New methodology insights ( CARE) for Family and School , Guidance of families and teachers in dealing with behaviour problems

Kids in trouble…

Kids in trouble… I think the kids are in troubleDo not know what all the troubles are for( Conversation 16 – The National) http://www.youtube.com/watch?v=HEE0OGJUE-4

Maurits Wysmans Leuven University College, Department Social Work Association Catholic University Leuven (KHLeuven-Belgium)Head of department Child and Youth Care and guest-professor Waterford (Ireland) and Moscow ( Russia)

maurits.wysmans@khleuven.be

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What’s up? The youngest children in a class are

more likely to be diagnosed with ADHD than older children in the same class ( reference : http://healthland.time.com/2012/03/06/adhd-why-the-youngest-students-in-a-class-are-most-likely-to-be-diagnosed/?iid=hl-main-lede

Youngsters who appear to lose their temper easily or answer back to adults and come from decent families could be classed as having 'oppositional defiant disorder‘

If the same kid is born in an underprivileged family : diagnosis ‘parental failure’

What’s up? Children could be diagnosed with

mental illnesses like ‘social anxiety disorder’ if they are quieter among their peers, or depression if a child is temporarily sad

85% of the kids queuing at the psychiatrists door don’t need psychiatric help! (Dr. Adiaenssens)

A psychiatric label generates additional help in schools

The new DSM 5 is coming : over 500 disorders

A label, an excuse?You can be the new Bill GatesPerform up to your abilitiesSet your goals and stick to it…..

Variations in childhood temperament and talent are treated as potential obstacles in the rat race for happiness

‘Alternative labels’• Blessed are the children.

These children will be the guides to return us, as a world, to the path of love.

• HSP : Highly sensitive person

• CIC: Chronicle inflexible child

• Explosive child• The higly gifted child

Alternative label !

Do we need a label?• Benefits• To explicit our thoughts• A common diagnostical language• Scientific ground• To comprehend the specific needs

and sufferings• Increases awareness • Generates specialized help• De-blaming parents

Do we need a label? Pitfalls

Behavior evolves in time ‘Change is possible’

Comorbidity of SEBP

Stigmatization

Confirmation bias ‘ we see what we think to see’

Undifferentiated (ADHD or no ADHD) ‘From a little active to hyper …’

All criteria are important

Ideographic diagnosis

Listen to the story

Empirical diagnosis

&Classification

Action/solution focussed diagnosis

Multi-dimensional

diagnosis

Multi-dimension diagnosis

Research indicated

Problematic behaviour is experienced by at least one informant (parent or teacher) with 35,5 % of the adolescents between the age of 13 and 18 (Verhulst)

14- 22 % of all children (Rutter) struggle with minor or major behaviour problems.

Other studies : 15 % mild behavior problems- 7 % Conduct Disorders (Mash & Barkley- 2003)

A systematic approach : multi-level

C

A

R

E

(Concrete) Make concrete

Analysing the interaction Parent/Child - Teacher/Pupil

Reacting:Advice to the Family

A classroom approachIndividual guidance of the pupilWorking together with the family

Evaluation

New approach : 3PillarsShort term, 8-10 contacts,Multi-discipline aid

Family supportEducational helpConsultation (occasionally at home)

School team supportCoping skills, Classroom management Communication with parentsIndividual teacher support

Individual guidance/aidConsultation Consultation at school

First : Focus on Family support

Focus on the interaction (living together) between parents and children.

Focus on the parental needs of the child AND the parental skills and understanding of his parents

Diagnosis and guidance (cure)

Working together with all family members(Mother, father, child(ren) (1)

Participation of all key players is necessary. Every member of the family is a partner in the entire guiding process (diagnosis – advise – approach). It increases their motivation to cooperate.It’s important to hear all sides of the story (mother, father, child)Providing therapy ‘in splendid isolation’ is not often successfulThe ingredients of parental advise must focus on the parental practice of families Elements of a succesful therapy are often found by exploring non-problematic situations

Working together with all family members(Mother, father, child(ren)) (2)

Families develop an unique way of “living together”, based on shared values, customs and traditions, parental success, hope, family secrets… that keep the family in balance.Sometimes this threat leads to resistance, To decrease the drop out : both parents have to participate and have confidence in the guiding process/approach/therapist

And the teacher … ?

Family assistance/aid doesn’t solve (instantly) all the problems in the classroom. The teacher has to cooperate!

The more the family is in trouble, the more support in the classroom is needed.

Accurate communication with the parents/family is a key factor in a succesfull approach.

“Children need love, especially when they do not deserve it”.

A change of viewpoint

What is wrong with the child?Where does the interaction between child, family and school go wrong?