mental health, assets & self care
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Mental Health, Assets & Self Care. School Health Assistant Training Linda Hummingbird, RN, B. Sc., NCSN School Nurse/School Health Services Coordinator Santa Fe Indian School Santa Fe, NM Rutgers University/Johnson & Johnson School Nurse Fellow. Developmental Assets. - PowerPoint PPT PresentationTRANSCRIPT
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Mental Health, Assets & Self Care
School Health Assistant Training
Linda Hummingbird, RN, B. Sc., NCSN
School Nurse/School Health Services Coordinator
Santa Fe Indian School
Santa Fe, NM
Rutgers University/Johnson & Johnson School Nurse Fellow
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Developmental Assets
Building Blocks of Healthy Development that Assist Children of all ages to grow up healthy, caring, and responsible
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External Internal
Support Empowerment Boundaries and
Expectations Constructive Use
of Time
Commitment to Learning
Social Competencies
Positive Values Positive Identity
Mental Health
“Successful performance of mental functions
Productive activities Fulfilling relationships with
others Ability to change and cope
with adversity
“Mental Health of Adolescents National Profile” National Adolescent Health Information Center ‘08
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Mental Illness Diagnosable mental disorders
characterized by alterations in thinking, mood, or behavior, (or a combination thereof) associated with distress or impaired functioning.
Mental Health of Adolescents National Profile National Adolescent Health Information Center
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Developmental Stages
0-1 year Develop basic trust Cry in rage until needs are met Cuddle, smile, make eye contact Cry for help: excessive crying,
sleep disturbance, feeding disorder, stranger anxiety, muscle rigidity
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Developmental Stages
1-3 years Autonomy Exploration (climbing, running) “Klingon” Develop comfort, pleasure,
safety seeking behaviors Hitting/biting for attention Language development Exploration of own body (Potty
Training) Occasional regression Play along with others w/o interaction
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4-5 years Independence Explore limits Imaginary companions Express aggression w/sibs or peers Body curiosity/sexual
differences/masturbation Bathroom talk Works w/others to plan, carry out
activities; shares toys
Developmental Stages
Developmental Stages 6-7 years Extremes of emotional response School phobia Quarrel w/parents, esp. mother (separation
anxiety or test parent/child relationship) Form multiple, relatively short term
relationships Sex play to satisfy curiosity about genitals Frequently initiate sib rivalry May resort to lying or stealing as coping
mechanism or sign of rebellion Able to play together w/ mutually agreed
upon rules
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Developmental Stages 7-9 years
More emotional balance Experience fear and rational concern
about possible world dangers: crime, violence, catastrophe
Develops interest in sex talk/sex jokes/ curious about mechanics of reproduction
Develops “crushes” Assume responsibility for actions Worry about academic performance Handles competitive play fairly well Assume more responsibility Fears being humiliated
Developmental stages
9 – 11 years Generally happy and content Rely more and more on peers for approval,
direction Develop more mature relationships w/sibs “Puppy love” “Best Friend” Show concern over issues of justice/fairness Worry about parents fighting, divorcing,
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Developmental Stages
11-13 years Moody/irritable Self-conscious about body image,
development, physical health, sexuality
Fear losing status w/peers Develop romantic relationships Close circle of friends for support Lose patience w/sibs, parents if
perceived as interfering w/personal, peer-related interactions
Developmental Stages 13 -19 years Crave personal freedom from parents
but still want and need their love Intense concern about understanding
why things are the way they are Experiment, test limits of pleasure &
pain; may be involved in thrill seeking, risky behaviors
May spend must time at home, sullen, withdrawn, isolated from family group, skip school, run away, treat all adults w/mistrust, disrespect, ignore household rules, “sex, drugs, and rock & roll”
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School Mental Health Concerns
“one in ten children/adolescents suffer from mental illness severe enough to cause some level of impairment”, but only one in five receives mental health services. Mental Health of Adolescents National Profile ‘08
A 2002 study revealed most youth receive mental health services through schools rather than through a PCP. For nearly half of all students with serious emotional disturbances, the school system was the sole provider of mental health services.
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Common Psychological Problems Depression Suicidal Tendencies Grief Substance Abuse Attention Deficit Disorders Eating Disorders
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Symptoms to Report to School Nurse Depressed/Irritable
mood for most of day Aggression toward
self/others Decreased
interest/pleasure in almost all activities
Significant weight/appetite increase or decrease
Sleep disorders
Slowed or hyperactive
body movements Fatigue/loss of energy Worthlessness or
unnecessary guilt Inability to concentrate Recurrent thoughts of
death, suicide
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The School Health Assistant’s Role Be Warm, ,Open, Compassionate and Supportive of
Student/Family Be Honest, but not Judgmental Provide Factual Information Treat Students/Parents with Respect Be Alert to Mood/Behavior Changes/Grades Know s/sxs of these most common disorders Be Aware There Often may be More Than One Mental
Illness Monitor the Student Frequently Avoid Being Confrontational Provide Positive Feedback Be Aware of Confidentiality Laws
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Health Assistant’s Role Be a Positive Role Model at all Times Practice What You Preach If You Know the Student’s Family, Work These Topics
into General Conversation Without Violating Student’s Right to Privacy
Advocate in your school/community for educational programs on these disorders and how they can interfere with the student’s ability to be successful in school
Find allies in your school/community willing to work to erase the stigma of mental/emotional/behavioral health disorders
Ask student how things are going in class and at home Realize that often in troubled homes, parents are
parenting the best they know how
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Resiliency and Strengths Youth can be extremely resilient Help them focus on talents
Art Music Sense of humor Positive personality traits
Treat them with fairness, consistency, and caring.
“You can’t educate a child who isn’t healthy, and you can’t keep a child healthy who isn’t educated.” Joycelyn Elders, M.D. , Former U.S. Surgeon General
Top Ten Stress Relievers
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1. Get Active 2. Meditate 3. Laugh 4. Connect 5. Assert Yourself 6. Breathing Exercises/Yoga 7. Sleep 8. Journal 9. Get Musical 10. Seek Counsel Mayo Clinic 9/2010
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Breathing Exercises
Sit straight in chair with hands in relaxed position in lap
Inhale slowly/deeply through nose, filling lungs completely; then exhale
Be aware of your posture Focus on any tense/painful areas and try
to relax them Continue breathing for at least 2 – 3
minutes
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Stretches
Eye Circles: open or closed, allow the eyes to slowly move a full circle. Repeat in opposite direction.
Shoulder Rolls: With arms hanging straight at sides, roll your shoulders in a complete circle front to back. Repeat in opposite direction.
Head Rolls: Allow head to gently roll in a complete circle. Repeat in opposite direction.
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Self-Massage
Temples/Forehead: Using three fingers massage in small circles around temples/across forehead.
Neck: With neck relaxed toward chest, use both hands and massage in small, firm circles from the base of the neck to head.
Shoulders: Sitting upright in a relaxed position, massage one shoulder at a time, using firm strokes to push muscles. Spend extra time on any tense or painful areas.
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Self Care/Stress Management Physical Activity Nutrition Hobbies Relaxation Therapy Deep Breathing Enjoy Life Spirituality
Our work can be stressful at times, yet it is very rewarding to be able to help a child, family, and/or community. We must remember to be good to ourselves, so that we can continue to be good to them.