supporting young people with mental health difficulties: parents and educators working together
TRANSCRIPT
Supporting Young People with Mental Health Difficulties
Parents and Educators
Working Together
Roles Parents & Youth Appreciate
Educators play crucial roles in…
Identification & Assessment
Advocacy & Support
Helping to Identify
Educators often 1st to suggest possibility of a mental disorder (e.g. ADHD) (Sax & Kautz, 2003; Today’s Parent Survey, 2009)
Educators > source of initial identification of a problem than physicians Leading support for coping with mental health (behind physicians & family) Better link between schools & mental health services desired by families, educators and MH Prof.
Accessible & trusted source of info for youth and parents
Key Role in Assessment
Provide key insight into behaviours of child in a setting with various levels of structure (independent work to group work)
Provide insight into social functioning
Provide accurate comparisons to developmental peer group
Educators & Assessment
Reliable source of info
Often know child best 2nd to parent (age related)Key role in accurately completing assessment measures
School Psychologists – often the only source for Psychoeducational testing for LD
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Stigma – “Us & Them”
Stigma
Stigma is often poorly defined
Constellation of 3 related concepts:Lack of knowledge (ignorance)Negative and unfavorable attitudes (prejudice)Negative behaviours that result from those attitudes (discrimination)
Creates barriers to identification & access http://www.mentalhealthcommission.ca/SiteCollectionDocuments/Anti-Stigma/TimeforAction_Eng.pdf
Activity – Part I
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(Kutcher, 2009)
Person with Mental Illness
1. __________________
2. __________________
Write down 2 words that describe a person who has a mental disorder/mental
illness
Activity – Part II
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Person in the Room
1. __________________
2. __________________
Write down 2 words that describe a person who you know in this room
(Kutcher, 2009)
Challenging Stigma
How do ‘show’ that you’re an ally, a support?
How do we ‘spread’ the word in schools that we are against mental health stigma?
http://www.mentalhealthcommission.ca/SiteCollectionDocuments/Anti-Stigma/TimeforAction_Eng.pdf
(see Mood Disorders Canada)
• Differing Views of Impairment and Disability
• Diagnostic-medical model (bio-centric)• Disability located within the person• Equates impairment with disability
• Social Model (also referred to as Human Rights model)• Impairment (e.g., lacking use of mechanism of the body)• Focuses instead on the disabling conditions that can arise
through a mismatch between peoples’ needs and the unjust policies and practices of society and its key institutions
Disability vs: (dis)Ability Theory
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(Oliver, 1986; Shakespear & Watson, 2001)
• Mental disorders can be considered ‘hidden’ disabilities
– aka: non-obvious or invisible disabilities/impairment
• Other than symptoms, often no telltale sign of ‘impairment’
– DSM-based diagnosis used to ‘legitimizing’ the difficulty
• Consistent with the LD movement
– Advocacy for identification & access to resources
‘Hidden’ (dis)Ability
12(Miller & Sammons, 1999;
Ryan & Runswick-Cole, 2008;
Warshaw, 2004; Wolf, 2001)
a) Deserve help (‘worthy deserving poor’)• Because of failure of society/ structure of system (e.g.,
physical impairment & need for ramp to bypass stairs)• Clear proof as judged by ‘those in charge/those with power’
b) Don’t deserve help (‘undeserving poor’)• Because of their own personal failure (e.g., parent blaming,
lazy, it’s just behaviour, we’re being manipulated)• No ‘clear’ proof of problems (thus ‘unfair’ to give help, or
‘everyone would want it’)
Hidden Dis/ability & British Poor Law
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Why don’t they just tell us … Uncovering ‘Hidden’ Disabilities
Some parents/youth are……not always aware of difficulties …not always accepting of difficulties
(diagnosis ≠ acceptance)
Many, if not most, parents/youth are… …indirectly & directly impacted by stigma and/or discrimination
Barriers to Disclosing
Fear… …of discrimination/being discredited (stigma reinforced)
Perpetuated in families & institutions (schools/hospitals) Self-stigma (believing negative messages) “I’m dumb”
…of peers finding out
…of limiting future
...of loss of control / limiting future (i.e. academic record)
…of self-advocacy (anxiety provoking..trust issues)
Hidden Disabilities & Accommodations
&
Advocacy & Support
You don’t need a telephone booth
To be a ‘go-to’ educator..a ‘Mrs. Jackson’
Point of contact for youth/parents to navigate services
Be an ally & a champion for change
Tips for Identification - Hearing
To hear about child’s special needs…
Key – start ‘chat’ with youth/parents during a time of ‘less stress’
not always possible e.g., psychosis
‘Hidden’ nature of mental disorders ( + stigma) requires extra effort to create ‘space’ for youth/parents to share
Meet ‘n’ greet-relationship is key (be a go-to-teacher)Crucial for youth entering a new school > stressThey still may not share then, but may in future
More Tips for ‘Hearing’
Explore / work with strengths Ask about what’s worked in the past & who has been helpful and whyThey may tell you about an ‘Alan’, ‘Stan’, ‘Alexa’
Parents/youth may want educators to be involved in assessment/treatment process
Sharing info with MH teamDeveloping in-school supports/ accommodations
Tips for Identification - Sharing
To share about child’s challenges…Relationship is key (get to know parents/youth)
The ‘when’ & ‘how’ is just as important as ‘what’ you have to say
Strive to hear parents’ views BEFORE sharing your viewpointAcknowledge their expertise - share your expertise as an educator (you don’t need to take on ‘psychiatrist’ role)Email & phone with privacy & time to talk important
Need for assessment is often the first message (typically facilitated by Family doctor)
More Tips for ‘Sharing’
Observe & document concerns/worriese.g., change of mood, behaviour, social, work habits, hygiene – this helps parents & MH Pros
Meet with youth/parents early in process to share your concerns
Share what you have tried in-classShare your plan for additional services before you implement
Check in with other teachers/school staff
Top 10 Tips for Connecting with Parents to Launch Identification
1. When meeting parents work on a relationship
– Small things like use their names (not Mom & Dad)
– Ask how they are doing (not all business)
2. Do share about the student– start with positives (not just to say, BUT…)– Share concerns in terms of behaviour not in
terms of diagnosis (e.g., ADHD)
3. Serious ‘talks’ demand private places – Time and place to make sense of issue & next
steps
…Top 10 (continued)
4. Make contact with youth/parents -don’t assume that parents will know to contact you if they have concerns– Establish a preferred mode of communication– Remember it is really hard to connect with a
teacher
5. Find ways to connect directly with parents– Avoid using child as the messenger (it rarely
arrives & when it does message may inaccurate
– Remember it is really hard to connect with a teacher email great, phone, in private
…Top 10 (continued)
6. Work with youth/parents – Try not to wait until report card time,
parent/teacher meetings or when a crisis erupts
7. Use accessible language – avoid acronyms & teacher speak – e.g., “Johnny is doing great in the
mornings”
…Top 10 (continued)
8. Avoid activating parents defenses – Put yourself in parent’s shoes (never easy to
hear that your child is struggling)– Remember mental disorders can be
stigmatizing – Parents see kids in a different context & truly
may not know what you are talking about
9. Sharing difficult news can be difficult – Empathy for the young person/parent can be
your best tool
10. What’s worked for you?