Transcript Document

Mental Health,
Assets & Self Care
School Health Assistant Training
7/22/2015
Linda Hummingbird, RN, B. Sc., NCSN
School Nurse/School Health Services Coordinator
Santa Fe Indian School
Santa Fe, NM
Rutgers University/Johnson & Johnson School
Nurse Fellow
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Developmental
Assets
Building Blocks of Healthy
Development that Assist
Children of all ages to grow up
healthy, caring, and responsible
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External
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Support
Empowerment
Boundaries and
Expectations
Constructive Use
of Time
Internal
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Commitment to
Learning
Social
Competencies
Positive Values
Positive Identity
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Mental Health
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“Successful performance of
mental functions
Productive activities
Fulfilling relationships with
others
Ability to change and cope
with adversity
“Mental Health of Adolescents National Profile”
National Adolescent Health Information Center ‘08
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Mental Illness
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Diagnosable mental disorders
characterized by alterations in
thinking, mood, or behavior, (or
a combination thereof)
associated with distress or
impaired functioning.
Mental Health of Adolescents National Profile
National Adolescent Health Information Center
7/22/2015
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Developmental Stages
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0-1 year
Develop basic trust
 Cry in rage until needs are met
 Cuddle, smile, make eye contact
 Cry for help: excessive crying,
sleep disturbance, feeding
disorder, stranger anxiety, muscle
rigidity
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Developmental Stages
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1-3 years
 Autonomy
 Exploration (climbing, running)
 “Klingon” Develop comfort, pleasure,
safety seeking behaviors
 Hitting/biting for attention
 Language development
 Exploration of own body (Potty
Training)
 Occasional regression
 Play along with others w/o interaction 7
Developmental Stages
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4-5 years
 Independence
 Explore limits
 Imaginary companions
 Express aggression w/sibs or
peers
 Body curiosity/sexual
differences/masturbation
 Bathroom talk
 Works w/others to plan, carry
out activities; shares toys
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Developmental Stages
6-7 years
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Extremes of emotional response
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School phobia
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Quarrel w/parents, esp. mother
(separation anxiety or test parent/child
relationship)
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Form multiple, relatively short term
relationships
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Sex play to satisfy curiosity about
genitals
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Frequently initiate sib rivalry
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May resort to lying or stealing as coping
mechanism or sign of rebellion
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Able to play together w/ mutually agreed
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upon rules
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Developmental Stages
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7-9 years
 More emotional balance
 Experience fear and rational concern
about possible world dangers: crime,
violence, catastrophe
 Develops interest in sex talk/sex
jokes/ curious about mechanics of
reproduction
 Develops “crushes”
 Assume responsibility for actions
 Worry about academic performance
 Handles competitive play fairly well
 Assume more responsibility
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 Fears being humiliated
Developmental stages
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9 – 11 years
Generally happy and content
Rely more and more on peers for approval,
direction
Develop more mature relationships w/sibs
“Puppy love”
“Best Friend”
Show concern over issues of justice/fairness
Worry about parents fighting, divorcing,
losing jobs, becoming ill or dying
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Developmental Stages
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11-13 years
Moody/irritable
 Self-conscious about body image,
development, physical health,
sexuality
 Fear losing status w/peers
 Develop romantic relationships
 Close circle of friends for support
 Lose patience w/sibs, parents if
perceived as interfering
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w/personal, peer-related
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Developmental Stages
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13 -19 years
Crave personal freedom from parents
but still want and need their love
Intense concern about understanding
why things are the way they are
Experiment, test limits of pleasure &
pain; may be involved in thrill seeking,
risky behaviors
May spend must time at home, sullen,
withdrawn, isolated from family group,
skip school, run away, treat all adults
w/mistrust, disrespect, ignore household
rules, “sex, drugs, and rock & roll”
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School Mental
Health Concerns
“one in ten children/adolescents suffer
from mental illness severe enough to
cause some level of impairment”, but
only one in five receives mental health
services. Mental Health of Adolescents National Profile ‘08
A 2002 study revealed most youth
receive mental health services through
schools rather than through a PCP.
For nearly half of all students with
serious emotional disturbances, the
school system was the sole provider
of mental health services.
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Common Psychological
Problems
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Depression
Suicidal Tendencies
Grief
Substance Abuse
Attention Deficit Disorders
Eating Disorders
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Symptoms to Report to
School Nurse
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Depressed/Irritable
mood for most of day
Aggression toward
self/others
Decreased
interest/pleasure in
almost all activities
Significant
weight/appetite
increase or decrease
Sleep disorders
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Slowed or hyperactive
body movements
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Fatigue/loss of energy
Worthlessness or
unnecessary guilt
Inability to concentrate
Recurrent thoughts of
death, suicide
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The School Health
Assistant’s Role
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Be Warm, ,Open, Compassionate and Supportive of
Student/Family
Be Honest, but not Judgmental
Provide Factual Information
Treat Students/Parents with Respect
Be Alert to Mood/Behavior Changes/Grades
Know s/sxs of these most common disorders
Be Aware There Often may be More Than One Mental
Illness
Monitor the Student Frequently
Avoid Being Confrontational
Provide Positive Feedback
Be Aware of Confidentiality Laws
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Health Assistant’s Role
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Be a Positive Role Model at all Times
Practice What You Preach
If You Know the Student’s Family, Work These Topics
into General Conversation Without Violating Student’s
Right to Privacy
Advocate in your school/community for educational
programs on these disorders and how they can
interfere with the student’s ability to be successful in
school
Find allies in your school/community willing to work to
erase the stigma of mental/emotional/behavioral health
disorders
Ask student how things are going in class and at home
Realize that often in troubled homes, parents are
parenting the best they know how
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Resiliency and
Strengths
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Youth can be extremely resilient
Help them focus on talents
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Art
Music
Sense of humor
Positive personality traits
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Treat them with fairness, consistency, and
caring.
“You can’t educate a child who isn’t
healthy, and you can’t keep a child
healthy who isn’t educated.” Joycelyn
Elders, M.D. , Former U.S. Surgeon
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Self Care
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Top Ten Stress Relievers
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1. Get Active
2. Meditate
3. Laugh
4. Connect
5. Assert Yourself
6. Breathing Exercises/Yoga
7. Sleep
8. Journal
9. Get Musical
10. Seek Counsel
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Mayo Clinic 9/2010
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Breathing Exercises
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Sit straight in chair with hands in relaxed
position in lap
Inhale slowly/deeply through nose, filling
lungs completely; then exhale
Be aware of your posture
Focus on any tense/painful areas and try
to relax them
Continue breathing for at least 2 – 3
minutes
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Stretches
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Eye Circles: open or closed, allow the
eyes to slowly move a full circle. Repeat
in opposite direction.
Shoulder Rolls: With arms hanging
straight at sides, roll your shoulders in a
complete circle front to back. Repeat in
opposite direction.
Head Rolls: Allow head to gently roll in a
complete circle. Repeat in opposite
direction.
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Self-Massage
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Temples/Forehead: Using three fingers massage
in small circles around temples/across forehead.
Neck: With neck relaxed toward chest, use both
hands and massage in small, firm circles from the
base of the neck to head.
Shoulders: Sitting upright in a relaxed position,
massage one shoulder at a time, using firm
strokes to push muscles. Spend extra time on
any tense or painful areas.
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Self Care/Stress
Management
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Physical Activity
Nutrition
Hobbies
Relaxation
Therapy
Deep Breathing
Enjoy Life
Spirituality
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Our work can be stressful at times, yet it is very
rewarding to be able to help a child, family, and/or
community. We must remember to be good to ourselves,
so that we can continue to be good to them.
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Children are 10% of our
population;
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THEY
ARE
100% OF
OUR
FUTURE
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QUESTIONS?
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