See Me Hear My Feelings: The Mental Health Experience Sponsored by: Ohio Department of Mental Health Mental Health Network for School Success Mental Health Association of Summit County

1
See Me Hear My Feelings The Mental Health
ExperienceSponsored byOhio Department of
Mental Health Mental Health Network for School
SuccessMental Health Association of Summit County
2
See Me Hear My Feelings The Mental Health
Experience

• Mental illnesses, emotional and behavioral
  disorders are a major barrier to school success.
  Through youth testimony and simulated activities,
  we will learn first hand what students experience
  in trying to manage their symptoms and the
  support teachers, parents, and clinicians can
  provide to help children and youth succeed in
  school.

3
Workshop Objectives

1. Participants are able to better understand ADHD,
   Mood Disorders and Anxiety Disorders as they
   relate to Diagnostic Criteria and Interventions.
2. Participants are able to understand Anger Issues
   and Techniques to manage these behaviors.
3. Through activities and speaker testimony,
   participants are able to experience feelings of
   emotional symptoms related to these disorders.

4
Symptoms and Behaviors

• ADHD
• A marked pattern of inattention and/or
  hyperactivity-impulsiveness
• Fails to pay close attention to details
• Difficulty staying on task
• Fails to follow - Easily distracted
• Appears to not listen when spoken to
• Fidgets with hands and feet
• Runs and climbs excessively in inappropriate
  places
• Often talks excessively
• Has difficulty awaiting turn
• Interrupts others during conversation and
  activities

5
Attention /On TaskExperiential Activity
6
Supports and Practices ADHD

• Educate about the disorder
• Develop a routine within the home and classroom
• Assist the student with feedback and questions
  about behavior
• Allow active/physical time for student
• Provide more time for transition to new
  activities
• Develop a system of positive reinforcements/reward
  s for acceptable behaviors
• Assist student in joining group activities
• Refer parents to advocate support services

7
What a Child Doesnt Receive he/she Can Seldom
Later Give. .P.D. James
8
Symptoms and Behaviors

• Major Depression
• Depressed Mood or irritable
• Diminished interest or pleasure in most or all
  activities
• Decrease in appetite or significant weight loss
• Insomnia or hypersomnia

• Loss of energy
• Diminished ability to concentrate.
• Feelings of worthlessness
• Feelings of helplessness
• Indecisiveness
• Recurrent thoughts of death or suicidal ideation
• Isolation from peers

9
(No Transcript)
10
MAJOR Depression

• Supports and Practices
• Assist the student in developing a plan to
  getting needs met. Include sleep plan.
• Assist the student in reframing less positive
  events in every day life.
• Develop a plan to keep the student safe.
• Actively engage student in activities with other
  students.
• Develop an exercise plan or workout.
• Provide positive reinforcements and focus on
  small accomplishments.

11
Bipolar Supports and Practices

• Assist student in learning ways to control
  impulses
• Develop a routine schedule to aide in providing
  structure
• Compliance with medication with medication chart
• Assist student in gaining insight into their
  behaviors and related natural consequences
• The Bipolar Child by Dr. Demetrius Papolos

12
Day for Night Recognizing Teenage Depression

• Sponsored byDRADA
• Depression Related Affective Disorders
  Association
• www.drada.org

13
If You Want Children to Improve, Let Them
Overhear the Nice Things You Say About Them to
Others. Haim Ginott
14
Anxiety Disorders

• Obsessive-Compulsive Disorder
• Posttraumatic Stress Disorder
• Generalized Anxiety
• 12-20 of students are affected by anxiety
  disorders
• Anxiety is among the most common reason for
  mental health referrals
• Anxiety causes significant impairment in school
  performance, relationships, and social
  functioning
• Anxiety, worry, and fears are not just a phase
  to be grown out of.
• Also associated with later depression,
  development, suicide attempts, and
  hospitalizations

15
Symptoms and Behaviors

• PTSD
• Student witnessed, experienced or was confronted
  with an event that involved actual or threatened
  death, serious injury, or threat to others
• Students response involved intense fear, horror,
  or helplessness
• Recurrent intrusive recollection of the event
  or distressing dreams
• Acting or feeling that the event was happening
  again
• Stimuli that symbolizes the event
• Inability to recall an important aspect of the
  event
• Feelings of detachment
• Difficulty falling or staying asleep
• Difficulty concentrating
• Exaggerated startle response

• Obsessive-Compulsive Disorder
• Recurrent and persistent thoughts, images or
  impulses that are intrusive, inappropriate and
  cause distress
• Student tries to ignore, suppress, or neutralize
  them with some other repeated action
• Behaviors are driven to prevent some dreaded
  event
• Obsessions or compulsions are engaged in more
  than one hour per day

16
OCD Supports and Practices

• Assist student in discovering and expressing
  underlying fears
• Develop a behavior plan that slowly decreases
  compulsive behaviors
• Assist student in reframing obsessive thoughts
  eliminating follow-through with behaviors
• Medications may help to control obsessive
  behaviors

17
PTSD Supports and Practices

• Develop a safety plan to reduce anxiety related
  to feelings of helplessness
• Allow student to discuss the event, feelings and
  thoughts in a safe environment
• Engage the student in activities
• Help student distinguish between feelings and
  behaviors and use alternative methods of
  expression when internal or external stimuli
  cause anxiety
• Include student in trauma support group

18
Stress Experiential Activity
19
We cannot always Build the Future for our Youth,
but we Can Build our Youth for the
Future.Franklin D.Roosevelt
20
Anger/Problem SolvingExperientialActivity
21
What causes Anger?

• Frustration
• Annoyance and Irritation
• Verbal or Physical Abuse
• Injustice or Unfairness
• Taking things personally
• Expectations-(oughts and musts)
• Antagonistic self statements or internal dialog
• Tension or moodiness
• Continued avoidance of a conflict
• Antagonism-Hostility-Aggression

22
Techniques of Anger Management

• Teach how to keep anger at moderate levels
• Use anger for constructive action
• Use anger as a source of energy to get an action
  accomplished
• Help student understand anger patterns
• Help student see things from different angles or
  perspectives
• Help student make self-statements to cope with
  provocation and regulate anger
• Teach relaxation, deep breathing, and use humor
  to help distance from aggravations
• Teach the use of assertive behavior involving
  skills in communication to express feelings

23

• Live So That When Children Think of Fairness and
  Integrity,
• They Think
• of You. Jackson Brown