Welcome to the Reach Out Teachers Network blog

Mt Barker HS, South Australia 7^th June 2013

Registration closes 31st May-be QUICK to book your place!

We are pleased and very excited to have been invited to present at the Positive Psychology Starting Points Conference in Mt Barker, South Australia. This conference will explore the starting points for improving the mental health and wellbeing of your  school, organisation or community using the ideas of Positive Psychology

If you are interested in attending, this will be a great conference to explore the practical application of Positive Psychology in a school context- click on the links below for further information and registration details.

Conference Brochure

Conference Registration

Following on from research conducted last year into the needs of health and education professionals, we have decided to merge our two professional resource websites (ReachOut Pro and ReachOut Teachers Network) into one website.

This means that we will instead provide one central place to access resources for supporting young people's mental health in both the classroom and support settings.

Why the change?

Research into the needs of education professionals, psychologists, medical professionals and support workers found that there is a lot of cross-over in the content that professionals need from ReachOut.com. Additionally, some people reported confusion about the difference between the websites and where to go for the best information. Many more reported that they went straight to ReachOut.com when looking for resources - rather than looking for seperate professional resource websites.

To make things simpler, and to make it easier to give you access to the full range of professional resources we have, we'll be putting them all together in one central place.

Introducing ReachOut.com Professionals

ReachOut.com Professionals will be launching in the coming months, and will have content particularly relevant for support workers and education professionals that are looking for additional resources to use with young people they are working with.

Raising awareness of a preventable disability in our midst.

Associate Professor David Dossetor,Child Psychiatrist with a special interest in Intellectual Disability and Autism, Area Director for Mental Health,The Children's Hospital at Westmead.

Reference: Dossetor, D. (2012). Fetal Alcohol Spectrum Disorders (FASD): Raising awareness of a preventable disability in our midst. CHW School-Link Newsletter. Vol 3, Iss 2, Pp. 2-5.

The following in an excerpt of an article about Fetal Alcohol Spectrum Disorder written by Associate professor David Dossetor. You can find the full version online at www.schoollink.chw.edu.au . Click on CHW School-Link Newsletter on the left hand menu and select Volume 3, Issue 2.

Tristan is a 13 year old boy from Fitzroy Crossing a community of 2500 in the Kimberly 400km east of Broome. Tristan is a likeable and generally happy boy who uses repetitive sensory activities to help him concentrate and keep calm and has major problems of memory and connecting thoughts. This makes it difficult for him to engage with peer friendships. He has major learning difficulties needing individual support in school. He has high energy levels, with problems of distraction and benefits from plenty of outdoor activity, but his coordination problems limits his love of sports to being linesman for the local AFL team. Amongst his physical abnormalities is a congenital heart defect corrected by surgery. Marmije (his aunt) and her husband Geoff are both teachers and highly skilled in providing the supportive environment for him and his 2 younger foster brothers also affected by Fetal Alcohol Spectrum Disorder. Poignantly, Tristan wishes he was normal.

The rising culture of teenage binge drinking means that teratogenic harm to a developing baby can be done before a girl is even aware of being pregnant. Surveys show 25% of 14 to 19 year olds have had a drink in the last week. 11% of females 18-24 indulged in high risk drinking. 7 or more standard drinks a week in pregnancy has been associated with attention deficits in the child. Some studies suggest that alcohol in pregnancy is now the leading cause for intellectual disability with incidences of 2-4% suggested! However, lack of professional knowledge, enquiry and recognition limits identification.

The first challenge is for clinicians to think of the possibility of the diagnosis. Treatment needs to be multidisciplinary, multimodal and multiagency, tailored to the individual child and family. O'Malley lists: detailed diagnostic assessment followed by individual treatment, dyadic therapy, family therapy, group therapy, residential/housing, vocational/rehabilitation, dental care and advocacy. The individual therapy may include: sensory/motor training, non-verbal play therapy, cognitive behaviour therapy, reality-based therapy and trauma-based therapy. Speech and language therapy may be important, but recognition of special need and appropriate support from the education system is a pivotal influence to subsequent trajectory. The criminal justice system also needs to be proactive in identifying and seeking treatment for such young people (Paley & Auerbach, 2011).

Tristan and his community have shown us courage and leadership, bringing "hope to the Valley" and an example to all Australians (Elliott et al, 2012). The raising of awareness will be important for us all, as we come to appreciate the scale of this new silent epidemic of damaged and troubled youngsters and adults in our midst. As June Oscar (an aboriginal elder) says "the attitude of society to FASD has to change, since the children with the condition can't".

References:

Elliott, E.J., Latimer, J., Fitzpatrick, J., Oscar, J., Carter, M. (2012). There is hope in the valley: Viewpoint. Journal of Paediatrics and Child Health. Vol 48, Ppl 190-192.

O'Malley, K.D. (Ed.) (2007). ADHD and Fetal Alcohol Spectrum Disorders. 2^nd Printing, Nova Science Publishers, New York.

Paley, B., Auerbach, B. (2011). Children with fetal alcohol spectrum disorders in the dependency court system: challenges and recommendations. Journal of Psychiatry and Law. Vol 38, Pp. 507-558.

Further Reading:

Blackburn, C., Carpenter, B. and Edgerton, J. (2012). Fetal Alcohol Spectrum Disorders: Interdisciplinary Perspectives. Palgrave Macmillon.

Blackburn, C., Carpenter, B. and Edgerton, J. (2012). Educating Children and Young People with Fetal Alcohol Spectrum Disorders: Constructing Personalised Pathways to Learning. Palgrave Macmillon.

www.nofasard.org.au

NOFASARD is the peak national non-government organisation representing the interests of parents, carers and others interested in or affected by FASD.

www.fasdtrust.co.uk

This is a UK based organization. Although there is a lot of UK based information for support, you can also subscribe to their newsletter. They have also produced a booklet 'FASD- A Teachers Guide' that you can purchase.

If you would like more information about Mental Health and Intellectual and Developmental Disabilities in children and adolescents, please subscribe to the CHW School-Link newsletter at www.schoollink.chw.edu.au . For enquiries you can contact Jodie Caruana or Hebah Saleh at the Children's Hospital at Westmead by email on schoollink@chw.edu.au or 02 9891 7208.

Blog By Belinda-School Link

As adults in the workplace we know what it feels like when we have positive connections.  It makes coming to work more enjoyable and often makes doing our job easier.  The same is true for students at school.  A student who feels connected and part of their school is more likely to have a positive and enjoyable experience.  This can also make it easier for that student to learn at school.

With more research into school connectedness and wellbeing, we now have the evidence to back up what we know makes sense.  Attending school is of course important but feeling connected within the school is what really helps.  Many schools are already doing a great job of enhancing connectedness.  This includes connecting with parents and carers and others in the community to creative a positive school environment.   Whole school strategies have been identified as very important.  In a study by Rowe and Stewart (2011) whole-school strategies were identified as very important.  This included school-wide activities involving the entire school community and whole-class activities including collaborative curriculum planning [Fiona Rowe, Donald Stewart (2009), Promoting connectedness through whole-school approaches: a qualitative study, Health Education, 109  (5), 396 - 413].

Chapman, Buckley, Sheehan, Shochet & Romaniuk (2011) published a paper focusing on the impact of school connectedness on violent behaviour, transport risk taking behaviour and injuries.  Increased school connectedness among students was found to be associated with fewer transport and violence risk behaviours, including such behaviours as riding with dangerous and drink drivers, and fighting. Similarly, increased school connectedness was associated with fewer transport and violence injuries. These findings demonstrate that school connectedness appears to have important protective effects for early adolescents that extend beyond participation in risk lowering significant injury outcomes for this age group. These results also show that students' connectedness to school impacts on behaviour and injury experiences that occur beyond school grounds [Chapman R L, Buckley L, Sheehan M, Shochet I M, & Romaniuk M (2011), The impact of school connectedness on violent behaviour, transport risk taking behavior and associated injuries in adolescence. Journal of School Psychology, 49(4), 399-410].

To read more about school connectedness including ideas and strategies that may be helpful in your school, enter the term 'supporting school connectedness' into your search engine.  This will provide you with links to useful information and resources to support the work you are already doing.

Today, Prime Minister Julia Gillard and the Member for Kingston, Amanda Rishworth are launching our Wellbeing@School resources. How awesome is that!

Why? Well prior to working with Inspire I was a Health and Physical Education Teacher. I worked with many passionate teachers and valued my time as educator and mentor to many students.

And it was during my time teaching that I came to realise the vital role teachers have in supporting young people to cope with growing up and developing the life skills they need to navigate life's ups and downs.

Almost 70% of ReachOut.com users (from our recent user survey) were 14 - 18 years old. That might not come as much of a surprise to you, but it might shock you to learn that a large percentage of these young people showed high to very high levels of psychological distress.

We know that 7 out of every 10 young people who have a diagnosable mental health issue do not ask for help. Whether it's that they don't understand what it is they are going through, or that it can't change, or they feel there is nowhere to turn.

And that's where I see our wellbeing@school resources having the biggest impact. The ReachOut Teachers Network have developed and published a range of practical resources to support the teaching of mental health , wellbeing and resilience in schools. These resources are mapped to the Australian Curriculum, General Capabilities and are offered at no cost to schools.

At a recent webinar one of the participants told us: "This is a fantastic resource. The more schools that utilise these resources, the greater potential to reduce mental illness and the impact mood disorders have on young people. It will benefit all who access it."

Embedding mental health into the Australian Curriculum in addition to it being a core focus of pastoral care programs is key in reducing the severity of mental health issues and increasing resilience and wellbeing.

Our wellbeing@school resources will not only help all young people to feel happy, safe and supported in schools but will ensure all teachers at every Australian High School know about ReachOut.com and use it to help their students.

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Sarah Jackson is Senior Manager-Schools and key driver of the ReachOut Teachers Network, an initiative of the Inspire Foundation.

ReachOut Teachers Network provides teachers and school support staff with free access to teaching resources and practical lesson ideas on youth mental health and wellbeing. The ReachOut Teachers Network has professional development modules that you can view any time, any place.

For more information about wellbeing@schools or other schools programs please contact Sarah by email or (02) 8029 7733.

To become a member of ReachOut Teachers Network visit our registration page

Blog by Caroline, School Link Coordinator

'This information is based largely on a Holiday Survival resource developed by Nicole Smith, School-Link Coordinator for Sydney Local Health District, for clinicians and school counsellors to share with school age children and young people'.

With the end of a hectic school year approaching, most students and school staff will be looking forward to the long summer break. However not everyone looks forward to the holidays - they are not always the fun and happy time that we would like them to be.

Children and young people who have struggled with life's challenges through the year may find themselves at a loss without the structure, support and day-to-day contact with peers and teachers that the school environment provides.  In particular, students who have a mental illness, who have a parent with a mental illness, or who are carers may find this time very difficult.

If you have real concerns about a student you can follow normal procedures for referring them to a school counsellor who can discuss appropriate coping strategies with them.

In your teaching role you could suggest some ways all students can ensure they have a refreshing, safe and satisfying break.  These can include:

• finding a balance between busyness and boredom, and taking time out from social networking
• getting enough sleep (8 or 9 hours a night) and using safe relaxation techniques that they know work for them.
• having at least 15- 30 minutes of physical activity each day as this can improve their mood and energy levels
• planning a regular fun activity each week to keep some sort of routine going (remembering to check opening hours, transport, etc on public holidays)
• making a list of people they can contact if they become stressed (helplines, or adults they trust who can help them call a helpline or counsellor)
  • checking some of these links online:

A calendar with all sorts of activities

http://goplay.nsw.gov.au/

Camps, outings, etc for young carers http://youngcarersnsw.asn.au/MultiPage.aspx?pageID=172

Fun stuff for teens who have a parent with a mental illness http://www.copmi.net.au/kids-teens-young-adults/teens/fun-stuff.html

Fun stuff for children who have a parent with a mental illness

http://www.copmi.net.au/kids-teens-young-adults/kids/fun-stuff.html

There is also a link where parents can find some ideas for activities and stress breakers during the holidays.

http://www.community.nsw.gov.au/docs_menu/parents_carers_and_families/parenting/school_holiday_parent_kit.html

And remember to follow some of these tips to look after your own wellbeing over the break!!

Blog by Belinda, School-Link Coordinator

Tackling Homophobia in Schools

Homophobic bullying is a problem in schools but the great news is we can do something about it.

Current Australian research indicates that between 9% and 11% of students are same sex attracted (Writing Themselves In 3, La Trobe University, 2010).

We also know that:

80% of young people who reported homophobic bullying, experienced this abuse at school.

61% of young people reported verbal abuse because of homophobia

18% of young people reported physical abuse because of homophobia

69% reported other forms of homophobia including exclusion and rumours

(Writing Themselves In 3- La Trobe University 2010)

Homophobic abuse decreases substantially when schools are proactive and implement effective policies and practices. The inclusion of anti-homophobia guidelines in your school bullying policy can add to the already positive changes that are occurring in many schools, to ensure the safety and respect of all students.

To access a copy of the School Link (SWSLHD) Anit-homophobia Fact Sheet and Guidelines for Schools click this link.

Another great initiative that supports harmony in schools and works to prevent homophobia is the Wear it Purple Campaign.  This initiative is designed to involve students and the whole school community.  The website has lots of information including a new video that can be used with student.

Visit the Wear It Purple website - http://wearitpurple.org

Blog by Lisa, School Link Coordinator

Physical As Anything.com

Working in a school environment with a large student community, there may have been times when you have worked with a student affected by a physical condition such as epilepsy, brain injury, asthma or fragile X syndrome. These conditions can have implications on the student's education as well as their emotional, behavioural and social wellbeing. www.physicalasanything.com.au is a comprehensive website supported by the NSW Department of Education and Communities and The Children's Hospital Westmead and provides detailed descriptions of more than 50 conditions affecting school-aged children and young people and the implications for education and their wellbeing. This resource may be valuable for teachers, other school personnel, healthcare professionals, students and families. There is also information to assist teachers in providing support to students affected by physical conditions. Check it out and bookmark it for the future!

Blog article by Belinda:

Eating Disorders in Schools

We are all aware of the growing rates of children and young people who are overweight and the concerns regarding obesity.  The World Health Organisation (WHO) in May 2012 noted that "obesity has reached epidemic proportions globally, with at least 2.8 million people dying each year as a result of being overweight or obese".  While we understand the importance of positive nutrition and the benefit of physical activity on both physical and mental health, we need to be careful in how we address these issues in the school setting.

Dr Zali Yager has published a very useful paper What not to do when teaching about eating disorders. The paper is based on a workshop she presented in January 2007 and outlines evidence-based safe and effective approaches and activities to be used with students in secondary schools.  The paper also presents a review of the literature on the prevention of eating disorders and explores the influence of the media on body image and eating disorders.

Teachers and schools do a great job of engaging students in physical activity, sport and other positive activities to promote physical and mental health.  Dr Yager's paper is a useful addition to our resource kit to ensure we promoting healthy living in a positive and helpful way.

Blog by Jodie, School Link Coordinator:

Do any of your students have an intellectual disability?

Children and adolescents with an intellectual disability have complex health problems. Communication limitations can make it difficult to identify potential health problems. Mental illness is also difficult to diagnose. Some interesting details:

• Children and adolescents with an intellectual disability display the same array of mental illness as those in the general population.
• Children with an intellectual disability experience mental health problems and disorders at a prevalence rate of 40.7% (Einfeld and Tonge, 1996 and 2000), compared to 14% of school aged children (Sawyer, 2000).
• Whilst students with an intellectual disability comprise only 3% of the population, they comprise 14% of all children and adolescents with a mental health disorder (Emerson and Hatton 2007).

Differentiating between behaviours that are common in health or developmental disorders such as ASD or other syndromes/ disorders  that may co-exist with intellectual disability and symptoms of mental health problems or disorders can be tricky and often requires parents or carers, teachers, counsellors and health professionals to communicate with each other. If you notice changes in behaviour or intensity of behaviours, then communicate your concerns to your school counsellor who can refer onto the child's GP, paediatrician, or other mental health specialist.

Further information is available here: www.schoollink.chw.edu.au

References

1. Einfeld, S.L. and Tonge, D.J. (1996). Population prevalence of psychopathology in children and adolescents with intellectual disability: II epidemiological findings. Journal of Intellectual Disability Research. Vol 40, Iss 2, Pp. 99-109.
2. Tonge, B. and Einfeld, S. (2000). The Trajectory of Psychiatric Disorders in Young People with Intellectual Disabilities. Australian and New Zealand Journal of Psychiatry. Vol 34, Iss 1, Pp. 80-84.
3. Sawyer, M.G., Arney, F.M., Baghurst, P.A., Clark, J.J., Graetz, B.W., Kosky, R.J., Nurcombe, B., Patton, G.C., Prior, M.R., Raphael, B., Rey, J.M., Whaites, L.C. and Zubrick, S.R. (2000). The Mental Health of Young People in Australia: Key Findings from the Child and Adolescent Component of the National Survey of Mental Health and Well-being. Australian and New Zealand Journal of Psychiatry. Vol 35, Iss 6, Pp. 806-814.
4. Emerson, E., & Hatton, C. (2007). Mental health of children and adolescents with intellectual disabilities in Britain. British Journal of Psychiatry, 191, 493-499.