1 / 40

Elizabeth Coyle, D.Ed. Professional Development Services 717-871-1396

Youth with Mental Health Disorders: Building Skills for Success 2011 Pennsylvania Community on Transition Conference. Elizabeth Coyle, D.Ed. Professional Development Services 717-871-1396. Overview. Skill Building for Youth Mood Disorders Anxiety Disorders ADHD

albany
Download Presentation

Elizabeth Coyle, D.Ed. Professional Development Services 717-871-1396

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Youth with Mental Health Disorders: Building Skills for Success2011 Pennsylvania Community on Transition Conference Elizabeth Coyle, D.Ed. Professional Development Services 717-871-1396

  2. Overview • Skill Building for Youth • Mood Disorders • Anxiety Disorders • ADHD • Oppositional Defiant Disorders • Conduct Disorder

  3. Mood Disorders: Categorization • Mania (rare) • Cyclothymia (unknown) • Dysthymia (1.7%-8%) • Depression (4%-8.3%) • Bipolar (1%-2%) • http://www.youtube.com/watch?v=QLxFSiKXYko

  4. General Do’s and Don’tsfor All Mood Disorders • Do recognize your role (identification, referral, classroom interventions, balance concern with confidentiality) • Do recognize your sphere of influence • Do treat the same as a physical illness • Don’t take behavior personally • Don’t blame • Don’t expect change to happen overnight • Don’t take on responsibility beyond your role

  5. Family Awareness and Collaboration • Understand sources of denial/minimization • Stigmas • Lack of information/education/awareness • Comparisons to physical illness • Need for correct type of therapy

  6. Depression: Signs and Symptoms • Depression in the flight mode • Withdrawn, low energy, changes in sleeping/eating, somatic complaints, difficulty concentrating • Depression in the fight mode • Irritable, belligerent, aggressive, mood swings, short fuse, defiant

  7. Links Between Depression and Learning • Depression and neurochemicals • Impact on short- and long-term memory • Impact on motivation and potential • Impact of behavioral changes on learning • Impact of emotional changes on inclusion and sense of belonging

  8. School-Wide Supports • School counselors, social workers, nurses, psychologists • SAP • 504 plans • IEP • Mentors • After school activities

  9. Depression: Responses • Serotonin • Motion and movement, walking clubs, yoga, chunking, feeling of day portfolio • Interpretation • Columbo approach, teach reading of non-verbals, feeling faces • Mourning • Feeling of the day art or audio, support groups • Flight motivators • Helping others of a younger age, projects • Fight response • Head talk and cool talk, anger management skills

  10. Dysthymia • Depressed or irritable mood plus at least two of the following symptoms: poor appetite or overeating; sleep disturbance; low energy or fatigue; low self-esteem; concentration or decision making problems; feelings of hopelessness • Less severe than depression but more prolonged (at least one year) • Connection to apathy and motivation • http://www.youtube.com/watch?v=R4yMHVNzVgA

  11. Anxiety Disorders: Eight Categories • Generalized anxiety disorder • Specific phobias • Panic disorder • Separation anxiety • Social phobia • Agoraphobia • Obsessive compulsive disorder • Post traumatic stress disorder

  12. Common Threads of Anxiety Disorders • Subjective experience • Physiological response • Behavioral response

  13. School Supports Do’s Don’ts • Use paraphrasing to support concern • Empower youth for solutions • Use recommendations from pupil personnel and/or mental health professionals • 504 plans, SAP, RTII, school nurse • Minimize fears, worries, anxiety • Assume behavior is for attention • Overwhelm • Proceed without input from pupil personnel and/or mental health professionals

  14. Collaborating with Families • Recognize family member may experience anxiety also (genetic predisposition links) • Recommend exposure to anxiety-producing situation in planned way • Produce plan with responsibilities of all parties specified • Emphasize no more than two or three calming techniques • Sufficient sleep, diet, exercise, routines • Soup breathing, head talk, self evaluation • Emphasize need for adults to remind younger children to use technique(s) when feeling anxious

  15. COPE Intervention for Anxiety Disorders (Dacey and Fiore) • Calming the nervous system • Physical: soup breathing; sensory awareness; exercise; supportive surfaces; massage; biofeedback; desensitization • Mental: paradoxical thinking; scaling level of fear; visualizing desired outcomes; distraction through counting; humor

  16. COPE Intervention for Anxiety Disorders (Dacey and Fiore) • Originating an imaginative plan • Flexibility thinking exercises, learning to think out of the box, creating wildly imaginative stories, approximation • Persisting in the face of obstacles • Increase tolerance for ambiguity, taking moderate risks, learning about courage from literature, allow crying that promotes relief, promoting delayed gratification • Evaluating and adjusting plan

  17. Attention Deficit Hyperactivity Disorder • Three subtypes • Inattentive • Hyperactive/impulsive • Combined type

  18. Attending/Distractibility • Determine if youth is a “satellite dish” or fogs in/out • Proximity, then “Look around you, what do you need to be doing?” • You’re off track! • Create map of sounds, sights, tactile • Determine seating based on map • Cue to mode of distractibility • Use head talk method • Cautionary note on reliance

  19. Impulsive • Missing skill: Stop and think • Power minutes • Cue for calming techniques • Use of head talk method • You could say to yourself, “???”

  20. Activity Levels • Build in motion and movement • Neurodevelopmental activities • Desktop yoga • Brain gym • Use of board more frequently • Transition methods • Same use of calming techniques • Breathing • Power minutes • Breaks • Head talk

  21. Opposition/Defiance • Loses temper easily • Argues with adults • Defies adult requests • Deliberately annoys people • Excessive use of foul language • Blames others for mistakes/behavior • Touchy/easily annoyed by others • Often angry and resentful • Spiteful or vindictive

  22. Opposition/Defiance Response • Opposition • Basket A, B, C • Pick the hill • Confident non-verbals • Two choices NOW • Few words then silence • Allow time to process • Ace card approach • Rapport and humor

  23. Opposition/Defiance Response • Transitions • Social stories • Two-step transitions • Decision making • Red or green

  24. Opposition/Defiance: Teach Missing Skills • Opposition/defiance • Flexibility • Frustration tolerance • Adaptability/self regulation • Problem solving

  25. Flexibility • Cognitive flexibility • Ability to shift attention from one idea/issue to multiple ideas/issues Cognitive Flexibility Theory

  26. Frustration Tolerance • Ability to delay gratification • Distraction, head talk, social support • Outcomes • Buffers against development of mental health issues, reduces aggressive behavior, increases academic achievement • Mischel’s marshmallow experiment • http://www.youtube.com/watch?v=wWW1vpz1ybo&NR=1

  27. Adaptability/Self Regulation • Self regulation • The process by which individuals control and direct their actions • 4 types of self regulation • Physiological • Emotional • Attentional • Behavioral • Adaptability

  28. Collaborative Problem SolvingRoss Greene • Three options for solving problems (unmet expectations) • Plan A: impose will • Plan B: Collaborative Problem Solving • Plan C: drop expectation • http://www.youtube.com/watch?v=6xkVT2y9euI

  29. Collaborative Problem SolvingRoss Greene • Empathy (student concern) • I notice that…. What’s up? Drill…. • Define problem (adult concern, i.e., safety, learning, impact of behavior on self and others) • Solution addressing both concerns • www.livesinthebalance.org • http://www.youtube.com/watch?v=ARIEXN1yf00&feature=related

  30. Conduct Disorder • Aggression to people/animals • Bullies/intimidates, physical fights, threats with weapon, physically cruel to people/animals, stolen while confronting a victim, forced someone into sexual activity • Destruction of property • Deliberately destroys property, fire setting • Deceitfulness or theft • Lies to obtain goods/favors, breaking/entering, shoplifting • Serious violation of rules • Truant, run away, stays out at night

  31. Conduct Disorder Response • Use back door praise • Use healthy double binds • Use contracts • Highlight strengths

  32. Behavior Contract

  33. Conduct Disorder: Teach Missing Skills • Problem solving • Agree, listen, solve • Fair fighting rules • Stick to the issue • Stay in here & now • No low blows

  34. Conduct Disorder: Teach Missing Skills • Skill building • Anger management • Trigger, interpretation, head talk/cool talk, calming techniques, problem solve • Correct attribution bias • Hostile or accidental • Cynthia Hudley • Futuristic thinking • Dreams, wishes, age of death?

  35. Evidence-Based Programs for Skill Building • Cynthia Hudley’s Brain Power Program to reduce hostile attribution bias that contributes to aggression • http://www.brainpowerprogram.com/index-1.html • Mark Greenberg’s PATHS Program that builds social/emotional skills • http://www.colorado.edu/cspv/blueprints/modelprograms/PATHS.html#video

  36. Evidence-Based Programs for Skill Building • Second Step Program for building anger management skills • http://www.cfchildren.org/programs/ssp/second-step-video-previews-1/ • Arnold Goldstein’s Skillstreaming • http://www.skillstreaming.com/

  37. Wrap-up • What I will start/continue doing • ____________________________________________________________________________________________________________________________________________________ • What I will stop doing • ____________________________________________________________________________________________________________________________________________________

  38. Useful Resources: Depression and Anxiety • Anxiety Disorders Association • www.adaa.org • National Institute of Mental Health • www.nimh.nih.gov • Mayo Clinic • www.mayoclinic.org • American Academy of Childhood & Adolescent Psychiatry • www.aacap.org • Family-friendly sites • worrywisekids.org • kidshealth.org • socialphobia.org • Your Anxious Child by John Dacey and Lisa Fiore • School Refusal: Assessment and Intervention within School Settings by Mary Wimmer

  39. Useful Resources: Behavioral Issues • Greene, R. (2008). Lost at school. • Greene, R. (1998). Explosive child. • Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. • Stutzman, A., et al. (2005). Restorative discipline for schools: Teaching responsibility; creating caring climates. • Watson, M. (2003). Transforming difficult elementary classrooms through developmental discipline.

  40. Useful Web Sites • www.teacch.com • www.templegrandin.com • www.thegraycenter.org • www.conductdisorders.org • www.childtruama.org • www.livesinthebalance.org • www.aacap.org • www.nimh.nih.gov • www.mayoclinic.org

More Related