Childrens Mental Health Awareness: Creating Resilience Informed - PowerPoint PPT Presentation

Children’s Mental Health Awareness: Creating Resilience Informed Service Environments PRESENTER: JAMES RODRIGUEZ, PHD, LCSW

Definition ‣ Resilience . A dynamic process reflecting positive adjustment despite significant risk or adversity (Luthar & Zigler, 1991; Garmezy, 1971; Rutter, 1987) ‣ Resilience in the context of Mental Health Services is an outcome.

Resilience Significant Individual others Strengths (Resources) (Assets) Resilience Systems and Culture (Resources)

Resilience Informed Service Environments

Six Practice Clusters 1. Promoting Emotional Safety 2. Restoring Choice and Control 3. Facilitating Connection 4. Supporting Coping 5. Responding to Identity and Context 6. Building Strengths Source: Wilson, Fauci and Goodman, 2015

Promoting Safety Goal/Objective : Create a psychologically safe environment for service recipients Rationale : People exposed to trauma and chronic stress are often self- critical, self-blaming and may feel threatened by judgment and criticism Emotional Safety Provide safety measures  Avoid embarrassing/shaming  SUDS Ratings  Give accepting messages  Safe or Happy place Use respectful language Gentle /Non-Judgmental  Calm tones Questioning  Choice of words  Altering questions upon intake  People first language  Open-ended question  Take frequent breaks

Choice and Control Goal/Objective : Provide opportunities for people to tell their stories Rationale : Healing from exposure to trauma and chronic stress starts with talking about it.  Provide appropriate space/time  Provide choice to share**  Pace conversations  Offer non-threatening alternatives to talking

Choice and Control Goal/Objective : Provide opportunities for people to shape the focus of their work to influence program services Rationale : People exposed to trauma and adversity may feel little control over their thoughts, feelings and behaviors.  Emphasize shared interactions  Organized listening sessions or  Be willing to learn from children town halls with parents  Respect person expertise  Anonymous surveys in the  Remember: People have learned waiting area  Support stated needs  Program meetings for recipients  Offer services outside the box  Start w/ small easy choices

Facilitating Connections Goal/Objective : Support parenting relationships. Rationale : Trauma can be intergenerational and TIC is an opportunity to “break the cycle”  Psychoed on child trauma  Promote positive parenting  Psychoed on vicarious trauma (e.g. PCIT and others)  Psychoed on intergenerational/  Connecting parents with historical trauma community resources  Components of TF-CBT  Group interventions for childhood trauma (e.g. CBITS)

Support Coping Goal/Objective : Support people’s in strengthening and developing coping strategies Rationale : People exposed to trauma and chronic stress have strengths that can be built upon  Consider EBPs (TF-CBT)  Metaphors promote acceptance  Strengthen coping skills  Church/Temple/Synagogue  Help participants recognize triggers  Religiosity/Spirituality  Relaxation and breathing  Quotes/poems/affirmations  Positive or fair thoughts  Diet and healthy eating habits  Containment skills  Exercise  Connecting with trusted others  Smiling and positive thoughts  Message that “healing is possible”  Support holistic healing

Responding to Identity and Context Goal/Objective : The physical space and services are inclusive and welcoming to people of all backgrounds. Rationale : People from marginalized groups often feel that services do not cater to them  Written materials representative of peoples served  Reading materials representative of people served  Décor (e.g. posters, furnishings) representative of people served  People can communicate in their language  Avoid jargon, abbreviations and acronyms in communication  Access to interpreters  Staff reflect the diversity of the people served.

Responding to Identity and Context Goal/Objective : Practitioners and providers engage in critical self-awareness and knowledge building Rationale : Research indicates that many practitioners feel unprepared to provide culturally competent care  Staff explore own biases  Staff acquire knowledge  Thoughts feelings and behaviors  Learn personal from individual  Identify assumptions/prejudices  Learn of group on your own  Learn from the community  Understand community differences

Building Strengths Goal/Objective : Staff recognize and value strength Rationale : People exposed to trauma and chronic stress have strengths that may not be recognized  Ask: What has helped in the past?  How have you made it (this far)?  How have you coped in the past?  How have you managed emotions?  Who do you feel safe with?  How have you kept yourself safe?

Thank You JAMES RODRIGUEZ JR4139@NYU.EDU