Post on 21-Aug-2018
transcript
Participant Workbook
ParticiPant w
orkbo
ok
feel free to photocopy as needed
Component 4 KidsMatter Primary 85
Risk and Protective Factors for Children’s Mental Health
Risk and Protective Factors for Children’s M
ental Health
Difficult tem
perament -
Low self esteem
- N
egative thinking style -
- Easy tem
perament
- Good social and em
otional skills- O
ptimistic coping style
Child
- abilities and needs -
Any form
of child abuse, including neglect - Fam
ily disharmony, instability or break up -
Harsh or inconsistent discipline style -
Parent w
ith mental illness or substance abuse -
- Family harm
ony and stability- S
upportive parenting- S
trong family values
Family
- circumstances
and relationships -
Peer rejection -
School failure -
Poor connection at school -
- Positive school clim
ate that enhances belonging and connectedness- Involvem
ent with caring adult
- Support available at critical tim
es
School- practices andenvironm
ent -
Discrim
ination - Isolation -
Socioeconom
ic disadvantage -
- Participating in com
munity netw
orks- A
ccess to support services- E
conomic security
Societal- access, inclusion and
social cohesion -
Difficult school transition -
Death of a fam
ily mem
ber - E
motional traum
a -
- Involvement w
ith caring adult- S
upport available at critical times
Life Events- opportunitiesand stressors -
Risk factorsProtective factors
KidsMatter PrimaryComponent 486
Activity 2, Part 1: Blank BETLS chart
WHAT do you notice?
WHEN do thesethings occur?
time of day?
WHERE do thesethings occur?
for example classroom playground, at home?
WHAT do otherpeople notice?
what do other teachers,parents, carers, other
students see?
HOW OFTEN doesthis happen?times observed
per day, per week
HOW LONG has this been
happening for?just started, built
over time, become more/less intense?
STRENGTHSIdentify anystrengths in
each of the areas.
EMOTIONSWhat might the
child be feeling?
BEHAVIOURSWhat is the
child doing?
THOUGHTSWhat might the
child be thinking?
LEARNING ISSUES?
What learningareas are affected?
SOCIAL ISSUESWhat social
areas are affected?
Component 4 KidsMatter Primary 87
Activity 2, Stage 1: Example of BETLS information sheet
- repeated avoidance- poor concentration- repetitive behaviour- easily distracted- fussiness- w
ithdrawal
- perfectionism- non-com
pliance- overly talkative - tiredness in school- over-activity - im
pulsivity- defiance- destructiveness- unusual or
restricted interests
Behaviours
- nervous temperam
ent- difficult tem
perament
- negativity or
pessimism
- excessive worrying
- fearfulness- sadness- depression- persistence- poor self control- irritability- excessive anger
Emotions
- thinking in strange
and unusual ways
- thinking others are
out to get them- self-blam
ing- low
self-worth
- persistent negativity- pessim
ism- excessive w
orrying
Thoughts- difficulty follow
ing
instructions- lacks problem
-solving
skills- academ
ic difficulties- doesn’t com
plete
work
- struggles to maintain
attention/focus
- lacks perspective-
taking
Learning issues- difficulties im
pact
on ability to make
or keep friends
- might lead to being
isolated, rejected or
bullied by peers
- struggles to relate
to others- alienates other kids
Social issues
KidsMatter PrimaryComponent 488
KidsMatter Prim
ary Components*
Stronglydisagree
Somew
hatdisagree
Somew
hatagree
Stronglyagree
Neutral
This child and their family have a sense of belonging
and connectedness with the school com
munity
This child has a healthy relationship with at least
one teacher at school and several peers
The classroom teacher is being supported in their
efforts to support the child
1111111111
2222222222
3333333333
4444444444
5555555555
Positive School Com
munity
Options for im
proving target areas (aim
to score 5 on each target)
Options for im
proving target areas (aim
to score 5 on each target)Stronglydisagree
Somew
hatdisagree
Somew
hatagree
Stronglyagree
Neutral
Social and Emotional Learning
This child is competent in these core
areas of social and emotional functioning:
•
Self-awareness
•
Self-managem
ent
•
Social-awareness
•
Responsible decision-m
aking
•
Relationship skills
This student is provided with regular opportunities
to practise skills they are learning
Activity 4: Four component support plan Summary of mental health difficulties (page 1 of 2)
Component 4 KidsMatter Primary 89
KidsMatter Prim
ary Components *
Stronglydisagree
Somew
hatdisagree
Somew
hatagree
Stronglyagree
Neutral
The child’s teacher has a good, active relationship w
ith the child’s parents or carers
The parents and carers of this child have been provided w
ith plenty of information regarding
the child’s mental health difficulties at school
The parents and carers of this child are being supported in getting help for their child
A number of com
munity resources have been
identified that might assist this child and their fam
ily
11111
List:H
ow m
ight these be addressed?
22222
33333
44444
555
12
34
555
Working w
ith parents and carersO
ptions for improving target areas
(aim to score 5 on each target)
Options for im
proving target areas (aim
to score 5 on each target)Stronglydisagree
Somew
hatdisagree
Somew
hatagree
Stronglyagree
Neutral
Helping children w
ith mental health difficulties
There is no stigma (for exam
ple negative assumptions
or negative attitudes) toward this student
Appropriate strategies have been identified tosupport this student and are being im
plemented
by all school staff in contact with this child
If a referral to an external agency is required, are there potential barriers for this fam
ily in accessing intervention?
Activity 4: Four component support plan (page 2 of 2) *Not all KidsMatter Primary target areas are represented here.
School staff professional learning Component 4: Helping students with mental health difficulties
Feedback form – school participant
This was a:
Three-hour session for whole-school professional learning
OR Component 4
One-hour session for Session 1: Recognising children who are experiencing mental health difficulties
One-hour session for Session 2: Getting help: Why and how?
One-hour session for Session 3: Four Component support plan
Location/School: _____________________________________ Date ___/___/___
State/Territory: _____________________________ Cluster: _________________
Current role in school (indicate where most appropriate)
Leadership
Student well-being/ welfare coordinator
Teaching
Non-teaching (support)
Non-teaching (administration)
Parent/ Carer
Thank you for attending this KidsMatter Primary school professional learning session. Please give us feedback so we know what we are doing well and where we need to improve.
Please circle the rating that best fits your opinion Stronglydisagree
Somewhatdisagree
Somewhatagree
StronglyagreeNeutral
Very poor Poor Good Very
goodAverage
1. This session was relevant to my school’s needs
2. This session provided me with useful ideas to apply within my role at the school
3. The ‘activities’ and discussions’ of this session supported my learning
4.These activities were relevant to help me understand helping students with mental health difficulties • ‘Thinking about your students...’
• ‘BETLS chart’
• ‘Referrals’
• ‘Common Signs and strategies for children’s mental health difficulties’
• ‘Four component support plan’
5. Overall what rating would you give to this session?
6. Do you have any recommendations for improving this session?
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Component 4 KidsMatter Primary 91
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