06+Mental+Health

//The following information was provided by the National Association of School Psychologists (NASP).//
 * __Children's Mental Health: Social/Emotional Development__**

Although historically mental health has been viewed through the lens of mental illness (i.e. depression, schizophrenia, bipolar disorder), we have come to recognize the good mental health is not simply the absence of illness but also the possession of skills necessary to cope with life's challenges. Understanding the role that mental health plays in school is important to students’ social, emotional, and academic success.

**//Building Protective Factors//** Protective factors that help establish children’s’ long-term capacity for positive behavior, social competency, academic achievement, and emotional well-being include the following:

//Sense of Belonging:// A sense of belonging is essential to all of us. It is the basis for children's positive adjustment, self- identification, and sense of trust in both the system and themselves. Studies have shown that school connectedness in elementary school decreases incidences of risky behavior into young adulthood. Young children’s strongest bonds are to their parents. A primary objective in early elementary school is to extend that sense of connection to school. A close bond with the classroom teacher or other significant adults is crucial. This develops by personal interaction but it is also important for the teacher to establish a positive relationship with parents. Children take cues from their parents when it comes to affiliation and a sense of trust between teacher and parent will transfer to the child. We also promote connectedness to the environment. Welcoming children when they arrive, greeting them by name in the hallways, and putting up bulletin boards in the hall for students to share important events reinforces that students are valued members of the school community.

//Adapting to Change:// Routine is important to young children. We introduce the concept in kindergarten and first grade with habits such as coming in quietly, putting belongings in a cubby, checking in, and ordering lunch. Such regular activities add structure to the child's environment and help establish a sense of competence and belonging. Equally important though, is the ability to adapt to change. This is a critical skill that is important throughout life and it begins to develop at a young age. Some children react negatively to change, particularly if they are experiencing emotional stress. They may need help adjusting to even small changes at school (substitute teacher, new seating arrangement) or at home (new sibling, different bed). We can minimize anxiety associated with change by giving students advance warning and allowing them to take part in the change such as discussing the possibilities for rearranging the classroom. It is also important to help children develop coping strategies. Identifying the things that have not changed and focusing on the children's competencies (tasks they already perform well) can help children maintain a sense of control and stability.

//Recognition:// All children need recognition. Positive feedback validates behaviors or accomplishments that are valued by others. We recognize academic achievement with grades, sharing a child's working class, and awards. We can all use recognition to help children develop mentally healthy behaviors such as praising a child who exhibits self-control when angry, raises a hand instead of calling out, or shows compassion for a peer. The key is to focus on positive behaviors even as a way of stopping negative ones. For instance, if the child is misbehaving, try to acknowledge at least three children doing something right before attending to the child who is not. In some cases, it may be necessary to devise situations where a child can do the right things such as completing a task and then praising the child for it.

//Making a Difference:// Children need to know that they can make a difference. We see this in their eagerness to do classroom chores or to read the morning announcements. Such prosocial behaviors build self-esteem, foster connectedness, reinforce personal responsibility, and present opportunities for positive recognition. It is important to create a variety of developmentally appropriate opportunities to contribute such as putting homework in the take-home folders, helping create a bulletin board, or being a “buddy” to students in other grades. Children can contribute outside of school through activities as well. Doing things for others helps reinforce to children that they are part of a community and that they can make a difference.

//Resiliency and Accomplishment:// Resiliency is an essential ingredient to success and refers to the ability to bounce back from defeat by resetting your compass, redefining goals, and continuing on course. Research shows that children have similar risk factors may have different outcomes based on their resiliency. Educators can help children develop resiliency by taking on the role of “encourager,” someone who acknowledges the significance of the defeat but does not allow it to result in a sense of personal failure. The key is to help the child to the big picture and refocus on an ability to try again or, if necessary, find alternative means to accomplish the goal. This process allows the child to accept the responsibility for the effort but also be reassured of his/her own worth. __Children also need to believe that accomplishment comes from their own actions__. This is often referred to as “self advocacy/self-determination.” Children who lack this ability may be less resilient, overly dependent, or tend not to accept responsibility for their actions because they do not believe they are in control. The skill is relevant in both academic and social functioning. We can help children learn to define a goal, identify useful strategies and personal resources, assess progress towards the goal, determine a realistic time period for success, and judge when they may need help. It is important for children to seek help once they have exhausted their own capacity or recognize that the situation is beyond the scope of their competency.

**//Addressing Mental Health Problems//** Building protective factors like those noted above gives most children the foundation they need to attain and maintain good mental health. We also need to recognize and respond to children's more acute mental health needs. Other supports include:

1) Environmental – Creating a supportive school climate that fosters mentally healthy traits (connectedness, self-esteem, respect for others). 2) Pragmatic - Implementing programs or curriculum targeted at specific issues and skill development (bullying prevention, conflict resolution, social skills). 3) Individual – Providing interventions to students with chronic or acute mental health needs (learning disabilities, depression, ADHD).

//Knowing the Signs:// Generally, symptoms of mental health problems can include changes in habits, withdrawal, decreased social and academic functioning, erratic or changed behavior, and increased physical complaints. Family is the first source of support for child's mental health. However, the increased stress and fracturing of life today makes it imperative that schools partner with parents to help children thrive. All adults working with children should be familiar with community mental health resources.

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Children's Mental Health Disorder Fact Sheets For the Classroom (Entire set) Anxiety~Asperger's~AD/HD~Bipolar~Conduct~Depression~Eating Disorders~Fetal Alcohol~Obsessive-Compulsive~Oppositional Defiant~Pervasive Developmental~Post Traumatic~Reactive Attachment~Schizophrenia~Tourette's