Mental illness, Awareness, strategies to reduce stigma
This document discusses promoting student mental health and wellbeing. It aims to support teachers and educators by providing an overview of mental health, risk and protective factors, strategies like the CHILD and GRIP frameworks, resilience, and self-care. Key points include that 14% of children experience mental illness, teachers can help by creating safe environments, teaching social-emotional skills, identifying students in need, and linking families to support services. The document emphasizes that while teachers cannot diagnose or treat issues, they play an important role in supporting student mental health.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
Mental Health Conditions Among Children – A Growing ProblemSastasundar
Mental disorders in children are quite common, occurring in about one-quarter of this age group in any given year. The most common childhood mental disorders are anxiety disorders, depression, and attention deficit hyperactivity disorder (ADHD).
In 2015, at the NAFSA Region V conference, Jennifer Frankel (from International Student Insurance), Justin Osadjan (from Roosevelt University) and Colleen Seaton (from Northwestern University) presented on the topic of "Improving Mental Health Awareness Among International Students"
The way back Information Resources Project:Needs and views of people who have attempted suicide and their family and friends. Presented by Jaelea Skehan, Hunter Institute of Mental Health and project working group members at National Suicide Prevention Conference, July 2014.
golden age of life is childhood once missed never come back be serious!!!!!!one who have losted but be carefull for your offsprings i hope all u will try best of your regard for the betterment of child mental health of your society
Universal mental health promotion to tackle bullying, behavioural problems and big issues. Presentation by Dr Sarah Hiles, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July, Sydney.
Child Illness Resilience Program: Summary of outcomes.
Program managed by the Hunter Institute of Mental Health with funding from the Greater Charitable Foundation and support from Kaleidoscope, John Hunter Children's Hospital.
Lack of Mental Health Awareness In The Workplace TherapistTee
This presentation was presented at the Pittsburgh Carnegie Library, Business and Technology Series event in December of 2013. This presentation discusses the problems associated with corporations, organizations, and other businesses in failing to bring awareness to the existence of mental health. This presentation also touches upon the inability of employees to seek mental health care without fearing loss of employment, loss of confidentiality, or stigma.
Most employees have legal or federal rights to protect their mental health information from employers, but there are exceptions to this rule. HIPAA (Health Insurance Portability and Accountability Act of 1996), which supposedly protects all mental and medical health information from being exposed, is briefly discussed.
This document summarizes key issues related to youth mental health in the United States. It finds that 1 in 5 youth have or will have a serious mental illness. The most common disorders among youth are substance use disorders, personality disorders, anxiety disorders, and mood disorders. Many factors can influence mental illness risk in youth, including socioeconomic status, minority status, trauma, bullying and lack of sleep. However, less than half of youth with mental disorders receive treatment due to various barriers like stigma, lack of perceived need for help, and poor access to care. The document recommends developing technology-based interventions to address specific disorders and barriers faced by different youth groups.
The document describes a project to develop community resources for guiding safe and effective conversations about suicide prevention. It conducted a literature review, consulted experts and communities, and developed a set of core principles and online resources. The resources provide information on how to discuss suicide for prevention, intervention, and after a suicide in formats accessible to different communities. An implementation plan aims to disseminate the resources and build capacity for discussing suicide at a community level.
Psychology and Mental Health Awarenesscarricdesign
This document provides information about Psychology and Mental Health Awareness Week from May 4-10, 2015. It defines psychology as the study of how people think, feel and behave, and lists several areas of psychology including clinical, health, social and developmental psychology. It describes psychologists as having PhDs in clinical psychology and working in research, practice or teaching in various settings like hospitals, private practice or government agencies. Finally, it provides examples of how research in cognitive, social and health psychology is applied in education, advertising and managing chronic conditions, and lists local mental health resources and services.
One in five students has a diagnosable mental illness such as depression or anxiety, though only about 40% seek help. Mental illnesses can be inherited genetically from parents or developed due to abuse, trauma, or life stressors. Common symptoms include feelings of sadness, lack of energy, changes in appetite or sleep, and lack of interest in activities. If left untreated, mental illness can lead students to harm themselves or consider suicide, which is a leading cause of death among students. Maintaining physical and mental health through exercise, spending time in nature, and engaging in enjoyable activities can help reduce symptoms of depression and anxiety.
The document discusses the issue of mental health in schools and the need to address it. It notes that 1 in 5 students experience mental health issues but only 20% receive needed services. Several organizations are working to promote the Mental Health in Schools Act, which would expand access to mental health services and support in schools. The act aims to help students dealing with trauma, violence, and mental health problems succeed academically.
The Hunter Institute manages the Mindframe National Media Initiative, which has undertaken the data analysis for this publication, and reminds media and communication professionals of responsible and accurate reporting of suicide. www.mindframe-media.info
This document summarizes preliminary results from a study measuring the attitudes of journalism and public relations students in Australia towards reporting and communicating about suicide. It found that:
- Journalism students generally aligned well with evidence-based recommendations for reporting on suicide, though alignment was lower on some issues like including location details. Their exposure to guidelines through university varied.
- Public relations students also generally agreed with recommendations, with lower alignment around some issues. Their exposure was also mixed.
- Both groups reported relatively low stigma of suicide and felt university coverage was important, with journalism students having more exposure through courses than public relations students.
Today, new research has been released that examines attitudes towards the professional communication about suicide held by public relations and communication professionals in Australia.
this report forms part of a PhD and was supported by staff at the Hunter Institute of Mental Health working on the Mindframe National Media Initiative and the Public Relations Institute of Australia.
For more information about the research visit www.mindframe-media.info
Today, new research has been released that examines attitudes towards the reporting about suicide held by media professionals in Australia.
This report forms part of a PhD study and was supported by staff at the Hunter Institute of Mental health working on the Mindframe National Media Initiative.
For more ifnormation about the research visit www.mindframe-media.info
The Australian Bureau of Statistics (ABS) has today released its 2015 Causes of Death data - which includes annual national suicide information.
The Hunter Institute of Mental Health has developed the following snapshot of information.
The Australian Bureau of Statistics (ABS) has today released its 2015 Causes of Death data - which includes annual national suicide information.
The Hunter Institute of Mental Health has developed the following summary of Australian State and Territory data.
The Australian Bureau of Statistics (ABS) has today released its 2015 Causes of Death data - which includes annual national suicide information.
The Hunter Institute of Mental Health has developed a brief summary of Aboriginal and Torres Strait Islander data from the release.
Mental health refers to maintaining successful mental functioning including daily activities and relationships. Mental illness occurs when the brain is not working properly, disrupting thinking, emotions, behavior, or physical functioning. Major causes of mental illness include genetics, environment, and brain disorders. While mental illness can significantly impact individuals and families, many people with mental illness live productive lives with treatment. Prevention strategies include creating supportive environments, community education, early detection, and ongoing care for those diagnosed.
Presentation by Hunter institute of Mental Health Director Jaelea Skehan for Being Well forum held Tuesday 9th August at Belmont 16 Foot Sailing Club www.himh.org.au
- Suicide is a preventable public health issue, but talking about it risks unintentionally increasing suicide in vulnerable groups. Careful consideration is needed regarding the focus, audience, format, and location of any discussion.
- One-on-one conversations with those considering suicide or affected by loss can increase understanding and prevent isolation, if the listener avoids judgement, asks directly about thoughts of suicide, and encourages help-seeking.
- Media reporting on suicide methods and glorifying death can increase risk of copycat behavior in vulnerable groups, so care is needed in story details and focus on prevention resources. Social media may both help connections and pose unknown risks regarding moderation.
- Workplace programs should identify and support
This document summarizes strategies that workplaces can implement to support the mental health and wellbeing of employees, with a focus on anaesthetists. It discusses how work can impact mental health and identifies anaesthetists as being at high risk of suicide. Barriers to help-seeking are outlined. The document then covers approaches workplaces can take, including promoting mental health, preventing issues, early intervention, and supporting recovery. Specific strategies are provided, like developing policies, creating supportive environments, and building resilience in employees from students to experienced practitioners. Factors for successful workplace mental health programs are also presented.
This document discusses the importance of self-care for mental health and well-being. It defines self-care as activities intended to enhance energy, restore health, and reduce stress. Examples of self-care activities provided include mindfulness, gratitude, nurturing relationships, and self-awareness. Challenges to practicing self-care include issues with time, priorities, routines and workplace culture. The document encourages overcoming challenges through reframing attitudes. It emphasizes that self-care is an important part of professional practice and mental wellness.
The Health Promotion Model was designed as a counterpart to models of health protection. It defines health as a positive dynamic state rather than just the absence of disease. The model focuses on individual characteristics and experiences, behavioral cognitions and affect, and behavioral outcomes. It aims to increase individuals' levels of well-being by helping them change behaviors toward optimal health through nursing interventions.
The document discusses mental health and mental illness. It defines mental health as maintaining successful mental activity and fulfilling relationships while adapting to change. Mental illness occurs when the brain is not functioning properly, disrupting thinking, emotions, behavior, or physical functioning. Common symptoms include sleep problems, mood swings, and difficulty focusing. Mental illness is caused by a complex interplay between genetics and environment and results in abnormal brain functioning. While some illnesses begin in childhood, others often emerge during adolescence. Most people with mental illness can live productive lives with treatment. The document encourages seeking help from others if experiencing prolonged sadness, anger, or risky behaviors.
Health promotion involves enabling people to increase control over their health and involves individual, community, and environmental factors. It is the responsibility of individuals, community groups, health professionals, health services, and governments. Approaches include lifestyle/behavioral changes, preventative medicine, public health programs, and addressing social and environmental determinants of health. The Ottawa Charter provides a framework for health promotion around developing skills, creating supportive environments, strengthening community action, reorienting health services, and building healthy public policy.
This document outlines Bright Futures in Practice: Mental Health, a guide for promoting mental health in children, adolescents, and families. It aims to provide prevention, early recognition, and intervention strategies in primary care settings. The guide was developed by experts in child development and mental health and covers topics like infancy, early childhood, middle childhood, and adolescence. For each developmental period, it discusses self, family, friends, and community and includes screening questions, areas of concern, and recommendations. It also has sections on specific mental health issues and provides tools to assess and support mental health. The goal is to help healthcare professionals and families promote good mental health from infancy through adolescence.
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.
This document discusses various psychosocial approaches and psychotherapies relevant to child psychiatry. It describes therapies such as psychoeducation, parent counseling, psychodynamic psychotherapy, cognitive-behavioral therapy, family therapy, group psychotherapy, play therapy, and others. It notes that while principles are similar to adult psychotherapy, key differences for children include their developmental level, dependence on adults, and involvement of parents in treatment. Therapies aim to improve function by addressing cognition, emotions, and underlying psychopathology through therapeutic relationships and play. Skill and understanding of child development is important for effective psychotherapy in children.
ELMHS - Building Beyond Conference - May 2014Tracy Dunkley
1. The document discusses the importance of secure attachments and relationships for building resilience in infants and children. It describes what infants need from caregivers for healthy social and emotional development.
2. When beginnings are less than ideal due to factors like parental mental illness, trauma, or poverty, services can help by treating mental health issues, reducing stress, and helping parents meet their child's needs.
3. The Early Life Mental Health Service described provides assessments, treatments like interaction guidance, and support for parents and young children experiencing mental health risks or concerns. Their goal is to promote optimal development and build resilience through secure relationships.
This document discusses emotional intelligence and emotion coaching. It defines emotional intelligence as the ability to identify and understand one's own emotions, use emotions during social interactions, use emotional awareness to solve problems, deal with frustration, control how emotions are expressed, and keep distress from overwhelming thinking. Emotion coaching is described as a parenting technique where parents accept children's emotions, use emotional moments to teach life lessons, build trust, and help children develop strategies to handle ups and downs. The benefits of emotion coaching include helping children regulate emotions, problem solve, focus attention, and have healthier relationships.
This document provides information about supporting children's mental health in school. It discusses:
- Building resilience by giving children a sense of purpose, teaching relaxation techniques, and ensuring they have a secure base and social support network.
- Common mental health issues in children like anxiety, depression, and hyperactivity and strategies to help such as listening, praise, encouragement, structure, and clear limits.
- Risk factors for mental health problems like family issues, learning difficulties, and social disadvantages as well as protective factors like strong relationships, social support, and self-confidence.
How to support Children’s Mental Health as a Parent? | Solh WellnessSolh Wellness
Discover how to support children's mental health as a parent. Learn effective steps and strategies to support Children Mental Health from Solh Wellness.
dealing- with- mental health stress.pptxRODELAZARES3
The document provides information on promoting mental health and wellbeing in schools. It discusses the importance of mental health for students' education and development. It also emphasizes the need to support the mental health of teachers and school staff, as they experience high stress levels due to responsibilities and workload. Additionally, the document discusses ways to help students cope with stress, such as through communication, consistency in schedules, and developing self-care plans. It also provides tips for schools to promote the wellbeing of parents and the whole family.
FINAL PRINTED MH IN SCHOOLS BOOKLET K.SLATERKatrina Slater
This document discusses the roles and responsibilities of schools in supporting children's mental health. It begins by introducing the author and their background and motivation for writing the booklet. The main aims are to offer suggestions on how best to support children vulnerable to developing mental health issues and stimulate discussion among school professionals. It discusses what mental health is, signs of poor mental health in children, and the importance of early identification. It also covers diagnosing mental health problems in children, the impact on educational attainment, and how to take a whole-school approach to mental health support through openness, policies, and building teacher-student relationships.
This document provides information on supporting children and young people's mental health. It discusses maintaining confidentiality and equality. The aims are to build resilience, identify strategies to help with mental health issues, and introduce further sessions. Risk factors for mental health problems include family, child, and community factors, while resilience comes from supportive relationships, skills, and community resources. Conditions like anxiety, depression, and hyperactivity are discussed as well as what helps such as listening, understanding, skill-building, and maintaining appropriate boundaries.
Professor Siobhan O'Neill and Professor Deirdre Heenan discuss the need for improved mental health promotion and screening in schools. They note that 1 in 5 young people self-harm to get relief from psychological pain. Early childhood experiences and stress levels can impact mental health and resilience. While early detection and intervention can change outcomes, current systems are fragmented and underfunded. They call for clear care pathways, school-based support services, anti-stigma campaigns, and increased investment to address this growing problem.
CUES ED. Children and Young People's National Conference 2017NHSECYPMH
- Approximately 20% of children under 16 experience significant anxiety, and 1 in 10 children aged 5-16 have a diagnosable mental health condition. Childhood emotional and behavioral issues increase vulnerability in adulthood.
- The document discusses a universal, evidence-based, 6-session program called "Who I Am and What I Can" that aims to improve emotional well-being and resilience in primary school children through engaging activities and CBT strategies.
- Evaluations found the program helped children understand their feelings better, develop coping strategies, and improved behavioral and emotional outcomes. It also reduced stigma around mental health by normalizing difficult experiences.
Dr. Connie Coniglio discusses improving support for children and youth with anxiety and mental disorders. Approximately 15% of children and youth in BC experience mental disorders, with anxiety being the most common. Anxiety becomes problematic when it significantly impacts daily functioning. Treatment focuses on cognitive behavioral therapy and medication. Educators can help by gaining mental health literacy, identifying issues early, and referring students to supports and evidence-based interventions like CBT programs. A multifaceted approach is needed including universal prevention programs, targeted support for at-risk youth, and clinical help for severe cases.
Social and Emotional Health of Children Birth to Age 8 Fact SheetEarly On Michigan
Social and emotional health in children refers to their ability to form relationships, manage emotions, and problem solve. It is crucial for healthy development and school success. Children learn social and emotional skills from loving relationships with caregivers. Supporting these skills can be done through everyday interactions like playing, talking, and showing interest. Investing in services to screen for and treat social and emotional issues is important to support children's development and reduce future costs to society.
The document discusses mental health and mental illness. It defines mental health as a state of well-being and ability to cope with life stresses. Mental illness refers to conditions involving changes in emotion, thinking or behavior that cause distress or impair functioning. Common mental illnesses include depression and anxiety disorders. The document notes that mental health issues can affect anyone and outlines various myths and facts related to mental illness.
The document provides information on children's mental health, including:
- 1 in 10 children in the UK have a clinically diagnosed mental disorder, which has remained steady since 1999. Mental illness disproportionately affects children from low-income families or those in non-traditional family structures.
- Definitions of mental health focus on the ability to develop relationships, cope with stress, and live a productive life. Young people see family/friends, ability to talk to others, personal achievement, and self-esteem as important for mental wellbeing.
- Around 20% of children experience a mental health problem, while 10% have a diagnosable disorder. Rates are higher in older children, some ethnic groups
72_children_with_oppositional_defiant_disorder.pdfMartin Young
Oppositional defiant disorder (ODD) is characterized by hostile and defiant behavior toward authority figures that interferes with day-to-day functioning. Children with ODD frequently argue, actively defy rules, and engage in temper tantrums. Biological, psychological, and social factors may contribute to ODD. Treatment involves parenting programs, psychotherapy, social skills training, and sometimes medication to treat coexisting conditions like ADHD. With positive parenting techniques that emphasize praise and limit setting, many children with ODD can improve.
St Joseph's Primary School - Wellbeing 2013nburke123
The document discusses childhood wellbeing and promoting it at home and school. It defines wellbeing, signs of distress, and options for help. The school's approach includes a supportive classroom environment, social-emotional programs, and staff support. Promoting wellbeing at home involves establishing family values, positive role modeling, clear boundaries, and teaching relaxation skills. The overall message is that wellbeing requires a holistic approach addressing physical, social, emotional, and mental health.
Applied psychology in the care of health care usersChantal Settley
This document discusses psychological development across the human lifespan. It covers Erik Erikson's stage theory of psychosocial development, which proposes 8 stages from infancy to late adulthood defined by developmental tasks and psychological crises. Each stage is associated with challenges that must be resolved to progress emotionally. The document also examines physical, cognitive, social, and emotional development in early childhood, including attachment, motor skills, speech, self-control, relationships, and the importance of play.
Similar to Network OOSH Retreat 2015 presentation (20)
The Australian Bureau of Statistics (ABS) has today released its 2016 Causes of Death data - which includes annual national suicide information. The following summary has been developed by the Mindframe National Media Initiative www.mindframe-media.info
The Australian Bureau of Statistics (ABS) has today released its 2016 Causes of Death data - which includes annual national suicide information. The following State and Territory data has been developed by the Mindframe National Media Initiative www.mindframe-media.info
The Australian Bureau of Statistics (ABS) has today released its 2016 Causes of Death data - which
includes annual national suicide information. The following summary has been developed by the Mindframe National Media Initiative www.mindframe-media.info
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
This document discusses the potential for eHealth tools to improve access to and engagement with treatment for mental health and substance use disorders in Australia. It notes that currently only a small percentage of people seek treatment, often many years after the onset of their disorder. Barriers include a lack of services, stigma, and individual attitudes. eHealth shows promise as a way to overcome these barriers by increasing access through mobile and online platforms. Studies have found eHealth tools are as effective as in-person treatment and may improve outcomes for some individuals. The document highlights several Australian eHealth programs and their ability to engage hard-to-reach groups. It concludes that eHealth represents an opportunity to transform mental health services and better support the community.
Professional development presentation by Dr Michael Carr-Gregg in Newcastle for the Hunter Institute of Mental Health and Centre for Brain and Mental Health Research, University of Newcastle.
www.michaelcarrgregg.com
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
1. Strategies for wellbeing, promoting
positive mental health in the early
years
Ellen Newman
Hunter Institute of Mental Health
2. Learning outcomes
By the end of today you will…
• Be able to identify and apply the concepts in
Connections to your workplace practices.
• Have increased knowledge in children’s mental health
and identifying when children may need additional
help.
• Feel more confident in supporting children and
families.
• Have fun!
5. Put your hand up if in your current role you are
promoting social and emotional wellbeing
(SEW)
Keep your hand up if you can think of 5 ways
you are doing this.
6. Put your hand up if in your current role you are
promoting Mental Health (MH)
Keep your hand up if you can think of 5 ways
you are doing this.
7. What is mental health?
• Mental health
positive capacity
• Mental health social
and emotional wellbeing
• Mental health
mental illness
8. Mental health in early childhood
• A positive capacity; viewed within the context of
each child’s development.
• Time of rapid development - for brain and body.
A child’s feelings, behaviours and abilities will
change over time.
• Normal for children to express a range of
emotions – happiness, sadness & anger.
9. Mental health difficulties
• Challenges to your
wellbeing.
• Can be influenced by
environmental factors
– e.g. stress,
relationships, work,
trauma.
• Fluctuates over time.
10. Mental illness and
neurodevelopmental disorders
• Mental Illness – impacts on thoughts, feelings,
behaviour.
• Diagnosed condition.
• 45% of the population will experience at some
stage in their life.
• ND disorder – difference in the way brain
develops.
11. • Common childhood examples:
– Anxiety and related disorders
– Depression and related disorders
– Autism spectrum disorders
– Attention Deficit Hyperactivity Disorder.
• Can be ongoing, or occur in single/series of
episodes.
12. Why is children’s mental health
important?
• Poor mental health and wellbeing is associated
with poorer physical health, reduced social
functioning, behavioural problems, lower
academic achievement and higher substance
abuse.
• Mental health promotion can effectively reduce
mental health risk factors and increase protective
factors that can improve mental health outcomes
for children.
13. Mental health practices
• How are you currently supporting children’s
mental health in your workplace?
• Are there any practices you are currently
doing that you didn’t realise were supporting
mental health?
14. The role of educators
• Understand factors that influence mental health
& wellbeing.
• Promote positive development.
• Identify and provide additional support.
• Partnerships with families and communities
• Inclusivity, and
• Caring for your own & colleagues mental health.
16. Young Minds Matter Survey (2015)
www.youngmindsmatter.org.au
• 1 in 7 4-17 yr olds had mental health problem in
previous 12 months = 560,000 children
• Prevalence rates stable but illnesses have
changed:
• in ADHD
• in depression
• prevalence in families where other risk factors
are present: parental unemployment; sole
parent families
17. Mental illness in children and young
people
• Highest prevalence of mental illness is in
young people 12-17 years.
• Depression and anxiety are the most common
forms of mental illness in young people.
– 1 in 13 children aged 11 – 17yrs meet diagnostic
criteria for major depressive disorders
– Girls aged 16 – 17 this is 1 in 5.
18. Mental health statistics
In last 12 months for young people 12 – 17yrs:
• 1 in 12 had self-harmed
– Girls (16-17 yrs = 1 in 6)
• 1 in 13 had seriously considered suicide
• 1 in 40 had attempted suicide
– Girls 16-17 yrs, 1 in 7 considered suicide
– 1 in 20 attempted suicide
20. Risk and protective factors
• Risk factors
– Individual
– Family
– Community.
• Protective factors
– Enhance resilience, support positive development.
• Role of educators…?
– May not be able to control risk factors but can work to
increase protective factors.
21. Brain architecture and development
• The architecture of the brain is constructed
through an ongoing process that begins
before birth.
• Brain architecture is comprised of billions of
connections between individual neurons across
different areas of the brain.
• Simpler neural connections and skills form first,
followed by more complex circuits and skills.
• The interactions of genes and experience shape
the developing brain.
23. The developing brain
Graph Source: Pat Levitt (2009). For complete reference information, please
see the version of this graph that appears in the interactive feature "Core
Concepts in the Science of Early Childhood Development."
24. How can educators support positive
brain development?
– Positive, caring relationships.
– Adults who respond to the child’s feelings, needs and
interests.
– Opportunities to be actively involved in meaningful
experiences.
– Help children learn to identify and control emotions.
– Cognition and learning.
– Movement – coordination.
– Language development.
http://www.education.vic.gov.au/Documents/childhoo
d/parents/mch/makingmostofchildhood.pdf
25. Anxiety
• Everyone experiences stress and anxiousness at
times – in moderation this can be beneficial.
• Anxiety experienced in anxiety disorders differs from
normal response:
– More prolonged
– Not subsiding when prompting event/threat passes
– Occurring out of the blue without a particular reason
– Can impair relationships, schooling and everyday functioning.
26. Identifying anxiety
• Observe behaviours over period of time.
• Discuss with colleagues and parents.
• Keep in context of child’s overall development.
• Withdrawn, adverse to change, upsets easily,
prolonged stress, worry and anxiousness,
physical symptoms.
27. Early Intervention for mental health
Assesses and deals with
mental health difficulties.
Occurs in early stages of a
potential mental illness or
disorder.
Aims to prevent the illness
or reduce its impact.
EI for mental health can
occur at any age.
28. Early childhood mental health
difficulties
Emotional and behavioural difficulties.
Externalising behaviours – tantrums, defiance,
aggression, impulsivity, overactivity.
Internalising behaviours – fearfulness, anxiety,
sadness, guilt, numbness, withdrawal.
29. Strategies to support children
• Group strategies
– Relaxation
– Positive self-talk
– Discussing emotions
– Predictable routines
– Clear instructions.
30. One-on-one strategies
• Internalising
– Allow them space to observe rather than
participate
– Reassure they can come back to activities
– Physical and verbal reassurance.
• Externalising
– Choices instead of demands
– Dislike the action
– Reward positive behaviour.
31. Child wellbeing plan
An optional tool that educators can complete when a child at
their service, has additional mental health needs and could
benefit from extra support from their service.
• Strengths-based.
• Aims to ensure consistent, supportive and individualised
care is provided to children with additional mental health
needs.
• Complete with team of educators and parents/caregivers.
• Update on a regular basis.
• Make sure all educators/staff that work with the child are
aware of the plan and advised when changes are made.
32. Effective communication can be
achieved by:
Verbal communication
Active listening:
- Look at the person talking;
- Nod or saying “uh huh”
- Wait for the other person to
finish
- Ask clarifying questions.
Be clear and share relevant
information.
Use easy to understand
language.
Use “I” statements.
Non-verbal communication
Body language including:
- Tone of voice
- Facial expressions / Gestures
- Appropriate eye contact
- Be attentive
- Avoiding fidgeting
- Have an open body posture.
33. Difficult conversations with families
• Having difficult conversations with families is
challenging but important.
• Identify a child’s difficulties and discuss
support options to achieve the best outcomes
for the child.
34. During the conversation
• Emphasise your are working as a team with
the family to support the child.
• Ask whether the family has noticed specific
behaviours.
• Focus on why you are concerned, without
making judgements or diagnoses.
• Share strategies.
35.
36. Looking After Yourself
• Physical health.
• Relationships.
• Work.
• Interests.
• Manage your stress.
• Spirituality.
37. Summary
• Connections Resource.
• What is mental health, importance of mental
health in the early years.
• Brain development.
• Questions?
Ellen.Newman@hnehealth.nsw.gov.au
38. Further Information / Resources
www.himh.org.au/connections
www.responseability.org
www.kidsmatter.edu.au
www.earlychildhoodaustralia.org.au
www.raisingchildren.net.au
www.snaicc.org.au
www.developingchild.harvard.edu
www.copmi.net.au
39. Further Information / Resources
• Harvard Center for the Developing Child
(www.developingchild.harvard.edu )
• Australian Trauma, Loss and Grief Network (ANU)
• Michael McQueen (Key note from ECA 2014
Conference “The shape of things to come”)
(www.ecaconference.com.au).
• Alberta Family Wellness
www.albertafamilywellness.org
Editor's Notes
Acknowledgement of Country
I would like to acknowledge and pay my respects the traditional custodians whose ancestral lands we are meeting upon here today.
I acknowledge the deep feelings of attachment and relationship of Aboriginal people to country. And extend that acknowledgement to other ATSI people here today.
Would like the workshop to be interactive, 2.5 hours, lunch at 1pm.
Be respectful and mindful of others, keep comments confidential – safe space feel free to share.
De-identify where possible if others may know which families you are referring to. Leave names out of it.
Ask questions.
Keep comments relevant and brief – we have a lot to get through and want you each to get out of this as much as possible.
I would also like to let everyone know that today is Universal Children’s day and UNICEF have launched a campaign to fight fair because 250 million children live in countries affected by armed conflict and they believe that it is unfair that a child’s birthplace, gender or parents income determine their chance of a good life.
Get them to spend a few minutes introducing themselves to the person next to them.
Who has seen/heard of Connections?
Any feedback so far on resource?
Background
A practical resource for early childhood educators about children’s mental health and wellbeing.
Connections is for educators who care for children from birth to eight years.
Covers a range of settings: LDC, FDC, OSHC and preschool. Robyn Munro Miller was on the advisory group helping us to ensure it contained relevant information for the OSHC sector.
Connections was developed to enhance the knowledge, skills and confidence in supporting the mental health & wellbeing of children in your service.
The content is based on research evidence, expert opinion and best practice. Extensive consultation was undertaken across Australia to shape the resource.
Connections has been developed to closely align with existing national frameworks and quality practice.
Including the National Quality Framework (NQF), Belonging Being and Becoming – The Early Years Learning Framework for Australia (EYLF), and My Time Our Place (MTOP).
Throughout the Connections resource you will see quotes from these frameworks. While the skills and practices presented in Connections are closely aligned with the professional standards and principles reflected in these frameworks.
We have also included links and references in the handouts to the national frameworks.
Connections has 3 main components:
Key Concepts
5 Areas of Practice
Fact Sheets
Connections can be used in many ways:
Read as a whole
Explored in sections
Used as a reference point
Activity: Write down a few words for Mental Health,
Mental health difficulties
and mental illness
I would like to do a quick poll with you. So please raise your hand if in your current role you would say you are promoting Social and Emotional Wellbeing in children and infants.
Great.
Now please keep your hand up if you can think of 5 or more ways you are doing this – so five things you do that promote Social and Emotional wellbeing.
Thank you.
The term mental health refers to a person’s psychological, social and emotional wellbeing.
It is a positive capacity that makes up our overall wellbeing.
It is our ability to manage thoughts, feelings and behaviour so that we can:
Experience satisfaction and happiness in our life;
Cope with stress and sadness;
Achieve our goals and potential; and
Maintain positive connections with others.
Like physical health, the level or quality of our mental health and wellbeing can change over time, depending on what is happening in our lives.
There is a lot of misuse and incorrect representations of mental health (in the media, the general public AND also among professionals).
The situation is also complicated by the fact there is a range of language used in this space and alternative definitions of mental health. For example an in-patient ward is sometimes referred to as the mental health unit – but the people are actually there for treatment of mental ill-health.
The definitions I am describing here are not new, they are in line with best practice, with the evidence base, and your field of work…. They are also supported and used by government bodies such as the Department of Health and the Department of Education, National programs like MindMatters and KMEC, and within the key bodies like ECA and frameworks and regulations like NQF and EYLF.
SEW (or mental health) in early childhood is a little bit different to mental health in adulthood.
It is still related to thoughts, feelings and behaviour; however it has to be viewed within the context of development. The human brain and body are developing rapidly during this time; and children’s feelings, behaviour and ability to do things, will vary depending on their stage of development. It is normal for children to express a range of emotions, including happiness, sadness and anger.
So we define SEW (or mental health) in early childhood to be the capacity of a young child – within the context of their development, family, environment, care settings and culture – to;
Participate in the physical and social environment
Form healthy and secure relationships
Experience, manage, understand and express emotions
Understand and manage their behaviour
Interact appropriately with others, including peers; and
Develop a secure sense of self.
Also known as emotional and behavioural difficulties
Mental health problems or challenges
Additional mental health needs
MHD can fluctuate over time depending on what is happening
All people can experience times when they are not coping so well
Can include long periods of upset, being worried or sad, behaving aggressively, withdrawing from others, not coping with day to day tasks.
Remember it is normal for all children and adults to experience wide range of emotions . Part of social and emotional development is learning how to manage feelings and to cope in positive ways. And this takes time. Children need support and guidance to help them cope.
IF mental health difficulties persist over time, then this can be when they may need more professional health advice/assistance.
Ask the audience for examples of Mental Illness – depression, anxiety, schizophrenia, bipolar.
Which do they think are more prevalent?
Neurodevelopmental disorders are impairments of the growth and development of the brain or central nervous system. A narrower use of the term refers to a disorder of brain function that affects emotion, learning ability, self-control and memory and that unfolds as the individual grows.
Ask about neurodevelopmental disorders – What do they think would come under this category? Autism, Foetal Alcohol spectrum disorder, Down’s Syndrome, ADHD
Motor disorders including developmental coordination disorder, stereotypic movement disorder and the tic disorders including Tourette syndrome.
Traumatic brain injury (including congenital injuries such as those that cause cerebral palsy[2])
Communication, speech and language disorders
Genetic disorders, such as fragile-X syndrome
Mendelsohnn's Syndrome
Schizophrenia
Schizotypal Personality Disorder
When a child has a mental illness or neurodevelopmental disorder they may need additional support at certain times to reach their best possible level of wellbeing.
They may also need particular guidance to help them manage their feelings and social interactions.
Remember!!! Educators are not expected to diagnose mental illness or NDD.
However, you may work in partnership with families, teachers and health professionals during the diagnoses process and have an important role in supporting the child and their family.
Poor mental health and wellbeing is associated with poorer physical health, reduced social functioning, behavioural problems, lower academic achievement and higher substance abuse.
Fortunately, we also know that mental health promotion and early intervention can effectively reduce mental health risk factors and increase the protective factors that can improve mental health outcomes for children. Providing children with safe and supportive environments and opportunities to learn social and emotional skills to manage their behaviour are key ways in which we can support children’s mental health.
Activity: Mental Health Practices: How are you currently supporting MH in your workplace.
Refer to ToolBox – first activity
5 – 10 mins
* Educators have an important role to play in supporting children’s mental health and wellbeing. The relationships and interactions that educators have with children on a day-to-day basis help to shape the development of their brain.
• Educators contribute to improving lifelong outcomes for individuals, families and communities by…..
Our aim is that this is done and done consistently across all levels of education so that children and young people will experience mental health promoting practices during long day care, preschool, family day care, infants, primary and secondary schools and in out of school hours care.
Small Group Activity: Case Study: Connecting Theory in Practice Allocate one case study to each group of participants and refer to Dual Continua Model of Mental Health diagram on p14 (also in participant handout).
National Child & Youth Mental Health Survey, released 2015
- 6,300 parents (child aged 4-17)
- 3,000 young people > 11 yrs – New element to this study asking young people themselves to complete the survey on their own. Often a young person’s view on their own mental health is different to their parents view on their child’s mental health.
Previous survey 2000 (Sawyer et al.)
In terms of the age of onset, many mental illnesses have their first onset during adolescence. Approximately 50% of mental disorders occur prior to 14 years, and 75% of mental disorders occur by 24 years.
This means that for the majority of people who will experience a mental illness it will start to occur in their school years and the time in which they are in classrooms.
Conservative estimates as many young people choose not to say.
87% with severe disorders are getting help.
Schools provided services to 40% of young people with mental disorders.
What supports positive social and emotional development, and brain development
Individual: physical health problems, genetic factors, difficult temperament or insecure attachment
Family: drug and alcohol dependence, parents/siblings with a mental illness, family conflict, death of a pet, divorce
Community: the environment where the child lives e.g. poverty, discrimination, crime or violence
Protective factors
Enhance resilience even with the presence of risk factors, and support positive development:
Nurturing and secure relationships with adults
Positive temperament
Good communication & problem solving skills
Identify emotions and manage & express them appropriately
Positive and supportive friendships
Role of educators
Educators may not be able to control the risk factors in a child’s life, but they can work to increase protective factors:
Monitor risk and protective factors
Create a safe and inclusive environment
Communicate clearly and openly with families & children
Provide reassurance, be supportive and accepting
Offer warm and consistent care
Nurturing environments from birth, are essential for healthy brain development.
Very early childhood experiences impact on the way that genes are expressed in the developing brain and the way the brain is organised
Our ability to understand language, solve problems, and getting along with others is influenced by these experiences as an infant and young child
Watch video: http://www.albertafamilywellness.org/resources/video/how-brains-are-built-core-story-brain-development
Facilitator: Questions – discussion on the video:
What did you think of the concepts discussed – do you agree with the analogy of brain development like architecture/building a house?
The brain has the most plasticity, (capacity for change) during this time = period of both great opportunity and vulnerability.
Impact of experiences on brain development is greatest during these years—for better or for worse.
It is easier to form strong brain circuits during the early years than it is to intervene or "fix" them later.
Facilitator: this graph shows the brains ability to change in response to experiences is greater during the early years (birth until 2), then declines as we age, conversely the amount of effort required to change increases as we get older.
http://developingchild.harvard.edu/key_concepts/brain_architecture/
Graph Source: Pat Levitt (2009). For complete reference information, please see the version of this graph that appears in the interactive feature "Core Concepts in the Science of Early Childhood Development."
Facilitator - Guide participants to the Toolbox – ‘Table 1: Rethinking the Brain”
Ask participants to read through the old vs new thinking.Group discussion – what are their thoughts/experiences on these new facts. How does this shape or influence how they might interact with young babies and children?
Are these facts surprising, or new? Or is it content they were aware of previously? Does it make you rethink the brain?
Facilitator: Based on the information we’ve just covered, are there particular ways that as educators you can support positive brain development?
Prompts include:
Think about the types of environments you can provide
Interactions with children
Support for families and providing knowledge/information to families
Positive, caring relationships
Be responsive to the child
Provide opportunities to be actively involved in meaningful experiences
Help children learn to identify and control emotions
http://www.education.vic.gov.au/Documents/childhood/parents/mch/makingmostofchildhood.pdf
One of the most common mental illnesses amongst children and young people is anxiety.
Anxiety and stress can be positive – eg preparing for something new, a test, but it can also be a mental illness for some.
Withdrawn
Physical aggression
Poorer Problem solving
Low self esteem
Change/decrease in regular behaviour
Tiredness, irritability, stomach aches/diarrhoea, dizziness, nausea, perspiration
Clinging
These are common symptoms for many things, part of it is understanding the child's changes in behaviours, observing them over a period of time, trying strategies to see if they have an impact
OCD, selective mutism, generalised anxiety disorder, separation anxiety, social phobias
Facilitator: This is a slightly different meaning than early childhood intervention (ECI) which is the process of providing specialist services and support for infants and young children with developmental delays or disabilities. This might include therapy, counselling, service planning and support to access other services.
Facilitator –
Children often express mental health difficulties through challenging behaviour or through changes in their behaviour, rather than talking about their thoughts or feelings. This is particularly true for younger children.
Mental health difficulties in childhood are generally divided into two categories: externalising behaviours and internalising behaviours.
Externalising behaviours include a range of under-controlled behaviours associated with difficulty in self-regulating feelings, behaviour and attention.
Externalising behaviours include tantrums, defiance, aggression, impulsivity, overactivity and difficulty following instructions or making transitions. Sometimes these behaviours are associated with ADHD or an autism spectrum disorder.
Internalising behaviours relate to over-controlled behaviour and self-regulation, resulting in distress that is turned inward, such as fearfulness, anxiety, sadness, guilt, numbness and social withdrawal.
Anxiety disorders are one of the most common childhood emotional disorders, and include separation anxiety, generalised anxiety and specific phobias. Depression is another internalising disorder and even young children can develop clinical depression.
Some of the strategies educators can use to support children experiencing mental health difficulties can benefit the other children in their care as well. These strategies are useful as they encourage inclusion, reduce stigma and don’t single out one particular child.
GROUP
Relaxation activities, eg lying on the floor and listening to instrumental or classical music, a guided visualisation, story or practising yoga;
Teaching positive self-talk, eg “I can do this. I can do this,” or “I am calm;”
Reading funny books, or telling jokes or funny stories. Encouraging children to share their own funny jokes or stories;
Discussing behaviours and emotions by role playing with dolls, other equipment, educators or other children;
Talking over with children the times when you have been happy, sad, angry, frustrated or disappointed and how you managed these emotions;
Giving clear and specific instructions; and
Maintaining predictable routines and schedules, so that children experiencing mental health difficulties feel safe and secure.
Internalising behaviours
If a child has withdrawn from a group learning experience to sit by themselves in another part of the service, go and sit with them. Join in with the activity they have chosen and depending on the child, either start a conversation or sit in companionable silence;
If children do not want to participate in group experiences, allow them the space to observe rather than insisting they join in;
If a child is finding a learning experience too challenging, reassure them they can come back to it later;
Provide physical and verbal reassurance to a child who may be struggling to settle, eg let them sit on your lap during reading time; and
If a child is upset, take the time to comfort them and help them to feel safe and secure (refer to the Helping a Person in Distress fact sheet, page 100, for more information).
Externalising behaviours
Give children choices instead of demands, eg “Tom, you can choose to pack away the blocks now with everybody helping, or you can pack them away afterwards by yourself;”
Remember to dislike the action and not the child, eg “Hitting Sam made his arm sore;”
Reward positive behaviour when you see it, eg “Thanks for packing away the blocks, Tom. We have a new puzzle, would you like to be the first to work on it?;” and
Make sure children demonstrating aggression get plenty of physical activity, eg if needed, redirect a small group learning experience to do star jumps, run on the spot, or dance.
Facilitator- As part of the Connections resource, a Child Wellbeing Plan (page 64 of the resource) was developed as an optional tool that educators can complete when a child at their service, has additional mental health needs and could benefit from extra support from their service.
The Child Wellbeing Plan takes a strengths based approach, and the purpose of the tool is to share information amongst educators who are working with the child, as well as communicating between educators and families. This will hopefully ensure consistent, supportive and individualised care is provided to children with additional mental health needs.
The Child Wellbeing Plan will be most useful to educators if:
It is completed together with the child’s parent or caregiver;
The purpose of the tool is explained to the family in advance;
It is kept in a place that can be accessed easily, eg in the child’s file with their observation notes;
The plan is updated on a regular basis; and
All educators (including casuals) are aware of the plan and are advised when any changes are made.
It would be appropriate to use for children who are:
Showing signs of mental health difficulties that do not require support from an external agency or professional at present;
Waiting for assessment by a support agency or professional;
Already working with an agency or professional and have been diagnosed with a neurodevelopmental disorder or mental illness; or
Already working with an agency or professional but do not currently meet the criteria for a specific diagnosis.
(Refer participants to the Child wellbeing Plan in the Participant Handout materials).
Each participant is being asked to complete the child wellbeing plan, for a child who has additional mental health needs and is either:
Currently within your service that you work with directly;
Currently within your service that you know of, but might not work directly with;
A child you have previously supported.
Facilitator – Talk participants through each of the steps in the Child wellbeing plan, and provide the opportunity for any clarification.
Participants need to take care to de-identify the child and their family.
Participants are to break into pairs and complete one plan together.
Provide a copy of a completed plan.
Now going to work on the final part of the wellbeing plans – developing wellbeing strategies. Refer participants to the Fact sheet children with additional mental health need (page 96).
Now that you have identified the importance of partnerships and one of the partnerships you would like to work on it is important that you have the skills necessary to develop these partnerships. A major skill required is Communication, we will now look at communication skills and how we can use these effectively to form partnerships with adults.
Hand out: Refer to the communicating with Families and other Adults hand out in the participant materials.
Facilitator: Having difficult conversations with families about a child’s mental health and wellbeing can be one of the most challenging aspects of an educator’s role; however it is also one of the most important.
For children experiencing mental health difficulties, identifying the difficulty and discussing how best to support a child allows educators, families and, if necessary, other professionals to work together to achieve the best possible outcomes for the child, in terms of their wellbeing and development.
Facilitator: Role Play activity
Having difficult conversations can present a challenge. It is useful to plan for or even practice these beforehand this way you will be better prepared in what you want to say and may have some ideas about how the other person may respond.
Break participants into pairs (or threes if necessary). Refer to the hand out- Role Play 1: Having discussions with families when their child needs additional support. Participants can base these discussions on the child they used in their wellbeing plan. Allow each participant 5 minutes each – taking it in turns to be the family member and the educator having the discussion. Then allow 5 minutes in total for each participant to provide feedback (in their pairs) on what strategies they thought their partner used that was effective.
Ask for feedback to the larger group.