Transcript After school.edit

MINDFULNESS MINUTE
CSI: AFTER SCHOOL PROGRAM
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Johnny is 7 year old male enrolled in second grade. He comes to ASP five days per
week and is one of the last children to be picked up.
His right shoe has a hole in the toe and he constantly squirms and adjust his
pants. When asked why he replies: “They don’t let me move.”
Johnny has been caught on three occasions taking extra snacks, or convincing
other children to give him their snacks.
During a recent game of Jeopardy, you noticed Johnny squinting while choosing
his category, and he needed help to read the answer.
Johnny can be sweet and playful though has had disciplinary contracts in the past
for playing rough with others, name calling and swearing.
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Is there any information about Johnny’s life we can glean from this scenario?
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If he were in your ASP, how would you proceed?
Observe
Clues
Draw
Conclusions
Address
Needs
OVERVIEW
• Review six behavioral health conditions in
children and teens. (Understanding clues, not
diagnosing, not labeling.)
• First column: Symptoms/Clues
• Second Column: Finding empathy, modeling
and behavioral suggestions.
DEPRESSION
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Behavioral clues
Sad, irritable mood.
Loss of interest in fun.
Change in appetite.
Fatigue/always tired.
Thoughts about death*.
Difficulty concentrating.
Fidgety or lethargic.
Expresses guilt and
feelings of being
worthless.
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How to support.
Empathy: Think of a time you lost
motivation, felt disconnected from
others, or felt numb. Use 3-5 words to
describe.
Modeling: What makes you feel alive?
Lack of concentration may not mean
anything about YOUR presentation.
Extra motivation for participation.
Offer individual assignments (helpers).
Small successes.
Discuss safety
Crisis lines
ATTENTION DEFICIT
HYPERACTIVITY DISORDER (AD/HD)
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Behavioral clues
Does not seem to listen
Fails to finish
schoolwork/tasks
Loses things
Fidgets/squirms
Talks excessively
Adventurous, courageous,
lives outside of
boundaries*
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How to support.
Empathy: Think of a time you felt
scattered, lost, distracted, and/or
disappointed others. Use 3-5 words to
describe.
Modeling: What connects you to the
present moment?
Establish attention
Simple requests, one at a time, social
rewards.
Lists
Token economy
Use fidgets
Play to strengths
ANXIETY
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Behavioral clues
Always worried/afraid
Can’t control the worry
Irritable mood
Difficulty concentrating
Intense emotion when
separating from caregiver
Frequent
head/stomachaches
“boo boo’s” are a BIG deal
Planners
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How to support
Empathy: Think of a time you were
nervous, afraid, worried and you couldn’t
control it. Use 3-5 words to describe.
Modeling: What calms your racing mind?
Validation. “It’s really hard to miss people
we love.”
Appropriate distractions
Consistency over time/routines.
Alternative roles in social presentations
Social introductions/peer support
Lower ratio groups
Little public attention
OPPOSITIONAL DEFIANT/CONDUCT DISORDER
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Behavioral clues
Often loses temper
Refuses to follow instructions
Deliberately annoys people
Often blames others for their
mistakes
Often touchy or easily annoyed
by others
Often angry
High comorbidity with ADHD
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How to support
Empathy: Think of a time you wanted to
rage against the machine, protest
injustice, demand to be heard. Use 3-5
words to describe.
Modeling: How do you control your
temper/rage?
Avoid power battles
Give choices (not threats)
Reward participation, avoid rewarding
behavior you don’t want.
Ignore behaviors you can.
Issue consequences with empathy, not
power.
Discuss with LG: Do these behaviors
happen outside the Club?
AUTISM SPECTRUM
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Behavioral clues
Social impairment
-Eye contact, discomfort with
touching, lack of interest in
social rules, few friends.
Attachment to routine
Hyper/hypo sensory input
Flat affect
Increased anxiety rates
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How to support
Empathy: Have you ever gotten lost in a project,
or been SO in to something it seemed to
consume your conversations with friends? Have
you ever thought others were laughing at you,
but you didn’t know why? Journal 3-5 words to
describe what you felt.
Modeling: Do your members on the spectrum
observe you modeling social skills?
Ask about physical comfort/sensory
sensitivities
Positive reinforcement to the max
Primary reinforcement tied with social rewards
Quiet rooms (NOT Time out/punishment)
Inquire about restraint policies
CUTTING/SELF HARM
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Behavioral clues
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Youth wears long sleeves/many
bracelets when not appropriate
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Youth may wear sharps as
accessories
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Visible cuts on legs, arms,
abdomen
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Youth may hide them or draw
attention to their cuts
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Can be burns, scratches,
missing hair, bruises, bites.
Teens and children can be very
creative with self harm.
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How to support
Empathy. Have you been so
mad/sad/upset you were willing to
mutilate yourself to calm it down?
Have you ever wanted to fit in so badly
you were willing to sacrifice things
which are important to you?
Modeling: How do you show teens
how to label and handle difficult
emotions?
One on one conversation, notice the
cuts, express empathy, offer
supportive services.
Offer first aid as needed, gray area
with regard to confidentiality.
Crisis lines.
BEYOND EMPATHY-FORMING A TEAM
CRISIS LINES BY COUNTY
Questions