Strategies for wellbeing, promoting positive mental health in the early

yearsEllen Newman

Hunter Institute of Mental Health

Learning outcomes

By the end of today you will… • Be able to identify and apply the concepts in

Connections to your workplace practices.• Have increased knowledge in children’s mental health

and identifying when children may need additional help.

• Feel more confident in supporting children and families.

• Have fun!

Mental Health

Mental illness

Mental health difficulties

Put your hand up if in your current role you are promoting social and emotional wellbeing (SEW)

Keep your hand up if you can think of 5 ways you are doing this.

Put your hand up if in your current role you are promoting Mental Health (MH)

Keep your hand up if you can think of 5 ways you are doing this.

What is mental health?

• Mental health positive capacity

• Mental health social and emotional wellbeing

• Mental health mental illness

Mental health in early childhood

• A positive capacity; viewed within the context of each child’s development.

• Time of rapid development - for brain and body. A child’s feelings, behaviours and abilities will change over time.

• Normal for children to express a range of emotions – happiness, sadness & anger.

Mental health difficulties

• Challenges to your wellbeing.

• Can be influenced by environmental factors – e.g. stress, relationships, work, trauma.

• Fluctuates over time.

Mental illness and neurodevelopmental disorders

• Mental Illness – impacts on thoughts, feelings, behaviour.

• Diagnosed condition.

• 45% of the population will experience at some stage in their life.

• ND disorder – difference in the way brain develops.

• Common childhood examples:

– Anxiety and related disorders

– Depression and related disorders

– Autism spectrum disorders

– Attention Deficit Hyperactivity Disorder.

• Can be ongoing, or occur in single/series of episodes.

Why is children’s mental health important?

• Poor mental health and wellbeing is associated with poorer physical health, reduced social functioning, behavioural problems, lower academic achievement and higher substance abuse.

• Mental health promotion can effectively reduce mental health risk factors and increase protective factors that can improve mental health outcomes for children.

Mental health practices

• How are you currently supporting children’s mental health in your workplace?

• Are there any practices you are currently doing that you didn’t realise were supporting mental health?

The role of educators

• Understand factors that influence mental health & wellbeing.

• Promote positive development.

• Identify and provide additional support.

• Partnerships with families and communities

• Inclusivity, and

• Caring for your own & colleagues mental health.

Small Group Activity

Young Minds Matter Survey (2015)

www.youngmindsmatter.org.au

• 1 in 7 4-17 yr olds had mental health problem in previous 12 months = 560,000 children

• Prevalence rates stable but illnesses have changed:

• in ADHD

• in depression

• prevalence in families where other risk factors are present: parental unemployment; sole

parent families

Mental illness in children and young people

• Highest prevalence of mental illness is in young people 12-17 years.

• Depression and anxiety are the most common forms of mental illness in young people.

– 1 in 13 children aged 11 – 17yrs meet diagnostic criteria for major depressive disorders

– Girls aged 16 – 17 this is 1 in 5.

Mental health statistics

In last 12 months for young people 12 – 17yrs:

• 1 in 12 had self-harmed– Girls (16-17 yrs = 1 in 6)

• 1 in 13 had seriously considered suicide

• 1 in 40 had attempted suicide – Girls 16-17 yrs, 1 in 7 considered suicide

– 1 in 20 attempted suicide

Brain development

Risk and protective factors

• Risk factors– Individual– Family– Community.

• Protective factors– Enhance resilience, support positive development.

• Role of educators…?– May not be able to control risk factors but can work to

increase protective factors.

Brain architecture and development

• The architecture of the brain is constructed through an ongoing process that begins before birth.

• Brain architecture is comprised of billions of connections between individual neurons across different areas of the brain.

• Simpler neural connections and skills form first, followed by more complex circuits and skills.

• The interactions of genes and experience shape the developing brain.

Brain Builders video

http://www.albertafamilywellness.org/resources/video/how-brains-are-built-core-story-brain-development

The developing brain

Graph Source: Pat Levitt (2009). For complete reference information, please see the version of this graph that appears in the interactive feature "Core Concepts in the Science of Early Childhood Development."

How can educators support positive brain development?

– Positive, caring relationships.– Adults who respond to the child’s feelings, needs and

interests.– Opportunities to be actively involved in meaningful

experiences.– Help children learn to identify and control emotions.– Cognition and learning.– Movement – coordination. – Language development.

http://www.education.vic.gov.au/Documents/childhood/parents/mch/makingmostofchildhood.pdf

Anxiety

• Everyone experiences stress and anxiousness at times – in moderation this can be beneficial.

• Anxiety experienced in anxiety disorders differs from normal response:– More prolonged

– Not subsiding when prompting event/threat passes

– Occurring out of the blue without a particular reason

– Can impair relationships, schooling and everyday functioning.

Identifying anxiety

• Observe behaviours over period of time.

• Discuss with colleagues and parents.

• Keep in context of child’s overall development.

• Withdrawn, adverse to change, upsets easily, prolonged stress, worry and anxiousness, physical symptoms.

Early Intervention for mental health

Assesses and deals with mental health difficulties.

Occurs in early stages of a potential mental illness or disorder.

Aims to prevent the illness or reduce its impact.

EI for mental health can occur at any age.

Early childhood mental health difficulties

Emotional and behavioural difficulties.

Externalising behaviours – tantrums, defiance, aggression, impulsivity, overactivity.

Internalising behaviours – fearfulness, anxiety, sadness, guilt, numbness, withdrawal.

Strategies to support children

• Group strategies

– Relaxation

– Positive self-talk

– Discussing emotions

– Predictable routines

– Clear instructions.

One-on-one strategies

• Internalising– Allow them space to observe rather than

participate

– Reassure they can come back to activities

– Physical and verbal reassurance.

• Externalising – Choices instead of demands

– Dislike the action

– Reward positive behaviour.

Child wellbeing plan

An optional tool that educators can complete when a child at their service, has additional mental health needs and could benefit from extra support from their service.

• Strengths-based.• Aims to ensure consistent, supportive and individualised

care is provided to children with additional mental health needs.

• Complete with team of educators and parents/caregivers.• Update on a regular basis.• Make sure all educators/staff that work with the child are

aware of the plan and advised when changes are made.

Effective communication can be achieved by:

Verbal communication Active listening:

- Look at the person talking;- Nod or saying “uh huh”- Wait for the other person to finish - Ask clarifying questions.

Be clear and share relevant information.

Use easy to understand language.

Use “I” statements. Non-verbal communication Body language including:

- Tone of voice- Facial expressions / Gestures- Appropriate eye contact- Be attentive - Avoiding fidgeting- Have an open body posture.

Difficult conversations with families

• Having difficult conversations with families is challenging but important.

• Identify a child’s difficulties and discuss support options to achieve the best outcomes for the child.

During the conversation

• Emphasise your are working as a team with the family to support the child.

• Ask whether the family has noticed specific behaviours.

• Focus on why you are concerned, without making judgements or diagnoses.

• Share strategies.

Looking After Yourself

• Physical health.

• Relationships.

• Work.

• Interests.

• Manage your stress.

• Spirituality.

Summary

• Connections Resource.

• What is mental health, importance of mental health in the early years.

• Brain development.

• Questions?

Ellen.Newman@hnehealth.nsw.gov.au

Further Information / Resourceswww.himh.org.au/connections

www.responseability.org

www.kidsmatter.edu.au

www.earlychildhoodaustralia.org.au

www.raisingchildren.net.au

www.snaicc.org.au

www.developingchild.harvard.edu

www.copmi.net.au

Further Information / Resources

• Harvard Center for the Developing Child (www.developingchild.harvard.edu )

• Australian Trauma, Loss and Grief Network (ANU)

• Michael McQueen (Key note from ECA 2014 Conference “The shape of things to come”) (www.ecaconference.com.au).

• Alberta Family Wellness www.albertafamilywellness.org