Download Document

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
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.
Workshop Objectives
1.
2.
3.
Participants are able to better
understand ADHD, Mood
Disorders and Anxiety
Disorders as they relate to
Diagnostic Criteria and
Interventions.
Participants are able to
understand Anger Issues and
Techniques to manage these
behaviors.
Through activities and
speaker testimony,
participants are able to
experience feelings of
emotional symptoms related
to these disorders.
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









Attention /On Task
Experiential
Activity
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/rewards for
acceptable behaviors
 Assist student in joining group
activities
 Refer parents to advocate &
support services
“What a Child
Doesn’t
Receive
he/she
Can Seldom
Later Give.”
….P.D. James
Symptoms and
Behaviors
Major
Depression

Loss of energy
 Diminished
ability to
concentrate.
 Depressed
Mood or irritable  Feelings of
worthlessness
 Diminished
interest or
 Feelings of
pleasure in most helplessness
or all activities
 Indecisiveness
 Decrease in
 Recurrent
appetite or
thoughts of
significant
death or
weight loss
suicidal
 Insomnia or
ideation
hypersomnia
 Isolation from
peers
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.
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
Day for Night:
Recognizing Teenage
Depression
Sponsored by:DRADA
Depression & Related Affective
Disorders Association
www.drada.org
“If You Want
Children to
Improve, Let
Them Overhear
the Nice Things
You Say About
Them to
Others.”
…Haim Ginott
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
Symptoms  PTSD
Student witnessed,
or was
and Behaviors experienced
confronted with an






ObsessiveCompulsive
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









event that involved
actual or threatened
death, serious injury,
or threat to others
Student’s 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
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
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
Stress Experiential
Activity
“We cannot
always Build the
Future for our
Youth, but we
Can Build our
Youth for the
Future.”
…Franklin D.Roosevelt
Anger/Problem
Solving
Experiential
Activity
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
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
“Live So That
When Children
Think of
Fairness and
Integrity,
They Think
of You.”
…Jackson Brown