1. Supporting Young People
with Mental Health Difficulties
Parents and Educators
Working Together

2. Roles Parents & Youth
Appreciate
Educators play crucial roles in…
Identification & Assessment
Advocacy & Support

3. Helping to Identify
Educators often 1st to suggest possibility of a
mental disorder (e.g. ADHD) (Sax & Kautz, 2003; Today‟s Parent
Survey, 2009)
Educators > source of initial identification of a
problem than physicians
Leading support for coping with mental health
(behind physicians & family)
Better link between schools & mental health
services desired by families, educators and MH Prof.
Accessible & trusted source of info for youth
and parents

4. Key Role in Assessment
Provide key insight into behaviours of child
in a setting with various levels of structure
(independent work to group work)
Provide insight into social functioning
Provide accurate comparisons to
developmental peer group

5. Educators & Assessment
Reliable source of info
Often know child best 2nd
to parent (age related)
Key role in accurately
completing assessment
measures
School Psychologists
– often the only source for
Psychoeducational testing for
LD

6. Stigma – “Us & Them”
6

7. Stigma
Stigma is often poorly defined
Constellation of 3 related concepts:
Lack of knowledge (ignorance)
Negative and unfavorable attitudes (prejudice)
Negative behaviours that result from those
attitudes (discrimination)
Creates barriers to identification & access
http://www.mentalhealthcommission.ca/SiteCollectionDocuments/Anti-Stigma/TimeforAction_Eng.pdf

8. Activity – Part I
Write down 2 words that describe a
person who has a mental disorder/mental
illness
Person with Mental Illness
1. __________________
2. __________________
(Kutcher, 2009)
8

9. Activity – Part II
Write down 2 words that describe a
person who you know in this room
Person in the Room
1. __________________
2. __________________
(Kutcher, 2009)
9

10. Challenging Stigma
How do „show‟
that you‟re an
ally, a support?
How do we
„spread‟ the word
in schools that
we are against
mental health (see Mood Disorders Canada)
stigma? http://www.mentalhealthcommission.ca/SiteCollectionDocuments/Anti-Stigma/TimeforAction_Eng.pdf

11. Disability vs: (dis)Ability Theory
• Differing Views of Impairment and Disability
• Diagnostic-medical model (bio-centric)
• Disability located within the person
• Equates impairment with disability
(Oliver, 1986; Shakespear & Watson, 2001)
• Social Model (also referred to as Human Rights
model)
• Impairment (e.g., lacking use of mechanism of the
body)
• Focuses instead on the disabling conditions that can
arise through a mismatch between peoples‟ needs 11
and the unjust policies and practices of society and its

12. ‘Hidden’ (dis)Ability
• Mental disorders can be
considered „hidden‟ disabilities
– aka: non-obvious or invisible
disabilities/impairment
• Other than symptoms, often
no telltale sign of „impairment‟
– DSM-based diagnosis used to
„legitimizing‟ the difficulty
• Consistent with the LD
movement
– Advocacy for identification &
access to resources
(Miller & Sammons, 1999;
12
Ryan & Runswick-Cole, 2008;
Warshaw, 2004; Wolf, 2001)

13. Hidden Dis/ability & British Poor Law
a) Deserve help („worthy deserving poor‟)
• Because of failure of society/ structure of system
(e.g., physical impairment & need for ramp to bypass
stairs)
• Clear proof as judged by „those in charge/those with
power‟
b) Don‟t deserve help („undeserving poor‟)
• Because of their own personal failure (e.g., parent
blaming, lazy, it‟s just behaviour, we‟re being
manipulated)
• No „clear‟ proof of problems (thus „unfair‟ to give
help, or „everyone would want it‟) 13

14. Why don‟t they just tell us …
Uncovering „Hidden‟ Disabilities
Some parents/youth are…
…not always aware of difficulties
…not always accepting of difficulties
(diagnosis ≠ acceptance)
Many, if not most, parents/youth are…
…indirectly & directly impacted by stigma
and/or discrimination

15. Barriers to Disclosing
Fear…
…of discrimination/being discredited (stigma reinforced)
Perpetuated in families & institutions (schools/hospitals)
Self-stigma (believing negative messages) “I‟m dumb”
…of peers finding out
…of limiting future
...of loss of control / limiting future (i.e. academic record)
…of self-advocacy (anxiety provoking..trust issues)

16. Hidden Disabilities &
Accommodations
&

17. Advocacy & Support
You don‟t need a
telephone booth
To be a „go-to‟ educator
..a „Mrs. Jackson‟
Point of contact for
youth/parents to navigate
services
Be an ally & a champion for
change

18. Tips for Identification - Hearing
To hear about child‟s special needs…
Key – start „chat‟ with youth/parents during a
time of „less stress‟
not always possible e.g., psychosis
„Hidden‟ nature of mental disorders ( + stigma)
requires extra effort to create „space‟ for
youth/parents to share
Meet „n‟ greet-relationship is key (be a go-to-teacher)
Crucial for youth entering a new school > stress
They still may not share then, but may in future

19. More Tips for „Hearing‟
Explore / work with strengths
Ask about what‟s worked in the past & who has been
helpful and why
They may tell you about an „Alan‟, „Stan‟, „Alexa‟
Parents/youth may want educators to be
involved in assessment/treatment process
Sharing info with MH team
Developing in-school supports/ accommodations

20. Tips for Identification - Sharing
To share about child‟s challenges…
Relationship is key (get to know parents/youth)
The „when‟ & „how‟ is just as important as „what‟ you
have to say
Strive to hear parents‟ views BEFORE sharing your viewpoint
Acknowledge their expertise - share your expertise as an
educator (you don‟t need to take on „psychiatrist‟ role)
Email & phone with privacy & time to talk important
Need for assessment is often the first message
(typically facilitated by Family doctor)

21. More Tips for „Sharing‟
Observe & document concerns/worries
e.g., change of mood, behaviour, social, work
habits, hygiene – this helps parents & MH Pros
Meet with youth/parents early in process to
share your concerns
Share what you have tried in-class
Share your plan for additional services before you
implement
Check in with other teachers/school staff

22. Top 10 Tips for Connecting
with Parents to Launch
Identification
1. When meeting parents work on a relationship
– Small things like use their names (not Mom & Dad)
– Ask how they are doing (not all business)
2. Do share about the student
– start with positives (not just to say, BUT…)
– Share concerns in terms of behaviour not in terms
of diagnosis (e.g., ADHD)
3. Serious „talks‟ demand private places
– Time and place to make sense of issue & next steps

23. …Top 10 (continued)
4. Make contact with youth/parents -don‟t assume
that parents will know to contact you if they
have concerns
– Establish a preferred mode of communication
– Remember it is really hard to connect with a teacher
5. Find ways to connect directly with parents
– Avoid using child as the messenger (it rarely arrives
& when it does message may inaccurate
– Remember it is really hard to connect with a teacher
email great, phone, in private

24. …Top 10 (continued)
6. Work with youth/parents
– Try not to wait until report card
time, parent/teacher meetings or when a
crisis erupts
7. Use accessible language
– avoid acronyms & teacher speak
– e.g., “Johnny is doing great in the mornings”

25. …Top 10 (continued)
8. Avoid activating parents defenses
– Put yourself in parent‟s shoes (never easy to hear
that your child is struggling)
– Remember mental disorders can be stigmatizing
– Parents see kids in a different context & truly may not
know what you are talking about
9. Sharing difficult news can be difficult
– Empathy for the young person/parent can be your
best tool
10. What‟s worked for you?