FDCA Conference - Capacity Building
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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.
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FDCA Conference - Capacity Building
- 1. www.himh.org.au/connections Building the capacity of family day care educators to engage in mental health promotion, encouraging children to flourish.Ellen Newman Project Coordinator Hunter Institute of Mental Health
- 2. www.himh.org.au/connections Hunter Institute of Mental Health • The Hunter Institute of Mental Health is a leading national organisation dedicated to reducing mental illness and suicide and improving wellbeing for all Australians. • For more than 20 years we have been delivering successful, evidence-based mental health and suicide prevention programs from our base in Newcastle, NSW.
- 3. www.himh.org.au/connections Overview • Brain development • Social and emotional development • Mental illness and mental health difficulties • Strategies for family day care educators
- 4. www.himh.org.au/connections Background to Connections • 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. • Funded by the Australian Government Department of Education.
- 5. www.himh.org.au/connections Background Cont’d… • Connections enhances educator’s knowledge, skills and confidence. • Evidence-based and best-practice. • Connections closely aligns with NQF, EYLF, MTOP.
- 6. www.himh.org.au/connections How to use Connections • 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
- 7. www.himh.org.au/connections 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
- 8. www.himh.org.au/connections Put you 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
- 9. www.himh.org.au/connections Results of poll are you promoting: • Social and emotional wellbeing (SEW)? • Mental health (MH)? Was there a difference in your response to these two questions? ...Why?
- 10. www.himh.org.au/connections Mental health literacy 101 Mental health Mental illness / disorder (e.g. anxiety, depression) Mental health Mental health problem (not clinically significant) Mental illness and mental health problems Mental ill-health Mental health Social and emotional wellbeing Mental health Positive, capacity (like physical health)
- 11. www.himh.org.au/connections What is mental health in EC • A positive capacity • Thoughts, feelings, behaviour • Not to be confused with mental illness • Changes over time
- 13. www.himh.org.au/connections Why is children’s mental health and wellbeing important?
- 14. www.himh.org.au/connections Emerging Questions • What are the capacities that children need in order to flourish? • What sorts of experiences promote the development of these capacities? • What sorts of biological and/or social factors can undermine these experiences? • To what extent can such deficits or constrictions can be mitigated and the child returned to a healthier developmental trajectory?
- 16. www.himh.org.au/connections • Human brain constructed through an ongoing process, beginning before birth • Brains are built by billions of connections between neurons across different parts of the brain • Interactions between genes and experience shape the developing brain
- 18. www.himh.org.au/connections The Developing Brain • The first years of life are a crucial time for the development of brain circuits. • 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.
- 20. www.himh.org.au/connections Risk and Protective Factors • Risk factors – – Individual – Family – Community • Role of educators? • Protective factors
- 21. www.himh.org.au/connections Research Summary 1. Getting things right the first time is easier and more effective than trying to fix them later. 2. Early childhood matters because experiences early in life can have a lasting impact on later learning, behaviour, and health. 3. Highly specialised interventions are needed as early as possible for children experiencing toxic stress. 4. Early life experiences have lifelong effects on adult physical and mental health. 5. All of society benefits from investments in early childhood programs.
- 23. www.himh.org.au/connections Key Skills in the Early Years
- 24. www.himh.org.au/connections 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
- 25. www.himh.org.au/connections • 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
- 26. www.himh.org.au/connections Mental illness in children and young people • 14% of children and young people (4-17 years) experience mental illness. • 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.
- 27. www.himh.org.au/connections Mental health difficulties • Challenges to your wellbeing • Can be influenced by environmental factors – e.g. stress, relationships, work, trauma • Fluctuates over time
- 28. www.himh.org.au/connections 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
- 29. www.himh.org.au/connections 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
- 30. www.himh.org.au/connections Strategies to Support Children • Group strategies – Relaxation – Positive self-talk – Discussing emotions – Predictable routines – Clear instructions
- 31. www.himh.org.au/connections 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
- 32. www.himh.org.au/connections Discussing with Families When Their Child Needs Additional support • 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. www.himh.org.au/connections Summary • Mental health literacy 101 • Social and emotional wellbeing • Brain development • Social and emotional development • Mental illness and mental health difficulties • Strategies for educators
Notas del editor
- The early years matter because, in the first few years of life, 700 new neural connections are formed every second. Neural connections are formed through the interaction of genes and a baby’s environment and experiences, We know that early experiences and the environments in which children develop in their earliest years can have lasting impact on later success in school and life. Barriers to children’s educational achievement start early, and continue to grow without intervention. We know Early experiences actually get into the body, with lifelong effects—not just on cognitive and emotional development, but on long term physical health as well.
- https://www.youtube.com/watch?feature=player_detailpage&v=VNNsN9IJkws + second video
- As the maturing brain becomes more specialized to assume more complex functions, it is less capable of reorganizing and adapting. The brain has the most plasticity, (capacity for change) during this time = period of both great opportunity and vulnerability.
- 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 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 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
- Key social and emotional development skills for young people: Recognise, identify and understand their own feelings; Manage their feelings and behaviour (e.g. when angry) Develop a sense of self, agency and independence; Recognise, identify and understand the feelings of others; Get along with and interact positively with others; Respond appropriately to the feelings and behaviour of others; Develop empathy, sharing and a desire to help. Key Skills for educators Building relationships Guiding values, emotions and behaviour Promote positive sense of self Promoting autonomy
- 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 and health professionals during the diagnoses process and have an important role in supporting the child and their family.
- 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.