OSBIE Risk Management: The Mentally Healthy · PDF fileRisk Management: The Mentally Healthy...
Transcript of OSBIE Risk Management: The Mentally Healthy · PDF fileRisk Management: The Mentally Healthy...
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Risk Management: The Mentally Healthy School
Building school communities where all staff and
students are safe and can flourish…
What would that look like?
Why did the Edu Act change??Dr. PJ Carney
Simcoe Muskoka Catholic District School Board
Mental Health ASSIST
OSBIE
Ontario’s Comprehensive Mental
Health and Addictions Strategy
Open Minds, Healthy
Minds: a comprehensive, ten year strategy designed to address mental health and addictions needs in Ontario
http://www.health.gov.on.ca/english/public/pub/mental/pdf/open_minds_healthy_min
ds_en.pdf
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Three Areas of Focus:
1.Promoting Organizational Conditions and Leadership
2.Building Capacity in School Mental Health
3.Providing Implementation Support for Mental Health
Promotion and Prevention Programming
School Mental Health School Mental Health
ASSISTASSISTis a provincial implementation support team designed is a provincial implementation support team designed
to help Ontario school boards to promote student to help Ontario school boards to promote student
mental health and wellmental health and well--beingbeing
School Mental Health School Mental Health
ASSISTASSISTis a provincial implementation support team designed is a provincial implementation support team designed
to help Ontario school boards to promote student to help Ontario school boards to promote student
mental health and wellmental health and well--beingbeing
Recognition that Schools
have a Critical Role… in Maximizing Safety
…in Enhancing Student Well-Being
…in Recognizing when Students are Struggling
…in Helping Students To/Through MH Services
Every School,
Every Classroom
Roughly one in fivestudents in Canadian
schools struggle with a
mental health problem that
interferes with their day to
day functioning.
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Positive emotion (fun and enjoyment)
Engagement (passionately absorbed; flow)
Meaning (sense of purpose, spirituality)
Accomplishment (competence)
Positive Relationships (valued; belonging)
Flourishing
Seligman, 2011
Flourishingresilient / active / connected / engaged
emotional and spiritual well-being
No Illness Mental Illnessno symptoms serious symptoms
LanguishingKeyes, 2002
OPTIMAL MENTAL HEALTH
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Achievement & Well Being
The needs of youth can be met only if thevarious systems work together in partnership.
EMOTIONS
Homes, worksites and classrooms are environments packed with positive and sometimes negative emotions
At any given moment staff and students in a school environment may be experiencing large amounts of satisfaction, hurt, anger, joy, disgust, shame, surprise or enjoyment.
Carney, 2015
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Mental Health ASSIST!
The needs of youth can be met only if thevarious systems work together in partnership.
Positive Mental Health
May be defined as the capacity of each and all of
us to feel, think, and act in ways that enhance our ability to enjoy life and deal with the challenges we face.
It is a positive sense of emotional and spiritual well-being that respects the importance of culture, equity, social justice, interconnections and personal dignity.
Public Health Agency of Canada , 2006
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Well-Being
Emotionally SelfAware & Managing,
Socially Aware& Responsible Decision-Making
EnjoymentEngagementMeaningCompetenceConnection
LifeStyle BalanceFitnessSleepNutritionSpirituality
Relationship
ResilientFlourishing
Active
Carney, 2015 “Well Aware: Developing Resilient, Active and Flourishing Students”(in press, Pearson Canada)
Students and Staff with a Sense of
Well-Being Feel:
•Able to cope with adversity - are emotionally resilient
•Physically well, nourished, and active
•Physically and psychologically safe
•Included, valued and supported at home, school and in the community
•Competent and able to participate in productive activities
•That others care about their well-beingCarney, 2015 “Well Aware”
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Whole School Approach
We can all can benefit from better skills to identify and regulate our emotions, and understand how our emotions affect our social relationships.
Social and emotional learning (SEL) can exist as an intentional, authentic process that is woven into the school culture with common understandings, competencies, and language.
Carney, 2015
Whole School Approach
All members of the school community— including teachers, education assistants, parents, administrators, consultants, custodians, and bus drivers—can learn to apply SEL language in all their interactions.
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Self-awareness: The ability to accurately recognize your emotions and thoughts, and their influence on behaviour.
Self-management: The ability to regulate your emotions, thoughts, and behaviors effectively in different situations.
Social awareness: Showing empathy and understandingfor others
Relationship skills: Forming positive relationships, working in teams; dealing effectively with conflict
Responsible decision making: Making ethical choices about personal and social behaviour
CASEL
Social/Emotional Learning Core Competencies
“Learning Skills” Instruction
• 2013 Guide of Effective Social Emotional Learning programs , CASEL, recommends 23 programs
• Not necessary to adopt a program, can embed systematic strengths-based instruction
• Research indicates that instruction is most effective when it is:– Sequential (connected and coordinated instruction)
– Active (active forms of learning and rehearsal)
– Focused (on specific personal or social competencies)
– Explicit (specific targeted skill development)
safe instruction
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Stuart Shanker, 2013
Leah Kuypers, 2011
RestorativeJustice
Working Smarter Not Harder
A useful definition of emotion
… is that it represents a complex psychological
state that involves three distinct components:
subjective experience
physiological response
behavioral or expressive response
(Hockenbury & Hockenbury, 2007)
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Awareness
The complex psychological state we call
emotions, may be brought to our mental
awareness from the physiological and
muscular sensations in our body.
Body Topography of Emotions - 700 subjects
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Plutchic Wheel of Emotions
What is Self Regulation?
“Self-regulation is the ability to manage your own energy states, emotions, behavioursand attention in ways that are socially acceptable and help to achieve positive goals, such as maintaining good relationships, learning and maintaining well–being.”
Stuart Shanker
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You are able to self-regulate when you have learned the skills:
�You can tell when you are feeling calm and alert.
�You recognize when you are feeling stressed, and what is causing the stress.
�You work to develop strategies to deal with the stress.
�You have the ability to recover well after a stressor.
Stuart Shanker
Self-regulation and marshmallows!
QuickTime™ and a decompressor
are needed to see this picture.
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The Marshmallow Test showed us that ... (Mischel, 1998)
�Around 30% of four year olds could wait.
�Children who could wait scored an average of 210 points higher on their college entrance exams.
�The ability to wait was also a predictor of sociability and resistance to drugs.
�Poor self-control can have a cascading effect.
Why is self-regulation important?
Research has shown that difficulties with self-regulation are a factor in the development of mental health problems (not causal but can be predictive).
Examples include:•Internalizing problems (anxiety, depression)•Externalizing problems (acting out, opposition, conduct problems)
As well as physical problems including:Alcoholism CancerObesity Heart DiseaseDiabetes Immune System Disorders
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Five Domains of Self-RegulationShanker, 2013
Biological Domain
Emotional Domain
Cognitive Domain
Social Domain
Pro-social Domain
Biological Domain
Refers to the level of energy in the human nervous system. Ability to maintain energy, stay calm, recoup, develop healthy routines……
Our ability to adjust our arousal states quickly and easily to match the energy needed to calmly deal with the task at hand.
A key foundation skill for the other domains.
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How We Help Ourselves or Our Students Regulate Biologically?
�Visual Environment (e.g. reduced visual distractors, natural light)
�Auditory Environment (e.g. predictable schedules, soothing sound to alert ourselves, (morning alarm clock?)
�Seating (e.g. Cushions, Laptops)
�Activities (e.g. Noon hour walk? DPA )
�Nutrition (e.g. water, caffeine?)
Emotional DomainIn a school community we can all contribute to help students regulate their emotions
For example: Some children….
� Become overly excited when praised
� Become frustrated when unable to solve a problem
� Become highly fearful with faced with specific triggers such as a supply teacher or a particular task or activity
Each of us must also regulate our own emotions.
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Why Emotions Matter
A child who is depressed, frightened, anxious, angry, frustrated or ashamed may find it challenging to concentrate and learn. Same for adults.
Emotion regulation is as much about up-regulating positive emotions as it is about down-regulating negative emotions.
The calmer, happier, safer, more curious, confident and interested the individual, the better they will learn.
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Five Domains of Self-RegulationShanker, 2013
Biological Domain
Emotional Domain
Cognitive Domain
Social Domain
Pro-social Domain
In addition to the evidence that physical exercise helps to alleviate mental health problems, research also tells us that individualswith common mental health disorders tend to have reduced physical activity
(Oeland, Laessoe, Olesen, & Munk-Jorgensen, 2009).
Being Active
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Spark: The Revolutionary New Science of Exercise and the Brain
provides compelling evidence and a comprehensive explanation for the effects of exercise on the brain. (neurotransmitters)
John Ratey, 2008
Being Active
Inactivity causes the brain to whither, while physical exercise actually causes the brain’s interconnections to replenish.
Ratey
Being Active
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Exercise is simply one of the best treatments we have for most mental health problems (Ratey).
At Naperville school a daily exercise curriculum for all …
Being Active
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Well-Being
Emotionally SelfAware & Managing,
Socially Aware& Responsible Decision-Making
EnjoymentEngagementMeaningCompetenceConnection
LifeStyle BalanceFitnessSleepNutritionSpirituality
Relationship
ResilientFlourishing
Active
Carney, 2015 “Well Aware: Developing Resilient, Active and Flourishing Students”(in press, Pearson Canada)