response ability: promoting student resilience and wellbeing/responding to mental health needs
DESCRIPTION
Response Ability student lecture by Senior Project Officer Liz Kemp, Hunter Institute of Mental Health. www.responseability.orgTRANSCRIPT
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Promoting student resilience and wellbeing/ responding to mental health needs
Liz Kemp Senior Project Officer Response Ability Initiative Hunter Institute of Mental Health [email protected]
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Aims to promote the social and emotional wellbeing, or mental health, of children and young
people through supporting the pre-service training of school teachers and early childhood
educators.
www.responseability.org
Hunter Institute of Mental Health
A leading national organisation dedicated to reducing mental
illness and suicide and improving wellbeing for all
Australians.
www.himh.org.au
Response Ability
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Overview
• What is mental health and mental ill-health • Mental ill-health in children and young people • What can teachers do?
– Promoting mental health and wellbeing and preventing mental ill-health
– CHILD framework – GRIP framework – Resilience – Looking after yourself
• Questions
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What is mental health and mental ill-health? “…a state of well-being in which the individual realizes his or her own abilities, can
cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community.” (WHO, 2004, p. 12)
• Mental health = positive capacity = social and emotional wellbeing = behaviour, thoughts and emotions ≠ mental ill-health ≠ happiness
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What does mental health look like?
Personal development
Positive and respectful relationships Identify, manage and
understand emotion
Communication Solve problems, make decisions,
take responsibility
Set goals
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Why is mental health and wellbeing important?
• Healthier lifestyles • Better physical health • Improved recovery from
illness • Fewer limitations in daily
living • Higher educational
attainment
• Greater productivity • Greater employment and
earnings • Better relationships • Increased social cohesion • Improved quality of life.
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Mental ill-health in children and young people
• 14% of children and young people (4-17 years) experience mental ill-health
• Highest prevalence in 12-17 years • Adolescents with mental ill-health report a higher rate of suicidal
thoughts and risk-related behaviour (Sawyer et al., 2000)
• 21.2% of 15-19 year olds met criteria for probable mental illness (Ivancic et al., 2014)
• Depression and anxiety are the most common forms of
mental illness
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Mental ill-health in children and young people
Age of onset: • Approximately 50% of mental disorders occur prior to 14 years,
and 75% of mental disorders occur by 24 years . (Kessler et al., 2007)
In terms of support: • Only 25% (1 in 4) of young people with mental ill-health received
professional health care • For older children, care, was more likely to be received
through school-based counselling services (Sawyer et al., 2000)
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Anxiety
• Everyone experiences stress and anxiousness at times – in moderation this can be beneficial
• Anxiety experienced in anxiety disorders differs from normal response via being: – 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
• 15.4% 16-24 years olds have anxiety disorder 21.7% F, 9.3% M (Australian Bureau of Statistics, 2008).
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Anxiety symptoms
• Nausea, perspiration and racing heart
• Persistent worry • Restlessness and irritability • Crying • Loss of temper • Procrastination • Disruption to sleep and eating
• Decline in academic performance
• Truancy • Increased use of alcohol /
drugs • Withdrawal • Obsessive thinking • Perfectionist behaviour
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Depression • More than just a low mood, or feeling sad from time to time • Can impact on:
– Enjoyment of activities – Energy levels – Sleep – Concentration – Coping with day to day activities
• An estimated 6.3% of Australians aged 16 -24 experience depression in any year (Australian Bureau of Statistics, 2008).
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Depression signs
• Frequently upset, sad, anxious or negative
• Irritable, angry or aggressive • Crying • Losing temper • Withdrawal and isolation • Risky or criminal behaviour
• Increased use of alcohol or other drugs
• Decline in energy • Lack of enjoyment • Decline in academic
performance • Self-harming behaviour or
suicide attempts.
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Why address mental health promotion, mental ill-health prevention and early intervention?
Research suggests that mental ill-health is associated with:
• poorer health (including physical)
• reduced social functioning • behaviour problems • lower academic achievement • higher substance abuse.
Mental Health Promotion and Early Intervention can help:
• reduce risk factors • increase protective factors • improve future mental health
outcomes.
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Risk and protective factors
Risk factors: • Increase the likelihood of a mental health problem or illness • Do not cause illness • Have a cumulative effect
Protective factors
• Decrease the chances of mental health difficulties • Promote mental health
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Risk factors for mental ill-health Child
• Overly fearful or anxious • Argumentative and non-
compliant • Learning difficulties • Poor attachment
Family • Inconsistent supervision • Lack of warmth and affection • Parental health problems /
substance abuse • Family violence or conflict
Social • Bullying others / Being bullied • Peer rejection • Being withdrawn • Socioeconomic disadvantage
School or Centre • Inadequate behaviour
management or supervision • Learning difficulties or
academic failure • Poor attachment to
school or centre
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Protective factors Child
• Secure relationships • Positive expectations of self • Hopefulness • Autonomy • Problem-solving skills • Social skills • Self-regulation
Environment • Warm environment at home • Supportive environment in
childcare or school • Consistency with firm limits
and boundaries • Opportunities for
participation
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Role of teacher
• The capacity to promote mental health is essential to every aspect of teaching and every teacher.
• ‘Every teacher is a teacher for wellbeing’ MindMatters.
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Teachers make a difference
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Creating safe and supportive environments for optimal wellbeing and development
• Care and respect • Behavioural guidelines • High but achievable expectations • With discipline focus on behaviour • Acknowledge strengths and abilities
C
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• Model effective social and emotional skills • Set tasks needing problem-solving and negotiation skills • Build emotional literacy and empathy • Teach coping skills
Helping children to learn social and emotional skills and manage their own behaviour
H
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Identifying babies, children and families who may be in need of additional support
What should I look for? • Feelings • Thoughts • Behaviour • Situations
I
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Identifying those in need of support
Feelings • Anxiety, guilt, sadness • Swinging between positive and negative • Feeling bad about themselves
Thoughts
• Negative or worrying thoughts • Problems concentrating or making decisions • Rapid thoughts or ideas
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Identifying those in need of support Behaviour • Withdrawn and avoiding social contact • Crying easily • Irritation or aggressiveness • Decline in academic performance • Being lethargic • Talking or writing about things that do not make sense • Neglecting personal appearance • Changes to sleeping and eating • Extreme behaviours such as aggression or self-harm
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Identifying those in need of support
Situations • Being bullied, teased or ostracised • Family conflict • Breakdown of relationships and
friendships • Concerns over sexuality • Having a parent or carer with a mental illness • Surviving a traumatic event • Having a serious chronic illness
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Identifying those in need of support
• A minor or short-term change, or an isolated incident, may not be a problem.
• Look for severity, persistence over time, and several problems occurring together
Remember: • It is not the teacher’s role to diagnose or treat mental health
problems • Teacher’s role is observe, identify and refer.
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Linking children, young people and families with support and information services for mental health and wellbeing
Teacher’s and early childhood educators can do this by: • Having knowledge of local support services • Effective partnerships • Referral
L
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Linking children, young people and families with support
• The school counsellor, or support workers through district offices • Local GPs • Youth centres and services • Youth health / mental health services (part of local government health
services) such as Headspace: www.headspace.org.au • Your local hospital (child and adolescent services; emergency services) • Lesbian, gay, bisexual, transgender, intersex or queer support groups • Drug and alcohol support groups • Psychologists or counsellors • Psychiatrists • Lifeline (13 11 14) • Kids Help Line for ages 5 - 25 (1800 55 1800)
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Developing broader organisational and community strategies that support wellbeing
• Support policies and practices • Participate in programs to
support mental health • Professional development • Work in partnership
D
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Resilience
• Capacity to maintain or re-establish our mental health and wellbeing in the face of significant changes or challenges.
• Resilience impacts our thoughts, emotions, behaviours and social interactions.
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Some of the characteristics associated with resilience include:
• Effective communication skills • Assertiveness, asking for help • Self-efficacy • Problem-solving and decision-making abilities • Flexibility • Trust in others • Sense of hope for the future • High expectations
(For other examples see Earvolino-Ramirez, 2007).
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The characteristics associated with resilience can lead to:
• Greater academic achievement • Positive relationships • Socially appropriate behaviour • Reduced risk of mental health problems
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Drama piece – Deep breaths
When watching the play think about: • How Katie demonstrates
resilience? • The role each character
has in supporting Katie and promoting resilience (eg her teacher, principal, best friend, boyfriend, and mother).
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How Katie demonstrates resilience
• “The first step to recovery is admitting you have a problem” (self-awareness)
• “Catch up on all that worked you’ve missed out on” (do the best you can) • “Make amends with those who you’ve hurt” (re-connect with friends) • “If you need help, just say so” (reach out to those who care) • “If you’ve got fears you’ve got to face them head on” (tackle your
problems rather than avoiding them) • “Stay positive and know that you’ll get through it” (use your internal
strength and skills to cope)
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Other characters
The other characters helped promote Katie’s resilience: • Katie’s teacher and principal had high but realistic
expectations • Her boyfriend and friend were open to talking • Her mother encouraged her to seek professional help.
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Specific techniques to promote resilience in students
• Using praise and rewards • Clear class rules and values • Collaborative group work • Giving students a sense of mastery • Individual attention • Asking about students extra-curricular activities • Teaching problem solving, coping skills and help-seeking • Allowing students to express a wide range of emotions • Modelling appropriate responses to situations • Showing respect to all students: this includes reducing stigma
toward mental illness
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Additional resources - resilience For more information on resilience including general ideas for how to promote and support resilience in classrooms and schools see the “Resilience” fact sheet at www.responseability.org or visit: • Resilience Net resilnet.uiuc.edu • Kids Helpline www.kidshelp.com.au/teens/get-info/hot-
topics/being-resilient.php • MindMatters www.mindmatters.edu.au • Keeping Cool www.keepingcool.edu.au/node/97 • Aussie Optimism
healthsciences.curtin.edu.au/teaching/psych_aussie_optimism.cfm • Open Doors opendoors.com.au/studentA.htm
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More info • Social and Emotional Wellbeing:
A Teacher’s Guide • Fact sheets and podcasts on
www.responseability.org
• What might I actually say? Responding to mental health problems fact sheet/podcast
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Physically: • Healthy diet, regular exercise and adequate sleep • Monitor and manage your stress in positive ways • Make time for relaxation and fun • Limit the use of alcohol and other substances
Relationships: • Foster and maintain your personal relationships • Strive for balance between your study/work and your personal life
Work/study: • Develop interests and friendships outside of your work/study
environment Spirituality:
• If you have spiritual beliefs, make time for regular spiritual practice, or relationships with others who share your philosophy.
Wellbeing and self-care factsheet www.responseability.org
Looking after yourself
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It’s ok to ask for help Reach out for support when you need it:
• Friends • Family • GP • Psychologist • Student counselling service • Lifeline, a 24-hour telephone
counselling service (13 11 14).
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Additional resources
• Response Ability: www.responseability.org • MindMatters: www.mindmatters.edu.au • Health Direct Australia: www.healthdirect.gov.au • HeadStrong: www.headstrong.org.au • SANE Australia: www.sane.org • ReachOut.com: www.reachout.com • beyondblue: www.beyondblue.org.au • headspace: www.headspace.org.au
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References Australian Bureau of Statistics (2008). 2007 National Survey of Mental Health and Wellbeing:
Summary of results (4326.0). Canberra: ABS Earvolino-Ramirez, M. (2007). Resilience: A concept analysis. Nursing Forum. 42(2), 73-82. Ivancic, L., Perrens, B., Fildes, J., Perry, Y. and Christensen, H. 2014, Youth Mental Health
Report, June 2014, Mission Australia and Black Dog Institute. Kessler, R. C., Amminger, G. P., Aguilar-Gaxiola, S., Alonso, J., Lee, S. & Ustun, T. B. (2007).
Age of onset of mental disorders: A review of recent literature. Current Opinion in Psychiatry, 20(4), 359-364.
Sawyer, M., Arney, F. M., Baghurst, P. A., Clark, J. J., Graetz, B.W., Kosky, R.J., Nurcombe, B., Patton, G.C., Prior, M. R., Raphael, B., Rey, J., Whaites, L. C., & Zubrick. (2000). The Mental Health of Young People in Australia. Mental Health and Special Programs Branch, Commonwealth Department of Health and Aged Care.
World Health Organisation. (2004). Promoting Mental Health: Concepts, emerging evidence, practice: Summary report. Geneva: World Health Organisation. Accessed April 12, 2012 from http://whqlibdoc.who.int/publications/2004/9241591595.pdf
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Contact Details Liz Kemp Senior Project Officer [email protected] Response Ability email: [email protected]
Websites: www.responseability.org www.himh.org.au
Phone: 02 4924 6900