What do we know? Centre on the Developing Child Dimensions of - PDF document

21/03/2016 “You don’t achieve mental health by relying only Building awareness, on the health care system” capability and competency: Allan Fels, Chair of the National Mental Health Commission lessons from Response National Press Club Address 2012 Ability and Connections Dr Gavin Hazel 18 March 2016 “Every system that touches the lives of children offers an opportunity strengthen the foundations and capacities that make lifelong healthy development possible. “ What do we know? Centre on the Developing Child Dimensions of wellbeing 1

21/03/2016 Targeted capability development for Key Points Mental Health and Wellbeing • Wellbeing and Mental Health are complex and multi ‐ determined, • What is abundant? – People and systems that are in contact with and no one strategy will so provide solution to the issues of health children promotion and prevention • What is scarce? – Health promotion and mental health • Effective solutions are ones that increase protective factors and professionals reduce risk factors • Issue: How do we make knowledge, skills and attitudes about • It is most effective to address multiple levels of influence, and mental health promotion and wellbeing more accessible to more design efforts to work in synchrony people in contact with children? • There’s no “one ‐ size ‐ fits ‐ all” solution Exploring an example Aims What is it? • Develop shared understanding • Assist educators to feel more comfortable, confident and capable • Connections is a pioneering methodology for guiding children’s services to focus on wellbeing outcomes and determinants • Assist educators to promotive wellbeing • Assist educators to support children and families with additional mental health needs • Connections outlines the skills and practices of educators that are associated with positive mental health and wellbeing for children. It • Guide educators to identify when a child or family may benefit also provides practical examples and tips to help educators adapt from additional support these ideas to fit their service, and meet the unique needs of their children and families. 2

21/03/2016 Supporting knowledge Structure • Aboriginal and Torres Strait • Referral Agencies and Connections has 3 main components: Islander Wellbeing Professionals – Key Concepts • Attachment and Mental Health • Reliable Sources and How to Find – 5 Areas of Practice Them • Child Development, Mental Health and Wellbeing • Risk and Protective Factors for – Fact Sheets Mental Health • Children of Parents with a Mental Illness • Stress and Self ‐ Care • Connections can be used in many ways: • Communicating with Children • Supporting Children with Mental – Read as a whole Health Problems • Communicating with Families and – Explored in sections Other Adults • Supporting Refugee and Migrant Families • Managing a Mental Health – Used as a reference point Emergency • Trauma, Loss and Grief • Mental Health Problems and Challenges How do we know Connections Main benefits of Connections makes a difference? • Raises awareness and understanding of mental health and • Evidence based and practice lead wellbeing • Engages stakeholders and increases awareness of wellbeing • Raises awareness and understanding of contribution practices, • It influences the ways practices and services are implemented policy, and services can make to mental health and wellbeing • It has translated into practice • Efficient use of limited resources – encourages linkages • Professionals are using it in their work • Support change and growth in practice and services Exploring another example 3

21/03/2016 Response Ability is designed to firstly empower teacher educators and students; secondly to build capacity in their professional capabilities and finally to transform the behaviour and culture of the university profession so that the inclusion of mental health in education and care becomes a regular feature of professional teacher preparation. Lessons Learnt: • Difficult to teach • Graduates not experts • Content is not enough • Cross disciplinary change is challenging – • The difference between it needs a common supportive in principle ground and taking action • Implementation AND • Perceptions of mental fidelity is the key health and mental ill ‐ Other approaches health • MHPPEI is not always intuitive • It is hard to change beliefs Principles: Interactions that lead to healthy social and emotional development • Support to explore and develop new skills and capabilities • Responsive care that contributes to the child’s developing • Exchange through which children learn the give ‐ and–take of sense of self satisfying relationships with others • Affection and nurturing that builds the child’s developing self • The experience of being respected and of respecting others esteem Source: National Research Council and Institute of Medicine (2000) • Protection from harm and threats of which they may be unaware • Opportunities to experience and resolve human conflict cooperatively 4

21/03/2016 Essential qualities of the helper Skills • Concentration/Active listening • Respect • Prompting, exploration and summarising • Genuineness • Empathic responding • Empathy • Enthusing and encouraging • Humility • Enabling change in feelings, ideas and actions • Quiet enthusiasm • Negotiating • Personal strength and integrity • Communicating and making use of technical knowledge, • Intellectual and emotional attunement expertise and experience Source: Family Partnership Model • Problem management Source: Family Partnership Model Partnership Resources: • Working together with active participation/involvement • www.himh.org.au/connections • Developing and maintaining genuine connectedness • www.responseability.org • Sharing decision making power • www.kidsmatter.edu.au • Recognising complementary expertise and roles • www.earlychildhoodaustralia.org.au • Sharing and agreeing aims and process of helping • www.raisingchildren.net.au • Negotiation of disagreement • www.snaicc.org.au • Showing mutual trust and respect • www.developingchild.harvard.edu • Developing and maintaining openness and honesty • www.copmi.net.au • Communicating clearly Source: Family Partnership Model Useful Skills and Practices • Useful skills and practices for all staff , eg – Establishing and maintaining a regular routine. Children feel more secure in their environment if they can predict what will happen next. – Being sensitive to and respectful of diversity. By demonstrating these principles in our daily APPENDIX ‐ CONNECTIONS interactions, attitudes and language, we encourage children, their families and other educators to reflect this behaviour. 29 30 5