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    Children Are The Messages We Send To A Time We Will Not See.

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    trinjhna
    This document discusses mental health issues among students and strategies for teachers to address challenging behaviors. It outlines common concerns among students aged 5-12 like difficulties with attention and peer relationships, and among 13-18 year olds such as moodiness and experimentation. The document also describes how to identify behaviors requiring immediate intervention. Further, it provides guidance on teacher self-care, understanding the ABCs of behavior, using positive discipline techniques like praise and planned ignoring, and when to refer students to mental health practitioners.

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    Children Are The Messages We Send To A Time We Will Not See.

    Uploaded by

    trinjhna
    22 views32 pages
    This document discusses mental health issues among students and strategies for teachers to address challenging behaviors. It outlines common concerns among students aged 5-12 like difficulties with attention and peer relationships, and among 13-18 year olds such as moodiness and experimentation. The document also describes how to identify behaviors requiring immediate intervention. Further, it provides guidance on teacher self-care, understanding the ABCs of behavior, using positive discipline techniques like praise and planned ignoring, and when to refer students to mental health practitioners.

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    This document discusses mental health issues among students and strategies for teachers to address challenging behaviors. It outlines common concerns among students aged 5-12 like difficulties with attention and peer relationships, and among 13-18 year olds such as moodiness and experimentation. The document also describes how to identify behaviors requiring immediate intervention. Further, it provides guidance on teacher self-care, understanding the ABCs of behavior, using positive discipline techniques like praise and planned ignoring, and when to refer students to mental health practitioners.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    22 views32 pages

    Children Are The Messages We Send To A Time We Will Not See.

    Uploaded by

    trinjhna
    This document discusses mental health issues among students and strategies for teachers to address challenging behaviors. It outlines common concerns among students aged 5-12 like difficulties with attention and peer relationships, and among 13-18 year olds such as moodiness and experimentation. The document also describes how to identify behaviors requiring immediate intervention. Further, it provides guidance on teacher self-care, understanding the ABCs of behavior, using positive discipline techniques like praise and planned ignoring, and when to refer students to mental health practitioners.

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    You are on page 1of 32

    (Neil

    “Children are thePostman)


    messages we
    send to a time we will not see.”
    (Neil Postman)
    Who’s the Expert?

    • Teachers

    • Parents/Guardians

    • School Management

    • Mental Health Practitioners


    Mrs. Jasmine Khattar

    Ms. Trinjhna Khattar

    Mrs. Satwinder Virdhi


    Mental Health Issue or Not?
    Red Flags or Not?
    • If a child falls asleep every afternoon in class during the
    lesson?

    • If a child is late for school often?

    • If a child has frequent suspensions for not following


    directions in class?

    • If a child has a temper tantrum?

    • If a child is unkempt?
    All children face some mental health
    problems/issues, including:

    •Anxiety about school


    performance
    •Problems dealing with parents
    & teachers
    •Unhealthy peer pressure
    •Common developmental,
    adjustment problems
    •School phobia
    •Dealing with death or divorce
    •Feeling depressed or overwhelmed
    •Drug or alcohol use
    •Suicidal ideation
    •Worrying about sexuality
    •Facing tough decisions
    •Considering dropping out of school
    Ages 5 to 12

    • Begins to learn the capacity to work


    • Develops imagination and creativity
    • Learns self-care skills
    • Develops a conscience
    • Learns to cooperate, play fairly, and follow social
    rules
    Difficult Behavior

    •Arguing/Fighting with Siblings and/or Peers


    •Curiosity about Body Parts of males and
    females
    •Testing Limits
    •Limited Attention Span
    •Worrying about being accepted
    •Lying
    •Not Taking Responsibility for Behavior
    Behaviours needing immediate intervention
    Ages 6-12
    •Excessive Aggressiveness
    •Serious Injury to Self or Others
    •Excessive Fears
    •School Refusal/Phobia
    •Frequent Excessive or Extended Emotional
    Reactions
    •Inability to Focus on Activity even for Five
    Minutes
    •Patterns of Delinquent behaviors
    Ages 13-18

    The child develops self-identity and the capacity for


    intimacy

    •Accepting responsibility for behavior


    •Able to develop friendships
    •Able to follow social rules
    Difficult Behavior

    • Moodiness
    • Less attention and affection towards parents
    • Extremely self involved
    • Peer conflicts
    • Worries and stress about relationships
    • Testing limits
    • Identity Searching/Exploring
    • Substance use experimentation
    • Preoccupation with sex
    Immediate Intervention

    • Sexual promiscuity
    • Suicidal/homicidal
    ideation
    • Self-mutilation
    • Frequent displays of temper
    • Withdrawal from usual activities
    Immediate Intervention
    • Significant change in
    grades, attitude, hygiene,
    functioning, sleeping, and/or
    eating habits
    • Delinquency
    • Excessive fighting and/or
    • aggression (physical/verbal)
    • Inability to cope with day to day
    activities
    • Lots of somatic complaints
    “Could someone help me with these?
    I’m late for my class”
    Self – Care

    ° A necessity, not a luxury


    ° Reduces stress and
    burnout
    ° Improves coping ability
    and productivity
    Self-awareness
    - Mood / Setting events
    - Values / Expectations

    Behavior is learned

    Power to defuse or escalate


    negative and positive
    behavior.
    ABCs of Behavior
    A = Activating Event
    B = Belief/Thoughts
    C = Consequence
    B
    A Teacher
    B
    Students laugh thinks
    Rishi A
    when Rishi “Rishi is
    thinks Rishi curses/throws
    mispronounces Messing up my
    “I can’t do his pencil
    word Class again. I can’t
    this. I’m stupid”
    handle
    C
    C him.”
    Teacher yells,
    Rishi curses/throws his pencil
    “Oh no, not in my classroom!
    Pick that up!”
    Escalators
    • Yelling
    • Public confrontation
    • Sarcastic / judgmental tone of voice
    • Humiliation/ Put downs
    • Asking why they can’t behave
    • Bringing in past negative behaviors
    • Making unrealistic threats
    • Negative thoughts
    Diffusers
    • Model appropriate behaviors
    • Speak calmly
    • Speak privately
    • Acknowledge positive and negative behavior
    • Communicate immediate expectation
    • Empathic tone of voice
    • Breathing
    • Provide structure
    Change your Thought – Change your
    feelings and Actions
    Thought - “Rishi is going to ruin my class again.”
    Fe
    Feel - Angry, powerless, resentful
    Action - Yell. Kick Rishi out of class el

    Thought - “Ok. Rishi is having a hard


    time. Maybe I can help get things back
    on track.”
    Feel - Hopeful, calm, empathic
    Action - Speak calmly. Speak privately.
    Offer assistance. Think
    Positive Discipline

    Teach a desired skill

    Model desired skill

    Reward when student exhibits desired skill


    °Give praise
    °Give token
    °Give tangible reward
    Praise
    Praising correctly
    increases compliance
    – Praise can include
    • Verbal praise,
    Encouragement
    • Attention
    • Affection
    • Physical proximity
    Giving Effective Praise

    •Be honest, not overly flattering


    •Be specific
    •No “back-handed compliments” (i.e., “I like the way
    you are working quietly, why can’t you do this all
    the time?”)
    •Give praise immediately
    Ignoring
    • selectively
    – Ignore mild unwanted
    behaviors

    AND

    – Attend to and REINFORCE alternative positive


    behaviors
    How to ignore

    Visual cues
    •Look away once child engages in undesirable
    behavior
    •Do not look at the child until behavior stops

    Postural cues
    •Turn the front of your body away from the location
    of child’s undesirable behavior
    •Do not appear frustrated
    •Do not vary the frequency or intensity of your
    current activity
    How to ignore

    Vocal cues
    •Maintain a calm voice even after your child begins
    undesirable behavior
    •Do not vary the frequency or intensity of your voice

    Social cues
    •Continue your intended activity even after your
    student begins undesirable behavior
    •Do not panic once student begins inappropriate
    behavior
    When to Ignore
    • When to ignore
    undesirable behavior
    – Child interrupts conversation
    or class
    – Child blurts out answers
    before question completed
    – Child tantrums

    • Do not ignore undesirable


    behavior that could
    potentially harm the child
    or someone else
    Overview
    •Mental health practices in our school
    •Mental health concerns among students
    •Concerns among 5-12 year olds
    •Concerns among 13-18 year olds
    •Teacher Referral
    •Teacher Self-Care
    •ABCs of Behaviour
    - Escalators
    - Diffusers
    •Positive Discipline
    - Praise
    - Ignorance
    Thank
    you 9820323769
    9869460287

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