CHANTILLY HIGH SCHOOL DOUG LIPP, PH.D. SCHOOL PSYCHOLOGIST E.J. STAPLER, M.S. SCHOOL COUNSELOR...
-
date post
20-Dec-2015 -
Category
Documents
-
view
217 -
download
0
Transcript of CHANTILLY HIGH SCHOOL DOUG LIPP, PH.D. SCHOOL PSYCHOLOGIST E.J. STAPLER, M.S. SCHOOL COUNSELOR...
C H A N T I L LY H I G H S C H O O L
D O U G L I P P, P H . D.S C H O O L P S YC H O L O G I S T
E . J. S TA P L E R , M . S.S C H O O L C O U N S E L O R
D E B B I E W O L I N, M . E D.S C H O O L C O U N S E L O R
Building Resiliency in Your Child
Outline of Presentation
Welcome and IntroductionsResiliency and Stressors for Today’s Youth
(and Parents)A Critical Challenge-Youth Depression and
Suicide Risk and What You Can Do to Address this Issue
Seven Specific Strategies to Build Resilience and Positive Self-Esteem and Competence in Your Youngster
Q & A
2
What Exactly is Resiliency????
The capacity for successful adaptation
Despite challenging circumstances
3
In other words, overcoming adversity
Or, simply put,
HANDLING STRESS WELL
4
Question: Can we avoid stress, and is it really necessary?
5
Question:
What are some stressors facing youth (and their parents) today?
At school?In the family?From the media?In society/the world?
6
Youth Depression and Suicide Risk-A Critical Issue
Suicide is the third leading cause of death among youth aged 15-24 in Virginia.
7
Magnitude of the Problem
In Virginia: There is an average of one youth
suicide per week ranging from 53-59 per year (CDC data)
Fairfax County Youth Survey 2008:Almost 15% of 8th, 10th, and 12th grade students
participating in the survey reported they had considered attempting suicide during the past 12 months.
This percentage is slightly higher than the 2007 reported national average.
8
Depression & Suicide
2008 Fairfax County Youth Survey Results: 30.8% of the responding youth reported that, during the past 12 months, they felt so sad or hopeless almost every day for two weeks or more at a time that they stopped doing some usual activities. The national average is 28.5%.
The single largest cause of suicide is untreated or under-treated depression, leaving almost a third of our Fairfax youth vulnerable.
9
Magnitude of the Problem, continued
Just released Fairfax County Youth Survey, 2010:
Overall depression (8th, 10th, 12th graders)=32.2%
Notable, 12th graders=35.3%Even 6th graders=22.5%Highest as a ‘group’=Hispanics=40.8%
Recall, national average (2007) was 28.5%
10
What is Depression?
Depression is associated with a wide variety of problems including social withdrawal, academic disability, and interpersonal turmoil.
11
How Depression Feels for Students12
Signs of Depression
Sad, hopeless, discouraged, looks like they are ready to cry, somatic complaints
In children and adolescents it is usually displayed as an irritable or cranky mood
Loss of interest in hobbies or activitiesAppetite is usually reduced and may force their self
to eatInability to sit still, pacing, or decreased motor
activitySense of worthlessness or guilt may include
unrealistic negative views of one’s self or ruminations over minor past failings
13
Signs of Depression
Inability to think clearly, concentrate or make decisions
In children a large drop in grades may reflect poor concentration
Frequent thoughts of death, suicidal ideation, or suicidal attempts
14
Specific for Children
Somatic complains, irritability, social withdrawalIsolation, lethargy, sleeping moreGirls are at a higher risk for depression during and
after the onset of pubertyMany symptoms of depression are similar to ADHDFor children, it is a CLUSTER of symptoms not
usually limited to one
15
Cultural Differences
Western culture values positive emotions, and feeling good about oneself, independent and autonomous, and depression is either in the body or the mind
Non-western culture depression is a result of interpersonal difficulties, more holistic where mind and body are connected.
16
What Are Possible Causes
Stress – More complex than one instance The role it plays: degree and duration of symptoms,
recovery, relapseLife Events
Can depression only be triggered by major life events or is a series of chronic minor life events sufficient?
17
What Are Possible Causes
• Students who irrationally expect too much of their self, other people, or life in general are likely to be disappointed and become depressed
• Hopelessness is caused by the expectation that highly desired outcomes will not occur or that highly aversive outcomes will occur and that no response available to the individual will change the likelihood of these outcomes
18
What Are Possible Causes
People who are depressed push people away through their interactions because they elicit irritability and anger from their peers. Once they remove their selves from interaction, the depressed person interprets these interactions as rejection.
History of depression in a family may increase the chances of depression in children. This can be through genetic predisposition or through a learned model by observing other family members experiencing depression.
19
Risk Factors for Suicide
Mental illness and substance abusePrevious suicide attemptsFirearms in the householdNon-suicidal self-injuryExposure to friend’s or family member’s
suicidal behaviorLow self-esteemRecent losses – relationships, friends,
grades, family members, etc.
20
Warning Signs of Suicide
I – IdeationS – Substance Abuse P – PurposelessnessA – AnxietyT – TrappedH – Hopelessness W – WithdrawalA – AngerR – RecklessnessM – Mood Changes
21
Focus on Ideation
Ideation is defined as self-reported thoughts of engaging in suicide or suicidal behaviors
At home, ideation may be expressed in journals, notes and/or in conversations with you
Ideation may be expressed through terminal states – “I wish I were dead” “People would just be better off without me”
22
SIX STEPS To Helping Your Teen
1. Establish a connection2. In a caring, non-confrontational way, ask the
question, “Are you think about suicide?”3. Ask your child whether he/she has a plan. If
so, REMOVE THE PLANNED METHOD AND ANY OTHER LETHAL WEAPONS OR MEDICATIONS
4. Do not leave him or her alone until you get help
5. Offer some comforting things to say6. Get help
23
Protective Factors
Family Connectedness and school connectedness
Reduced access to firearmsSafe schoolsAcademic achievementSelf-esteem
24
Why We Need to Build Resiliency In Our Students
25
How can Parents build Resilience and Self-Esteem?
Two key questions:
1) What is the purpose of parenting?
2) When should you start the process?
26
The Wisdom of Calvin & Hobbes
Depression Awareness 2010 - R.G.T
27
A Common Parent Challenge
LETTING-GO ANXIETY!
28
Parenting is a TOUGH JOB!
Parents need to:SupportLoveAcceptProvide structure and limitsAllow freedom to make choices, but value
unconditionallyHave high expectations, but know the warning
signs of when ‘enough is enough’ (anxiety, depression, drugs, etc.)
Modify and attune everything to the personality style and strengths and limitations of each child
Phew!
29
Depression Awareness 2010 - R.G.T
30
Good News
In general, every youngster needs some other things after their basic need for: shelter
food clothing (and texting
minutes?!)1) Born with a built-in ‘Mastery Motivation’2) Normal developmental drive in adolescence
is for Identity and Independence (and hopefully, more responsibility)
31
A useful, hopeful theory
Motivational Theory:
Everyone has three needs, beyond the basics:1) To belong2) To feel competent3) To feel autonomous
32
Key Questions for Parents and other Caring Adults
To belong, how do we create opportunities for youngsters to “join” and make a contribution?
To feel competent, how do we ‘showcase’ youngsters’ talents?
To feel autonomous, how can we provide choices, encourage decision-making and problem-solving?
33
Parenting is NOT THAT EASY
Remember ‘Letting-Go Anxiety’?
But ‘Helicoptor Parents’ or ‘Snow-Plow Parents’ foster ‘Robo-Students’
There is a big difference between achieving success
andBeing a successful achiever
34
Seven Specific Ways Parents can Foster Resilience
Remember the definition of Resiliency?
Defining Self-Esteem is also useful:The appreciation of one’s own worth and importance
And
Having the character to be accountable for oneself and to act responsibly towards others
35
More about Self-Esteem
The concept of Self-Esteem also includes:The feelings & beliefs that individuals have
about their competence and worthTheir sense of their ability to make a
difference (that is, influence the world around them)
Their capacity to confront and master challenges
Their capacity to learn from both success and failure
36
What Self-Esteem is NOT
Self-centeredness or selfishness
37
Self Affirmation38
Remember some of the keys to feeling depressed or considering suicide:
HopelessnessWorthlessnessHelplessnessAloneness and isolationFailure and loss
39
Seven Specific Ways Parents Can Foster Resilience
1) Take care of the BASICS2) Teach and model Problem-Solving3) Enable (in a good way) independence and
responsibility4) Encourage your youngster to define and reinforce
their strengths & validate, support and praise them for recognizing and building on them
5) Accept your children for who they are and help them set realistic expectations and goals
6) Provide opportunities for them to make a contribution
7) Possess and encourage a sense of humor
40
1) Take care of the BASICS
Sleep (FCPS Youth Survey, 2010, 90% got 8 hours or less, 37% got 6 or less)
Diet and Nutrition (Youth Survey 2010, only 25% at the recommended 5 fruits/vegetables per day, and this decreases with age)
Exercise (42% got 60 minutes of physical activity at least 5 of 7 days, again, this decreases with age)
Encourage interests, especially ‘flow activities’e.g., reading, drawing, running, hiking, biking, playing music, NOT videogaming
41
2) The IDEAL Problem-Solving Model
I-Identify the problemD-Describe the options (brainstorm possible
solutions)E-Evaluate the consequences of your choices,
that is, what are the ‘pros’ and ‘cons’?A-ActL-Learn from your actions, that is, ask yourself,
“How did it turn out?”
*Problems are inevitable and are to be solved
42
3) Enable Independence and Responsibility
Example (helps with ‘Letting-Go Anxiety & fostering positive control):Look at family life as a pie with three pieces
Non-negotiable family rules
Negotiable situations or issues
Areas/choices totally up to the youngster
43
4) Encourage your youngster to define and reinforce their strengths and validate, support & praise them
Opportunity to feel worthwhile and successful
Idea is not to deny or ‘run away’ from problematic areas
This strategy is especially important with youngsters with a disability (e.g., LD or ED)
Note the words of Dr. Bernie Siegel
44
5) Accept your children for who they are & help them set realistic expectations and goals
May require some self-reflection
Try to find a balance between Authoritarian and Laissey-faire………..more Authoritative or Directive
Example: Everyone needs goals. What a given youth’s are and how to reach them may be more up to them
45
6) Provide opportunities to make a contribution
Ways to feel helpful vs. helpless, connected vs. isolated
What are some examplesAt home?At school?In the community?
46
7) Possess & encourage a sense of humor
Everything is NOT life or death
The front page of the paper is often hilarious, depending on how you look at it
Remember the words of Dr. Jimmy Buffett
And, remember Zorro……….(add cartoon)
47
Zorro as a Child
Depression Awareness 2010 - R.G.T
48
Thank You49
Your RESPONSE Team50
Doug Lipp, Ph.D., School Psychologist, Team Co-Leader
EJ Stapler, M.S., School Counselor, Team Co-LeaderKristina Crawford, NCSP, School PsychologistAmy Deemer, MSW, School Social WorkerPeter Gould, Ph.D., School PsychologistCarrie Jones, LCSW, School Social WorkerSarah Quinn, R.N., Health & Medical Science
InstructorDebbie Wolin, M.Ed., School Counselor