Network OOSH Retreat 2015 presentation
•Descargar como PPTX, PDF•
1 recomendación•1,611 vistas
Presentation by Hunter Institute of Mental Health Projects Coordinator, Ellen Newman at the 2015 annual Network OOSH Educators Weekend.
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Destacado (15)
Similar a Network OOSH Retreat 2015 presentation
Similar a Network OOSH Retreat 2015 presentation (20)
Más de Hunter Institute of Mental Health
Más de Hunter Institute of Mental Health (6)
Último
Último (20)
Network OOSH Retreat 2015 presentation
- 1. Strategies for wellbeing, promoting positive mental health in the early years Ellen Newman Hunter Institute of Mental Health
- 2. Learning outcomes By the end of today you will… • Be able to identify and apply the concepts in Connections to your workplace practices. • Have increased knowledge in children’s mental health and identifying when children may need additional help. • Feel more confident in supporting children and families. • Have fun!
- 5. 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.
- 6. Put your 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.
- 7. What is mental health? • Mental health positive capacity • Mental health social and emotional wellbeing • Mental health mental illness
- 8. Mental health in early childhood • A positive capacity; viewed within the context of each child’s development. • Time of rapid development - for brain and body. A child’s feelings, behaviours and abilities will change over time. • Normal for children to express a range of emotions – happiness, sadness & anger.
- 9. Mental health difficulties • Challenges to your wellbeing. • Can be influenced by environmental factors – e.g. stress, relationships, work, trauma. • Fluctuates over time.
- 10. 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.
- 11. • 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.
- 12. Why is children’s mental health important? • Poor mental health and wellbeing is associated with poorer physical health, reduced social functioning, behavioural problems, lower academic achievement and higher substance abuse. • Mental health promotion can effectively reduce mental health risk factors and increase protective factors that can improve mental health outcomes for children.
- 13. Mental health practices • How are you currently supporting children’s mental health in your workplace? • Are there any practices you are currently doing that you didn’t realise were supporting mental health?
- 14. The role of educators • Understand factors that influence mental health & wellbeing. • Promote positive development. • Identify and provide additional support. • Partnerships with families and communities • Inclusivity, and • Caring for your own & colleagues mental health.
- 16. Young Minds Matter Survey (2015) www.youngmindsmatter.org.au • 1 in 7 4-17 yr olds had mental health problem in previous 12 months = 560,000 children • Prevalence rates stable but illnesses have changed: • in ADHD • in depression • prevalence in families where other risk factors are present: parental unemployment; sole parent families
- 17. Mental illness in children and young people • 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. – 1 in 13 children aged 11 – 17yrs meet diagnostic criteria for major depressive disorders – Girls aged 16 – 17 this is 1 in 5.
- 18. Mental health statistics In last 12 months for young people 12 – 17yrs: • 1 in 12 had self-harmed – Girls (16-17 yrs = 1 in 6) • 1 in 13 had seriously considered suicide • 1 in 40 had attempted suicide – Girls 16-17 yrs, 1 in 7 considered suicide – 1 in 20 attempted suicide
- 20. Risk and protective factors • Risk factors – Individual – Family – Community. • Protective factors – Enhance resilience, support positive development. • Role of educators…? – May not be able to control risk factors but can work to increase protective factors.
- 21. Brain architecture and development • The architecture of the brain is constructed through an ongoing process that begins before birth. • Brain architecture is comprised of billions of connections between individual neurons across different areas of the brain. • Simpler neural connections and skills form first, followed by more complex circuits and skills. • The interactions of genes and experience shape the developing brain.
- 23. The developing brain Graph Source: Pat Levitt (2009). For complete reference information, please see the version of this graph that appears in the interactive feature "Core Concepts in the Science of Early Childhood Development."
- 24. How can educators support positive brain development? – Positive, caring relationships. – Adults who respond to the child’s feelings, needs and interests. – Opportunities to be actively involved in meaningful experiences. – Help children learn to identify and control emotions. – Cognition and learning. – Movement – coordination. – Language development. http://www.education.vic.gov.au/Documents/childhoo d/parents/mch/makingmostofchildhood.pdf
- 25. 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.
- 26. 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.
- 27. Early Intervention for mental health Assesses and deals with mental health difficulties. Occurs in early stages of a potential mental illness or disorder. Aims to prevent the illness or reduce its impact. EI for mental health can occur at any age.
- 28. Early childhood mental health difficulties Emotional and behavioural difficulties. Externalising behaviours – tantrums, defiance, aggression, impulsivity, overactivity. Internalising behaviours – fearfulness, anxiety, sadness, guilt, numbness, withdrawal.
- 29. Strategies to support children • Group strategies – Relaxation – Positive self-talk – Discussing emotions – Predictable routines – Clear instructions.
- 30. 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.
- 31. Child wellbeing plan An optional tool that educators can complete when a child at their service, has additional mental health needs and could benefit from extra support from their service. • Strengths-based. • Aims to ensure consistent, supportive and individualised care is provided to children with additional mental health needs. • Complete with team of educators and parents/caregivers. • Update on a regular basis. • Make sure all educators/staff that work with the child are aware of the plan and advised when changes are made.
- 32. Effective communication can be achieved by: Verbal communication Active listening: - Look at the person talking; - Nod or saying “uh huh” - Wait for the other person to finish - Ask clarifying questions. Be clear and share relevant information. Use easy to understand language. Use “I” statements. Non-verbal communication Body language including: - Tone of voice - Facial expressions / Gestures - Appropriate eye contact - Be attentive - Avoiding fidgeting - Have an open body posture.
- 33. Difficult conversations with families • 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. During the conversation • Emphasise your are working as a team with the family to support the child. • Ask whether the family has noticed specific behaviours. • Focus on why you are concerned, without making judgements or diagnoses. • Share strategies.
- 36. Looking After Yourself • Physical health. • Relationships. • Work. • Interests. • Manage your stress. • Spirituality.
- 37. Summary • Connections Resource. • What is mental health, importance of mental health in the early years. • Brain development. • Questions? Ellen.Newman@hnehealth.nsw.gov.au
- 38. Further Information / Resources www.himh.org.au/connections www.responseability.org www.kidsmatter.edu.au www.earlychildhoodaustralia.org.au www.raisingchildren.net.au www.snaicc.org.au www.developingchild.harvard.edu www.copmi.net.au
- 39. Further Information / Resources • Harvard Center for the Developing Child (www.developingchild.harvard.edu ) • Australian Trauma, Loss and Grief Network (ANU) • Michael McQueen (Key note from ECA 2014 Conference “The shape of things to come”) (www.ecaconference.com.au). • Alberta Family Wellness www.albertafamilywellness.org
Notas del editor
- Acknowledgement of Country I would like to acknowledge and pay my respects the traditional custodians whose ancestral lands we are meeting upon here today. I acknowledge the deep feelings of attachment and relationship of Aboriginal people to country. And extend that acknowledgement to other ATSI people here today. Would like the workshop to be interactive, 2.5 hours, lunch at 1pm. Be respectful and mindful of others, keep comments confidential – safe space feel free to share. De-identify where possible if others may know which families you are referring to. Leave names out of it. Ask questions. Keep comments relevant and brief – we have a lot to get through and want you each to get out of this as much as possible. I would also like to let everyone know that today is Universal Children’s day and UNICEF have launched a campaign to fight fair because 250 million children live in countries affected by armed conflict and they believe that it is unfair that a child’s birthplace, gender or parents income determine their chance of a good life.
- Get them to spend a few minutes introducing themselves to the person next to them.
- Who has seen/heard of Connections? Any feedback so far on resource? Background 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. Robyn Munro Miller was on the advisory group helping us to ensure it contained relevant information for the OSHC sector. Connections was developed to enhance the knowledge, skills and confidence in supporting the mental health & wellbeing of children in your service. The content is based on research evidence, expert opinion and best practice. Extensive consultation was undertaken across Australia to shape the resource. Connections has been developed to closely align with existing national frameworks and quality practice. Including the National Quality Framework (NQF), Belonging Being and Becoming – The Early Years Learning Framework for Australia (EYLF), and My Time Our Place (MTOP). Throughout the Connections resource you will see quotes from these frameworks. While the skills and practices presented in Connections are closely aligned with the professional standards and principles reflected in these frameworks. We have also included links and references in the handouts to the national frameworks. 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
- Activity: Write down a few words for Mental Health, Mental health difficulties and mental illness
- I would like to do a quick poll with you. So please raise your hand if in your current role you would say you are promoting Social and Emotional Wellbeing in children and infants. Great. Now please keep your hand up if you can think of 5 or more ways you are doing this – so five things you do that promote Social and Emotional wellbeing. Thank you.
- The term mental health refers to a person’s psychological, social and emotional wellbeing. It is a positive capacity that makes up our overall wellbeing. It is our ability to manage thoughts, feelings and behaviour so that we can: Experience satisfaction and happiness in our life; Cope with stress and sadness; Achieve our goals and potential; and Maintain positive connections with others. Like physical health, the level or quality of our mental health and wellbeing can change over time, depending on what is happening in our lives. There is a lot of misuse and incorrect representations of mental health (in the media, the general public AND also among professionals). The situation is also complicated by the fact there is a range of language used in this space and alternative definitions of mental health. For example an in-patient ward is sometimes referred to as the mental health unit – but the people are actually there for treatment of mental ill-health. The definitions I am describing here are not new, they are in line with best practice, with the evidence base, and your field of work…. They are also supported and used by government bodies such as the Department of Health and the Department of Education, National programs like MindMatters and KMEC, and within the key bodies like ECA and frameworks and regulations like NQF and EYLF.
- SEW (or mental health) in early childhood is a little bit different to mental health in adulthood. It is still related to thoughts, feelings and behaviour; however it has to be viewed within the context of development. The human brain and body are developing rapidly during this time; and children’s feelings, behaviour and ability to do things, will vary depending on their stage of development. It is normal for children to express a range of emotions, including happiness, sadness and anger. So we define SEW (or mental health) in early childhood to be the capacity of a young child – within the context of their development, family, environment, care settings and culture – to; Participate in the physical and social environment Form healthy and secure relationships Experience, manage, understand and express emotions Understand and manage their behaviour Interact appropriately with others, including peers; and Develop a secure sense of self.
- Also known as emotional and behavioural difficulties Mental health problems or challenges Additional mental health needs MHD can fluctuate over time depending on what is happening All people can experience times when they are not coping so well Can include long periods of upset, being worried or sad, behaving aggressively, withdrawing from others, not coping with day to day tasks. Remember it is normal for all children and adults to experience wide range of emotions . Part of social and emotional development is learning how to manage feelings and to cope in positive ways. And this takes time. Children need support and guidance to help them cope. IF mental health difficulties persist over time, then this can be when they may need more professional health advice/assistance.
- Ask the audience for examples of Mental Illness – depression, anxiety, schizophrenia, bipolar. Which do they think are more prevalent? Neurodevelopmental disorders are impairments of the growth and development of the brain or central nervous system. A narrower use of the term refers to a disorder of brain function that affects emotion, learning ability, self-control and memory and that unfolds as the individual grows. Ask about neurodevelopmental disorders – What do they think would come under this category? Autism, Foetal Alcohol spectrum disorder, Down’s Syndrome, ADHD Motor disorders including developmental coordination disorder, stereotypic movement disorder and the tic disorders including Tourette syndrome. Traumatic brain injury (including congenital injuries such as those that cause cerebral palsy[2]) Communication, speech and language disorders Genetic disorders, such as fragile-X syndrome Mendelsohnn's Syndrome Schizophrenia Schizotypal Personality Disorder
- 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, teachers and health professionals during the diagnoses process and have an important role in supporting the child and their family.
- Poor mental health and wellbeing is associated with poorer physical health, reduced social functioning, behavioural problems, lower academic achievement and higher substance abuse. Fortunately, we also know that mental health promotion and early intervention can effectively reduce mental health risk factors and increase the protective factors that can improve mental health outcomes for children. Providing children with safe and supportive environments and opportunities to learn social and emotional skills to manage their behaviour are key ways in which we can support children’s mental health.
- Activity: Mental Health Practices: How are you currently supporting MH in your workplace. Refer to ToolBox – first activity 5 – 10 mins
- * Educators have an important role to play in supporting children’s mental health and wellbeing. The relationships and interactions that educators have with children on a day-to-day basis help to shape the development of their brain. • Educators contribute to improving lifelong outcomes for individuals, families and communities by….. Our aim is that this is done and done consistently across all levels of education so that children and young people will experience mental health promoting practices during long day care, preschool, family day care, infants, primary and secondary schools and in out of school hours care.
- Small Group Activity: Case Study: Connecting Theory in Practice Allocate one case study to each group of participants and refer to Dual Continua Model of Mental Health diagram on p14 (also in participant handout).
- National Child & Youth Mental Health Survey, released 2015 - 6,300 parents (child aged 4-17) - 3,000 young people > 11 yrs – New element to this study asking young people themselves to complete the survey on their own. Often a young person’s view on their own mental health is different to their parents view on their child’s mental health. Previous survey 2000 (Sawyer et al.)
- In terms of the age of onset, many mental illnesses have their first onset during adolescence. Approximately 50% of mental disorders occur prior to 14 years, and 75% of mental disorders occur by 24 years. This means that for the majority of people who will experience a mental illness it will start to occur in their school years and the time in which they are in classrooms.
- Conservative estimates as many young people choose not to say. 87% with severe disorders are getting help. Schools provided services to 40% of young people with mental disorders.
- 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 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 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
- Nurturing environments from birth, are essential for healthy brain development. Very early childhood experiences impact on the way that genes are expressed in the developing brain and the way the brain is organised Our ability to understand language, solve problems, and getting along with others is influenced by these experiences as an infant and young child
- Watch video: http://www.albertafamilywellness.org/resources/video/how-brains-are-built-core-story-brain-development Facilitator: Questions – discussion on the video: What did you think of the concepts discussed – do you agree with the analogy of brain development like architecture/building a house?
- The brain has the most plasticity, (capacity for change) during this time = period of both great opportunity and vulnerability. 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. Facilitator: this graph shows the brains ability to change in response to experiences is greater during the early years (birth until 2), then declines as we age, conversely the amount of effort required to change increases as we get older. http://developingchild.harvard.edu/key_concepts/brain_architecture/ Graph Source: Pat Levitt (2009). For complete reference information, please see the version of this graph that appears in the interactive feature "Core Concepts in the Science of Early Childhood Development." Facilitator - Guide participants to the Toolbox – ‘Table 1: Rethinking the Brain” Ask participants to read through the old vs new thinking. Group discussion – what are their thoughts/experiences on these new facts. How does this shape or influence how they might interact with young babies and children? Are these facts surprising, or new? Or is it content they were aware of previously? Does it make you rethink the brain?
- Facilitator: Based on the information we’ve just covered, are there particular ways that as educators you can support positive brain development? Prompts include: Think about the types of environments you can provide Interactions with children Support for families and providing knowledge/information to families Positive, caring relationships Be responsive to the child Provide opportunities to be actively involved in meaningful experiences Help children learn to identify and control emotions http://www.education.vic.gov.au/Documents/childhood/parents/mch/makingmostofchildhood.pdf
- 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.
- Withdrawn Physical aggression Poorer Problem solving Low self esteem Change/decrease in regular behaviour Tiredness, irritability, stomach aches/diarrhoea, dizziness, nausea, perspiration Clinging These are common symptoms for many things, part of it is understanding the child's changes in behaviours, observing them over a period of time, trying strategies to see if they have an impact OCD, selective mutism, generalised anxiety disorder, separation anxiety, social phobias
- Facilitator: This is a slightly different meaning than early childhood intervention (ECI) which is the process of providing specialist services and support for infants and young children with developmental delays or disabilities. This might include therapy, counselling, service planning and support to access other services.
- Facilitator – Children often express mental health difficulties through challenging behaviour or through changes in their behaviour, rather than talking about their thoughts or feelings. This is particularly true for younger children. Mental health difficulties in childhood are generally divided into two categories: externalising behaviours and internalising behaviours. Externalising behaviours include a range of under-controlled behaviours associated with difficulty in self-regulating feelings, behaviour and attention. Externalising behaviours include tantrums, defiance, aggression, impulsivity, overactivity and difficulty following instructions or making transitions. Sometimes these behaviours are associated with ADHD or an autism spectrum disorder. Internalising behaviours relate to over-controlled behaviour and self-regulation, resulting in distress that is turned inward, such as fearfulness, anxiety, sadness, guilt, numbness and social withdrawal. Anxiety disorders are one of the most common childhood emotional disorders, and include separation anxiety, generalised anxiety and specific phobias. Depression is another internalising disorder and even young children can develop clinical depression.
- Some of the strategies educators can use to support children experiencing mental health difficulties can benefit the other children in their care as well. These strategies are useful as they encourage inclusion, reduce stigma and don’t single out one particular child. GROUP Relaxation activities, eg lying on the floor and listening to instrumental or classical music, a guided visualisation, story or practising yoga; Teaching positive self-talk, eg “I can do this. I can do this,” or “I am calm;” Reading funny books, or telling jokes or funny stories. Encouraging children to share their own funny jokes or stories; Discussing behaviours and emotions by role playing with dolls, other equipment, educators or other children; Talking over with children the times when you have been happy, sad, angry, frustrated or disappointed and how you managed these emotions; Giving clear and specific instructions; and Maintaining predictable routines and schedules, so that children experiencing mental health difficulties feel safe and secure.
- Internalising behaviours If a child has withdrawn from a group learning experience to sit by themselves in another part of the service, go and sit with them. Join in with the activity they have chosen and depending on the child, either start a conversation or sit in companionable silence; If children do not want to participate in group experiences, allow them the space to observe rather than insisting they join in; If a child is finding a learning experience too challenging, reassure them they can come back to it later; Provide physical and verbal reassurance to a child who may be struggling to settle, eg let them sit on your lap during reading time; and If a child is upset, take the time to comfort them and help them to feel safe and secure (refer to the Helping a Person in Distress fact sheet, page 100, for more information). Externalising behaviours Give children choices instead of demands, eg “Tom, you can choose to pack away the blocks now with everybody helping, or you can pack them away afterwards by yourself;” Remember to dislike the action and not the child, eg “Hitting Sam made his arm sore;” Reward positive behaviour when you see it, eg “Thanks for packing away the blocks, Tom. We have a new puzzle, would you like to be the first to work on it?;” and Make sure children demonstrating aggression get plenty of physical activity, eg if needed, redirect a small group learning experience to do star jumps, run on the spot, or dance.
- Facilitator- As part of the Connections resource, a Child Wellbeing Plan (page 64 of the resource) was developed as an optional tool that educators can complete when a child at their service, has additional mental health needs and could benefit from extra support from their service. The Child Wellbeing Plan takes a strengths based approach, and the purpose of the tool is to share information amongst educators who are working with the child, as well as communicating between educators and families. This will hopefully ensure consistent, supportive and individualised care is provided to children with additional mental health needs. The Child Wellbeing Plan will be most useful to educators if: It is completed together with the child’s parent or caregiver; The purpose of the tool is explained to the family in advance; It is kept in a place that can be accessed easily, eg in the child’s file with their observation notes; The plan is updated on a regular basis; and All educators (including casuals) are aware of the plan and are advised when any changes are made. It would be appropriate to use for children who are: Showing signs of mental health difficulties that do not require support from an external agency or professional at present; Waiting for assessment by a support agency or professional; Already working with an agency or professional and have been diagnosed with a neurodevelopmental disorder or mental illness; or Already working with an agency or professional but do not currently meet the criteria for a specific diagnosis. (Refer participants to the Child wellbeing Plan in the Participant Handout materials). Each participant is being asked to complete the child wellbeing plan, for a child who has additional mental health needs and is either: Currently within your service that you work with directly; Currently within your service that you know of, but might not work directly with; A child you have previously supported. Facilitator – Talk participants through each of the steps in the Child wellbeing plan, and provide the opportunity for any clarification. Participants need to take care to de-identify the child and their family. Participants are to break into pairs and complete one plan together. Provide a copy of a completed plan. Now going to work on the final part of the wellbeing plans – developing wellbeing strategies. Refer participants to the Fact sheet children with additional mental health need (page 96).
- Now that you have identified the importance of partnerships and one of the partnerships you would like to work on it is important that you have the skills necessary to develop these partnerships. A major skill required is Communication, we will now look at communication skills and how we can use these effectively to form partnerships with adults. Hand out: Refer to the communicating with Families and other Adults hand out in the participant materials.
- Facilitator: Having difficult conversations with families about a child’s mental health and wellbeing can be one of the most challenging aspects of an educator’s role; however it is also one of the most important. For children experiencing mental health difficulties, identifying the difficulty and discussing how best to support a child allows educators, families and, if necessary, other professionals to work together to achieve the best possible outcomes for the child, in terms of their wellbeing and development.
- Facilitator: Role Play activity Having difficult conversations can present a challenge. It is useful to plan for or even practice these beforehand this way you will be better prepared in what you want to say and may have some ideas about how the other person may respond. Break participants into pairs (or threes if necessary). Refer to the hand out- Role Play 1: Having discussions with families when their child needs additional support. Participants can base these discussions on the child they used in their wellbeing plan. Allow each participant 5 minutes each – taking it in turns to be the family member and the educator having the discussion. Then allow 5 minutes in total for each participant to provide feedback (in their pairs) on what strategies they thought their partner used that was effective. Ask for feedback to the larger group.