There is no health without mental

health Ellen Newman

What are we talking about?

• What is mental health?

• What does mental health in early childhood look like?

• What can you do to support children’s mental health?

Key terms

• Mental health • Mental illness• Neurodevelopmental

disorders• Mental health

difficulties• Social and emotional

wellbeing

Mental health

• Psychological, social and emotional wellbeing• Refers to our ability to manage thoughts, feelings

and behaviour so that we can: – Experience satisfaction and happiness– Cope with stress and sadness– Achieve our goals and potential– Maintain positive connections with others

• Changes over time

Piecing the puzzle together

• Mental health mental illness

• Mental health social and emotional wellbeing

• Mental health wellbeing

Mental health in early childhood

• Context of development• Capacity to: – Participate in physical and social environment– Form healthy and secure relationships– Experience, manage, understand and express emotions– Understand and manage behaviour– Interact appropriately with others, including peers– Develop a secure sense of self

Mental illness• Impact on thoughts, feelings and behaviour• Diagnosed by health professionals• E.g. Anxiety and depression• No single cause, combination of factors• Can be a single episode or ongoing• Common – 45% of the population

Neurodevelopmental disorders

• Difference in the way the brain develops

• Neurodevelopmental disorders: – Thoughts, feelings and behaviour– Diagnosed by health professional– No single cause, combination of

factors• E.g. Autism, ADHD

Mental health difficulties

• Difficulties with thoughts, feelings and behaviour

• Emotional and behavioural difficulties

• 100% of people experience mental health difficulties

• Most will resolve in time• Additional support may be required

Mental health difficulties in children

• Externalising behaviours – tantrums, defiance, aggression, impulsivity, overactivity

• Internalising behaviours – fearfulness, anxiety, sadness, guilt, numbness, withdrawal

Activity

Brain architecture and development

• The architecture of the brain is constructed through an ongoing process that begins before birth

• Brain architecture is comprised of billions of connections between individual neurons across different areas of the brain

• Simpler neural connections and skills form first, followed by more complex circuits and skills

• The interactions of genes and experience shape the developing brain

Brain Builders Video

http://www.albertafamilywellness.org/resources/video/how-brains-are-built-core-story-brain-development

Risk and protective factors

• Risk factors– Individual– Family– Community

• Protective factors– Enhance resilience, support positive development

The role of educators & allied health

• Promote positive mental health

• Prevent mental illness• Identify children

needing extra support and linking families with services

Why is it important?• Early relationships, experiences and

environments shape the developing brain• Brain development influences our future

mental health, physical health, relationships, success at school and work

• Up to 50% of mental health difficulties in adults can be prevented by supporting children and adolescents*

* WA Mental Health Commission 2010

Promoting positive wellbeing

Creating safe and supportive environments for optimal wellbeing and development

By providing opportunities to:• Build secure attachments• Establish and maintain respectful, trusting relationships• Develop a sense of belonging

C H I L D

Helping children to learn social and emotional skills and manage their own behaviour

By providing experiences and activities that offeropportunities to:• Understand emotions of self and others • Develop empathy and respond to others feelings appropriately• Learn effective social interaction with peers and pro-social skills.

For example try Mindfulness and meditation:• Mindfulness of eating• A breathing meditation (focus on your breath)• Safe spaces for quiet time

C H I L D

Identifying babies, children and families who may be in need of additional support

Early childhood educators are skilled in observing children and can pick up early signs of difficulties, such as:

• Not achieving developmental milestones • Challenging behaviour occurring in multiple settings and persisting overtime

Key things to consider; severity, persistence over time, impact on functioning (reduced functioning or delay in achieving developmental milestones) and if this represents a significant change in behaviour for that child).

C H I L D

Linking families with support and information services for mental health and wellbeing

Children’s services and early childhood educators can do this by having:• Knowledge of local support services• Effective partnerships with parents, children and other agencies in

the community• Referring children and families to other agencies for further

assessment, treatment and support when required.

C H I L D

Developing broader organisational and community strategies that support wellbeing

Children’s services and early childhood educators can also contribute to broader wellbeing strategies through: • Develop policies and procedures

for wellbeing• A service goal or philosophy• Documents, procedures and daily practices• Staff orientation and training to key policies.

C H I L D

Monitoring children’s wellbeing

• Observing and documenting development and wellbeing

• Being aware of what’s happening in a child’s life. Communicating openly with their family

• Identifying when there is an issue• Discussing concerns with other staff and the

child’s family

What to keep in mind• Normal part of child

development• Influenced by temperament,

culture, relationships, health, their family situation etc.

• Some mental health difficulties are temporary and have no major long-term impacts

Early intervention for mental health

• Occurs in early stage of mental health difficulties, illness or disorder

• Aims to prevent mental illness or reduce its impact

• Early intervention for mental health can occur at any age

Case Study: Annika

Talking with families

• Challenging but critical• Allows educators,

families and other professionals to work together

• Achieve the best possible outcomes for the child and family

Preparing for the conversation

• Discuss situation with supervisor or colleague

• Role play the discussion in advance• Make an appointment with the

family• Organise for an interpreter• Find a private area for discussion• Put together a list of websites etc.

Talking with families

• Explain purpose of meeting• Talk about specific behaviours or changes• Explain why this behaviour is a concern• Share support strategies• Recommend a family makes contact with support

services• Agree on next steps• Maintain professional boundaries

Role play: Family discussion

There’s nothing wrong!

• Continue to record observations

• Inform your supervisor• Raise concerns again at a

later date• How can you support the

child?

Support within service

• What is the behaviour needing guidance?• What influences this behaviour?• Thoughts and emotions?• Influencing relationships with others?• What strategies could be used to support the

child within the service?• Developing a plan in partnership with

parent/caregiver

Case study: Annika

• How could Annika be supported in your service? Consider:– What is the behaviour needing guidance?– What influences this behaviour?– Thoughts and emotions?– Influencing relationships with others?– What strategies could be used to support the child within the

service?– Developing a plan in partnership with parent/caregiver

Activity: child wellbeing plan

Examples…• Group strategies:

– Relaxation activities– Read funny books or tell jokes– Talk about emotions and behaviours– Maintain predictable routines

• One on one strategies: – Provide physical and verbal reassurance– Allow children to observe group activities rather than participate– Give children choices instead of demands– Reward positive behaviour when you see it

When is it more serious?

• Extreme behaviour• Ongoing• Unchanged despite

guidance• Across multiple settings• Interfering with

development, learning or progress

Who can help?

• GP• Paediatrician• Psychiatrist• Psychologist• Social worker• Other health and

welfare professionals

How can they help?

• Assessment and diagnosis• Developing support plans• Implementing support

plans• Talking with children• Providing medication

Self-care

• Reflect on the situation

• Debrief with others (maintain confidentiality)

• Be kind to yourself

Questions

? Ellen NewmanProjects CoordinatorEmail: ellen.newman@hnehealth.nsw.gov.auWebsite: www.himh.org.au Phone: 02 4924 6900