mental health in your school school is important to children place where they find out about...

Mental Health in Your SchoolMental Health in Your School

School is important to childrenPlace where they find out about themselves

and their worldPlace where they meet and learn from each

other and from people older than they are: older children adults and teachers

Mental HealthMental Health

Process of education affects mental healthAcknowledgment, encouragement and

achievement- help to develop confidence and capacity to adapt and meet new challenges which are key hallmarks of mental health

Mental HealthMental Health

Factors include family and schoolSchool can foster well-being of childrenSchool can be of immediate and practical

help to them when problems ariseEducation and mental health of children are

much of the same process to respect and meet the diversity of needs of children

Basic FactsBasic Facts

Problems can arise: school refusal, difficulty with concentration and learning, disruptive behaviors, eating and sleeping problems

Some are transitory, mild and moderateOthers serious causing distress, confusion,

lack of control, unmanageable

Mental Health ProblemsMental Health Problems

10-20% children may need help at some time

Up to 2% serious mental health problemsRare in young children and uncommon in

teenagersEmotional and conduct disorders 10% in

children and 20% in adolescents


Eating disorders in about 1% of 15-19 year old girls

About 2 in 100 children under the age of 12 are depressed

4-5 in 100 show significant distress5 in 100 teenagers seriously depressed and

at least 10 in 100 show significant distress


In a secondary school in a reasonably settled area about 50 in 1000 will be depressed in any one year

Primary school of 400 in an inner city area- 8 seriously depressed

16 significantly depressed Others will have disruptive behavior and

learning difficulties; bullying


Mental health is important because:Untreated problems create distress for the

children and caregiversUnresolved problems may continue or

increase in adulthoodIncrease demands on social services,

education and justice

Mental Health and SchoolsMental Health and Schools

Awareness of the importance of children’s mental health and the role of the school in promoting it and help when problems arise

What is Mental Health?What is Mental Health?

Way we feel, think, perceive and make sense of the world

Strength and vitalityEmotional well-being, happiness, integrity

and creativityCapacity to cope with stress and difficulty,

live a full, productive life, deal with ups and downs

What is Mental Health?What is Mental Health?

In young children:Capacity to learnEnjoy friendshipsMeet challengesDevelop talents and capabilities

Mental Health and the Mental Health and the TeacherTeacher

Plays crucial role in providing a wide range of opportunities and possibilities to help children learn about themselves and the world

Education and mental health closely intertwined

Providing Healthy CultureProviding Healthy Culture

Values and principlesGeneral culture of schoolEveryone in the school treated with respectEffective schools have common

characteristics

Effective SchoolsEffective Schools

Emphasis on raising children’s self-esteemProvide positive feedbackMaintain clear and fair disciplineImportance of achievement and high

expectations for all studentsWork collaboratively with community and

parental involvement

Effective SchoolsEffective Schools

Emotional well-being of children enhancedChildren are valued and supportedIndividual needs are understood and metDifficulties noticed and listened toParents/Guardians informed and consultedViolence and abuse not tolerated in the

school


ComplexCombination of genetic, developmental,

family and social factorsAbuse, neglect, parental violence or discordExperiences outside the familySchool bullying, racism


Some children cover up problems in school and display disturbed behavior at home

Emotional and behavioral problems at school

Learning difficultiesSpecial learning needs

A Child’s JourneyA Child’s Journey

What are the pressures that a child has to contend with in going to school and growing up?

PressuresPressures

The way a child copes with these situations and is helped to deal with them by friends, family and teachers can have a major bearing on her/his mental health.

The JourneyThe Journey

Home to primary schoolNursery school can help with transitionPrimary school-learn about relationships

and develop new ways of thinkingNeed reliable and consistent structureNeed time to adjust and clear expectations

Secondary SchoolSecondary School

Major changes Significant step in growing upLarger environmentMore complex organizationSome panic and refuse to go to schoolWatch for signs of stress during transitionPlan for transition


Demands of curriculumPressures of group livingAdolescent issuesQuestioning authority Challenging assumptionsTesting limits


Later years involve career questionsFear of failureOffer information and advice Positive role modelingWell-established systems needed to monitor

children who give concern

Signs to Look ForSigns to Look For

Difficult to define one clear “normal” developmental pathway through childhood and adolescence

Respect different cultures and valuesLook for persistent problems or that

interfere significantly with development and learning

Early identification and intervention

Signs to Look ForSigns to Look For

Many communicate through behavior and attitude and they way they relate to each other

Sudden changes in behavior, Sudden changes in behavior, mood or appearancemood or appearance

Standard of work dropped dramaticallySubdued or over-excitedFailure to hand in homeworkSchool refusalDressing in noticeably different style

General behaviorGeneral behavior

Hyperactive, attention-seeking, anxious, restless Aggressive, defiant, disruptive Unusually quiet, passive, withdrawn Odd or regressive behavior Terse or unhappy, hostile Obsessive Extremely conscientious, perfectionist

Pattern of workPattern of work

Difficulty settling down to work, concentrating

Losing enthusiasm and motivationOverly absorbed in study

Pattern of attendancePattern of attendance

Reluctance to leave school or classArriving very early or late every morningMissing school or lessons, truancy

Relationships Relationships

Few or no friendsBeing bullied or bullying others

Younger children Younger children

Extremely clinging or demanding; tearsFights and temper tantrumsDamaging other children’s workInsisting on initiating sexual playVery bossy and over-organizing others

Older childrenOlder children

Unhappy, solitary, tired, unwell Careless or indifferent about work Problems with eating Promiscuity, delinquency or alcohol and drug

misuse Violent behavior Breaking the law Self-destructive behavior

Abuse Abuse

Some of these problems can be the result of physical or sexual abuse

Guidance from teacher federation, school and board policy, inform social services

Signs do NOT automatically mean mental health problem, but may be indicative of one.

Key questions to askKey questions to ask

How extreme is the behavior or attitude?How prolonged or persistent?Sudden changes in behavior?How ‘driven’ or out of control? (does not

imply to wait until child is out of control to get help)

Contrast between home and school?Effects on others?

Key questions to askKey questions to ask

Accurate and dated record of observations and concerns

Is child receiving help or been offered help?Medications?ADHD?Ritalin?Behavioral plan

The teacher can helpThe teacher can help

Teach/facilitate learning to broaden knowledge and level of competence

Build on student strengthsExplain what to do and help with self-

assessmentReassure about making mistakes-it is a part

of learningUse interesting and stimulating materials


Positive and secure environmentTeachers’ attitude to emotional problemsFirm and clear discipline, encouragementSpace and opportunity to talkReceptive and sensitiveCareful and clear about boundaries When to refer?


ConfidentialityParental involvementContraception and pregnancy under age 16Disclosure of possible abuse

Teachers need supportTeachers need support

Not expected to work as therapist or social worker

Liaison with othersEducational psychologists Parental consent

Children’s Mental HealthChildren’s Mental Health

Well-being-emotionally, socially, educationally

Business of everyone- teaches are central in children’s lives

Promoted in healthy cultures in effective schools

Notice signs and refer

Age group 4-8Age group 4-8

Sanjay is a 7-year-old who is quiet, withdrawn and doesn’t talk much. He has little to do with the other children. He always sits in the same place in the book corner and is distressed if he can’t. He is good at math and spends ages doing jigsaw puzzles.


The atmosphere in the class of 5 and 6 year olds is generally quite noisy. Occasionally the noise reaches a quite uncomfortable level and two or three of the younger children show signs of distress. One becomes very giggly, another tearful and the third sucks her thumb all the time.


Anjum., a 10-year-old girl makes you, her new teacher, somehow feel uncomfortable. She whines a lot, refuses to cooperate and sometimes scribbles all over the work she has just completed. She has never had a male teacher before and always seems to want your attention.


Eleven-year-old Dean has suddenly grown into a big, tall young man. He has always been reasonably cooperative but has become surly and aggressive. He arrives late for lessons with no apology or explanation, and has started to bully smaller children. He is mixing with older boys outside school.


Anne, aged a3, has always been a keen, interested pupil who contributed in class and produced a reasonably high quality of work. Lately, however, she has become rather sullen and withdrawn and her work is handed inn late and contains no original thought and hardly any effort. In one essay she wrote of wanting to kill herself.


Judi is a 16-year-old. She is very bright, always on the alert, and at times quite assertive and pushy. She can be provocative with the teachers, especially men, but for the most part this is manageable and she is well-liked. The standard of her academic work is high. In the last two months, she has become slightly more irritable. She looks unhappy and you have noticed that her arms are always covered.


Dwaine is nearly 12. He arrived at this school with good reports from his previous school. However, he is dull and lethargic, sits alone in the playground and has recently be absent a number of times.. His dad, apparently, has left home recently.

Questions Questions

How do you understand the predicaments of these children?

Do you think they have a mental health problem?

What are the main factors that need to be considered??

QuestionsQuestions

What further information would you like to have to be more clear about what to do next?

Should you ignore the situation, or leave it for the time being to see how things develop?

QuestionsQuestions

If you think you should do something, what would your next step be?

Ask child if s/he wants to talk to someoneTalk to parents to see if a problem exists at

homeTalk to colleagueRefer to Child and Family Services, otherObjectives for IEP, behavioral plan

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