CHILDREN LIVING WITH SEVERE MENTAL ILLNESS

Title: Attempting to meet Mental Health Needs in the School System
Tuesday, April 24, 2012

Presenter:  Henry McGoldrick - Clinical Administrator

The number of children and adolescents suffering from emotional/behavioral constitutes a public crisis in this country.  One in five children and adolescents suffers from a mental disorder of some kind and on in ten children has a serious emotional disorder that affects his or her ability to function daily.  When children with emotional/behavioral problems are neither identified in a timely way nor given appropriate education and treatment, their problems tend to worsen and be long lasting, requiring more intensive services and resources over time. 

Researchers from the National Institute of Mental Health (NIMH)concluded that half of all lifetime cases of mental illness begin by the age of 14.  Unfortunately, four out of five children who need mental health services do not receive them and this increases their risk for truancy, school dropout, peer rejection, substance abuse, suicide and more severe adult mental health issues. 

Today's presentations seeks to help school counselor identify the manifestations of emotional/behavioral disorders common to childhood and adolescents.  The presenter will review with the counselor many of the psychiatric diagnoses from DSM-IV TR common tot his population as well as address problematic behaviours common to this group including bullying and self harm.  The presentation is designed to be both informative and interactive.

Resourceful link to follow:
Facts for Families

CYBERBULLYING

Topic: Recognition and Intervention

Tuesday, March 27, 2012

  

Presenters: Karen Romans, LMSW, Director of Care Coordination &

                    Rebecca Hoberman MSW ‘12

The focus on this workshop was to discuss the hot button issue of cyber bullying in schools.  The presentation opened dialogue of what cyber bullying is by meaning and how it is seen in schools.  The purpose was to become more aware of the issues that surround the compounded issues of cyber bullying. 

The presenters touched on the signs and symptoms of both the victims of cyber bullying and also the perpetrators.  To be prepared for the concerns, the participants were walked \through the definitions of the terms, shared new vocabulary and the types of cyber bullying were identified.  Statics were shared on the feelings and actions/reactions children have to being cyber bullied.  Assessment tools were shared for both the victims and the bullies. 

A strong point made was how important the parents are to be advocates for the students and for stopping the problem. New ideas of how to engage the parents were brainstormed and the group discussed the real harm and effects on the school system.  As well as the engagement of the parents resources were given for the educators and students to help stop cyber bullying. The presentation outlined red flags for different forms of cyber bullying and how to respond to these. 

Resource:

Online:

StandUp!  Guide to Cyberbullying

http://www.unicel.com/standup/pdf/StandUpGuide.pdf

National Crime Prevention Council:  Delete Cyberullying

http://www.ncpc.org/cyberbullying

McGruff’s Advice: Cyberbullying

http://www.mcgruff.org/Advice/cyberbullies.php

WiredSafety.org – the world’s largest Internet safety and help group

www.wiredsafety.org

Stop Cyberbullying

http://www.stopcyberbullying.org/

Other Online Supports:

http://www.stoptextbully.com/

http://www.tolerance.org

Books:

Hinduja, S. & Patchin, J.W. (2008). Bullying: Beyond the schoolyard. Thousand Oaks, CA: Corwin Press.

Trolley, B.C., Hanel, C., & Shields, L. (2006). Demystifying & deescalating cyber bullying in the schools: A resource guide for counselors, educators, and parents. Booklocker.com, Inc.

BE TRUE TO YOURSELF

Topic:  Building Confidence and Self-Esteem in Children

January 11, 2012

Presenter:  Emily Rentas LMHC

This workshop focused on helping school professionals develop the opportunities to foster self-esteem in students within the school setting, in order to assist in achievements and their overall feelings toward education and their emotional development. Because self-esteem is critical in a child and adolescents view of themselves emotionally and physically, it is important to pay attention to how a child responds to others and internalizes the messages received.

Children are in school almost 8 hours a day, 5 days a week, and 10 months out of the year. Therefore, school professionals are adults and authority figures who are in contact the most during this time. Because of the large amount of time spent, they play a critical role in the emotional development of children. School professionals involved in a child’s life are one of the representations of how adults respond to them outside their home. Sometimes adults are quick to show frustration or disappointment towards children. Unfortunately they might be less engaging to express appreciation and praise towards them. Fostering self-confidence in children means school professionals should be aware their style of relating towards children, making any changes and improvements in order to help aid children to grow up feeling loved, appreciated and wanted.

What one thinks about oneself determines how he feels about them.

We have control over our own thoughts feelings and behaviors even if some they don’t know it or believe it.

Thoughts ~ Feelings ~ Behaviors

Feelings emulate directly from ones thoughts. Behaviors and actions reflect those feelings, whether positive or negative.

Creating a safe, accepting, validating, and comfortable environment where each student is free to experiment and take risks in order to grow and change, can aid in the development of a healthy and adaptable sense of self. This can include some of the following

• Focus on the positive.

• Give children the opportunity to tell you 3 things they like about themselves.

• Avoiding criticism.

• Expectations should be realistic.

• Allow learning in errors or mistakes.

• Understanding exactly where the student is academically as well as emotionally.

• Praise and recognize efforts and attempts at improving.

• Provide opportunities for peer contact to aid social skill development

• Encourage independence and provide positive feedback when the student is working well independently.

• Focus on the student's abilities not their disabilities.

• Provide opportunities for the child to take risks in new learning situations

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