Transcript Document
See Me Hear My Feelings: The Mental Health Experience Sponsored by: Ohio Department of Mental Health Mental Health Network for School Success Mental Health Association of Summit County See Me Hear My Feelings: The Mental Health Experience Mental illnesses, emotional and behavioral disorders are a major barrier to school success. Through youth testimony and simulated activities, we will learn first hand what students experience in trying to manage their symptoms and the support teachers, parents, and clinicians can provide to help children and youth succeed in school. Workshop Objectives 1. 2. 3. Participants are able to better understand ADHD, Mood Disorders and Anxiety Disorders as they relate to Diagnostic Criteria and Interventions. Participants are able to understand Anger Issues and Techniques to manage these behaviors. Through activities and speaker testimony, participants are able to experience feelings of emotional symptoms related to these disorders. Symptoms and Behaviors ADHD A marked pattern of inattention and/or hyperactivity-impulsiveness Fails to pay close attention to details Difficulty staying on task Fails to follow - Easily distracted Appears to not listen when spoken to Fidgets with hands and feet Runs and climbs excessively in inappropriate places Often talks excessively Has difficulty awaiting turn Interrupts others during conversation and activities Attention /On Task Experiential Activity Supports and Practices: ADHD Educate about the disorder Develop a routine within the home and classroom Assist the student with feedback and questions about behavior Allow active/physical time for student Provide more time for transition to new activities Develop a system of positive reinforcements/rewards for acceptable behaviors Assist student in joining group activities Refer parents to advocate & support services “What a Child Doesn’t Receive he/she Can Seldom Later Give.” ….P.D. James Symptoms and Behaviors Major Depression Loss of energy Diminished ability to concentrate. Depressed Mood or irritable Feelings of worthlessness Diminished interest or Feelings of pleasure in most helplessness or all activities Indecisiveness Decrease in Recurrent appetite or thoughts of significant death or weight loss suicidal Insomnia or ideation hypersomnia Isolation from peers MAJOR Depression Supports and Practices Assist the student in developing a plan to getting needs met. Include sleep plan. Assist the student in reframing less positive events in every day life. Develop a plan to keep the student safe. Actively engage student in activities with other students. Develop an exercise plan or workout. Provide positive reinforcements and focus on small accomplishments. Bipolar: Supports and Practices Assist student in learning ways to control impulses Develop a routine schedule to aide in providing structure Compliance with medication with medication chart Assist student in gaining insight into their behaviors and related natural consequences “The Bipolar Child” by Dr. Demetrius Papolos Day for Night: Recognizing Teenage Depression Sponsored by:DRADA Depression & Related Affective Disorders Association www.drada.org “If You Want Children to Improve, Let Them Overhear the Nice Things You Say About Them to Others.” …Haim Ginott Anxiety Disorders Obsessive-Compulsive Disorder Posttraumatic Stress Disorder Generalized Anxiety 12%-20% of students are affected by anxiety disorders Anxiety is among the most common reason for mental health referrals Anxiety causes significant impairment in school performance, relationships, and social functioning Anxiety, worry, and fears are “not just a phase to be “grown out of”. Also associated with later depression, development, suicide attempts, and hospitalizations Symptoms PTSD Student witnessed, or was and Behaviors experienced confronted with an ObsessiveCompulsive Disorder Recurrent and persistent thoughts, images or impulses that are intrusive, inappropriate and cause distress Student tries to ignore, suppress, or neutralize them with some other repeated action Behaviors are driven to prevent some dreaded event Obsessions or compulsions are engaged in more than one hour per day event that involved actual or threatened death, serious injury, or threat to others Student’s response involved intense fear, horror, or helplessness Recurrent & intrusive recollection of the event or distressing dreams Acting or feeling that the event was happening again Stimuli that symbolizes the event Inability to recall an important aspect of the event Feelings of detachment Difficulty falling or staying asleep Difficulty concentrating Exaggerated startle response OCD: Supports and Practices Assist student in discovering and expressing underlying fears Develop a behavior plan that slowly decreases compulsive behaviors Assist student in reframing obsessive thoughts & eliminating follow-through with behaviors Medications may help to control obsessive behaviors PTSD: Supports and Practices Develop a safety plan to reduce anxiety related to feelings of helplessness Allow student to discuss the event, feelings and thoughts in a safe environment Engage the student in activities Help student distinguish between feelings and behaviors and use alternative methods of expression when internal or external stimuli cause anxiety Include student in trauma support group Stress Experiential Activity “We cannot always Build the Future for our Youth, but we Can Build our Youth for the Future.” …Franklin D.Roosevelt Anger/Problem Solving Experiential Activity What causes Anger? Frustration Annoyance and Irritation Verbal or Physical Abuse Injustice or Unfairness Taking things personally Expectations-(oughts and musts) Antagonistic self statements or internal dialog Tension or moodiness Continued avoidance of a conflict Antagonism-Hostility-Aggression Techniques of Anger Management Teach how to keep anger at moderate levels Use anger for constructive action Use anger as a source of energy to get an action accomplished Help student understand anger patterns Help student see things from different angles or perspectives Help student make self-statements to cope with provocation and regulate anger Teach relaxation, deep breathing, and use humor to help distance from aggravations Teach the use of assertive behavior involving skills in communication to express feelings “Live So That When Children Think of Fairness and Integrity, They Think of You.” …Jackson Brown