SUPPORTING THE SOCIAL AND EMOTIONAL LIVES OF STUDENTS

Krista Pulizzano Dhruv, LCSW-CMiddle and Upper School Counselor

The Park School of Baltimore

Notre Dame AmeriCorps

Mid-Year Training 2012

TODAY’S AGENDA

Who are we and why are we here?

What should I see that I don’t already?

What can I do when I see it?

Practice!

Wrap Up, Q & A

ALL STUDENTS ARE : Growing and developing

PhysicallyEmotionallySocially Intellectually

Products of a “family” ValuesExpectationsRolesDysfunction

Navigating school and constantly learning

THE WHOLE CHILD

JESSE

School

Family

Social

Passions/Hobbies

Emotional

Physical

Intellectual

Community

Media/Society

Anything Else?

SOME STUDENTS ARE ALSO DEALING WITH:

Bullying

Anxiety

Depression

Gender & Sexual identity

*Cultural incongruence (race, ses)*Substance use*Learning differences

BULLYING

Where In school Cyberspace (Everywhere)

What does it look like Humiliation Use of power (physical, social, financial,

emotional) Relational aggression

BULLYING

The Continuum

Joking------Teasing------Bullying-----Harassment

Persistent

Pervasive Severe

ImpactVs.

Intent

ANXIETY

Worry is normal and healthy- anxiety is NOT!

Types Generalized anxiety Social anxiety Separation anxiety School refusal Specific Phobia Obsessive Compulsive

WHAT DOES IT LOOK LIKE? Anxious Thoughts

(“What if” and other catastrophes)

Irrational Fears/Worries

Excessive Checking In

Physical Symptoms

Avoidance

Prevalence 10%

WHEN IS IT A PROBLEM?

Is it Excessive

Is it Persistent

Is it Developmentally inappropriate

Does it cause impairment

HOW TO HELP THE ANXIOUS CHILD

Reality test the fear Offer reassurance- instill confidence Give calming strategies

Self talk, breathing, externalize the fear, write out the fear

Physical outlets without avoiding Take a walk, get a drink, throw a ball, distraction (game playing)

Make a plan Engage the parents

Never say “Don’t Worry”

“It’s Not a Big Deal”

DEPRESSION

What Does It Look Like?

Irritability or Depressed mood Lack of concentration Decreased interest in previously pleasurable activities Fatigue or restlessness Feelings of guilt, worthlessness Change in eating habits and weight Physical complaints Recurrent thoughts of death or suicide Substance Use

Prevalence: 5-8% of adolescents2:1 Female : Male ratio

WHEN IS IT A PROBLEM?

Marked change from typical behavior

Is it Excessive

Is it Persistent

Is it Developmentally inappropriate

Does it cause impairment

HOW TO HELP THE DEPRESSED CHILD

Set them up for success with reasonable goals

Engage the parents

Support healthful eating, sleeping and exercise

Refer to counselor or school social worker for assessment

DEFINING GENDER AND SEXUALITY DIVERSITY Biological Sex

Anatomy, chromosomes, hormones

Gender Identity Psychological sense of self

Gender Expression Communication of gender traits (Whether one adopts the

dress, mannerisms or cultural norms of males or females)

Sexual Orientation Whether aroused by the same, opposite or both genders

Sexual Identity Whether one identifies as heterosexual, homosexual, bisexual,

pan-sexual or something else

SUPPORTING GENDER AND SEXUALITY DIVERSITY IN THE CLASSROOM

Accept that biodiversity exists for humans as well as other species

Make no assumptions

Create a classroom where all types of individuals and relationships are represented

Be on the look out for gender stereotyping behavior in yourself and others

Speak out on homophobic and heterosexist behaviors when you see them

CASE STUDIES

James, 5th gradeAddison, 7th grade

1. What are the most important factors in this situation?

2. What are the student’s strengths?3. What are the needs of this student?4. What information do you still need?5. What are the next steps?