Canadian Mental Health Association http://www.cmha.ca/bins/index.asp?lang=1 This website provides comprehensive information about depression, mood disorders, and other mental health issues. This is a general website for those with mental health disorders and professionals. The site provides additional resources such as programs, support networks, and discussion groups as well as current research.
Canadian Mental Health Association – Mental Health and High School Curriculum Guide http://www.cmha.ca/highschoolcurriculum/index.html This website is dedicated to educators who work with students experiencing depression. Offers a comprehensive guide, which educates teachers and guidance counselors on depression and how to raise awareness among their students. The curriculum guide provides lesson plans and resources for teachers to use in the classroom.
Teen Mental Health http://www.teenmentalhealth.org/pros_ep.php This website is aimed at teens, families and educators. The site provides information and resources for each of these audiences including a blog for teens, and resources for educators to be used in the classroom. The site also features several publications, which further provide information for teens and educators.
Canadian Network for Mood and Anxiety Treatment http://canmat.org/resources/depression/index.html This site provides general information about depression and other mood disorders including treatment and symptoms. The site includes a page on depression in children and adolescents. The site primarily features resources and clinical research.
Centre for Addiction and Mental Health – Child, Youth, and Family Resources http://www.camh.net/About_Addiction_Mental_Health/Child_Youth_Family_Resources/index.html This site is aimed primarily at families who have children dealing with depression. The site offers information and resources including services, treatments, and books. The site also is a good resource for professionals because it features educational workshops, research, and publications on addiction and mental health issues.
Mind Your Mind http://www.mindyourmind.ca/index.html This site is created by youth for youth who are looking for information on stress and mental health problems. Includes resources for youth who are experiencing mental health issues, including depression, or friends of youth with mental health issues. Provides lots of support for youth including personal stories, a blog, and access to a professional psychologist online.
Teen Depression http://www.teendepression.org/index.html This website is aimed at youth and parents of youth who are experiencing depression. There are general articles regarding depression in youth, which are laid out clearly on the left side of the site. Articles include depression statistics, warning signs, and ways to deal with depression.
Canadian Mental Health Association BC Division #1200 – 1111 Melville Street Vancouver, BC V6E 3V6 Phone: 604-688-3234 Fax: 604-688-3236
Vancouver/Burnaby Branch 175 West Broadway Vancouver, BC V5Y 1P4 Phone: 604-872-4902 Fax: 604-872-5934
BC Mental Health and Addiction Services 2601 Lougheed Highway Coquitlam BC V3C 4J2 Phone: 604-524-7000
Vancouver Coastal Health – Centre for Concurrent Disorders 255 East 12th Ave Vancouver, BC V5T 2H1 Phone: 604-255-9843 Fax: 604-251-4579
The Mood Disorders Association of Canada Suite 736 – 3-304 Stone Road West Guelph, ON N1G 4W4 Phone: 519-824-5565 Fax: 519-824-9569 Email: info@mooddisorderscanada.ca
Mental Illness Foundation 401-2120 Sherbrooke Street East Montreal, QC H2K 1C3 Phone: 514-529-5354 Fax: 514-529-9877 Email: info@mentalillnessfoundation.org
Crisis Intervention and Suicide Prevention Centre of BC 763 East Broadway Vancouver, BC V5T 1X8 Phone: 604-872-1811 Fax: 604-879-6216 Email: info@crisiscentre.bc.ca To book a school workshop: Email tyoung@crisiscentre.bc.ca or call 604-872-1811 ext 234
The Depression Group Delta Hospital 5900 Mountain view Boulevard Delta, BC V4K 3V6 Phone: 604-946-1121
Vancouver Aboriginal Health Services Nadine Caplette Suite 320 – 1290 Hornby Street Vancouver, BC Phone: 604-251-4844 Email: AborginalHealthServices@vch.ca
Josh Platzer Society for Teen Suicide Prevention and Awareness 3294 West 37th Ave Vancouver, Bc V6N 2V4 Phone: 604-263-9831
Child and Adolescent Response Team (CART) Suite 200 – 2425 Quebec Street Vancouver, BC Phone: 604-874-2300
The Kelty Patrick Dennehy Foundation P.O. Box 35, General Delivery Whistler, BC V0N 1B0 Phone: 604-938-0588
Specific Characteristics of Students Suffering from Depression
-loss of interest and enjoyment in activities that student previously enjoyed -disengagement in class and drop in grades (late arrivals and absences) -difficulty concentrating in class; easily distracted -loss of energy and feeling tired (changes in sleeping patterns) -drastic change in personality, including becoming more withdrawn and/or emotional -excessive anxiety or irrational fears -socially withdrawn; difficulty or disinterest in working with others -emotional instability (becomes angry easily or cries easily) -frequently mentions unhappy thoughts or suicide during class discussion or in writing -low motivation to complete schoolwork and gives up easily -increased sensitivity to criticism; very self-critical
Curricular Modifications and Adaptations (in English classes)
-do not ignore changes in behaviour and/or students because this shows that you do not care and can lead to further withdrawal and isolation by student -show support for student by reassuring him/her that you care about his/her wellbeing and academic performance; however, there is no need for teachers to act as therapists so beware of boundaries -work closely with guidance counselor and/or school psychologist to monitor student and provide further support to student -speak with parents and other teachers in order to determine if changes in behaviour are consistent at home and in other classes -be sensitive to use of certain words and stereotypes during class discussion and in reading material (novels, articles) -establish a safe environment for the student; do not draw unnecessary attention to student in terms of schoolwork and work habits -encourage and teach class to use positive self-talk and identification of strengths -be flexible with due dates of assignments and work load -schedule time to check in with student and talk to student through individual interviews -administer self-evaluations to class regarding in-class performance and schoolwork in order to get a sense of where student is -if student discusses suicidal thoughts in writing, immediately contact parent and guidance counselor/ school psychologist -be aware of medication that student may be taking for depression and any side effects that student might be experiencing (need to keep water bottle nearby for medication with lithium; need to go to the bathroom, etc.)
a) http://www.schizophrenia.ca/homeEnglish1.htm Schizophrenia Society of Canada. Provides information on education, support programs, public policy and research. Very resourceful. Intended readership: general public, people with Schizophrenia.
b) http://www.bcss.org/ British Columbia Schizophrenia Society. Includes an information page which answers frequently asked questions, lists monthly support groups, provides information on children and adults, early psychosis intervention, printable resources videos and many more. Contains online support forums for families with questions. Intended readership: general public, educators, people with Schizophrenia.
c) http://www.cmha.ca/bins/content_page.asp?cid=3-100 Canadian Mental Health Association. Provides general basic information on symptoms, theories on causes and treatments. Easy read. Has icons to format letter sizes and easy printing. This site also has information on related topics: Suicide, Psychosis, Violence and Mental illness, Employment and Mental illness, Education and Mental illness and Men and Mental illness. Intended readership: general public, people with Schizophrenia.
d) http://www.phac-aspc.gc.ca/mh-sm/pubs/schizophrenia-schizophrenie/index-eng.php Information provided on Schizophrenia by Public Health Agency of Canada. A handbook for families. Includes resources on definition, support, hospitalization, treatment, diagnosis, discharge, independent living, research, recommended readings and many others. Intended readership: general public, people with Schizophrenia.
e) http://docs.google.com/gview?a=v&q=cache:flL08q5d7ZQJ:www.llbc.leg.bc.ca/Public/PubDocs/bcdocs/357302/mdmo_english.pdf+schizophrenia+bc+ministry+education&hl=en&gl=ca&sig=AFQjCNHsF0EqOmns0D5VnaSXiRVqgnL92Q The Early Psychosis Initiative (EPI). Portrays the importance of early and effective treatments for Psychosis. Contains information on Psychosis, possible damages to psychosocial development and the brain, potential warning signs. Intended readership: general public, educators, people with Schizophrenia.
a) British Columbia Schizophrenia Society #201-6011 Westminster Highway Richmond, B.C V7C 4V4 (604) 270-7841 bcss.prov@telus.net
b) Canadian Mental Health Association 1200-1111 Melville Street Vancouver, B.C V6E 3V6 (604) 688-3234 info@cmha.bc.ca
c) North Shore Schizophrenia Society 205-1865 Marine Drive West Vancouver, B.C V7V 1J7 (604) 926-0856 info@northshoreschizophrenia.org
3. Identification:
Schizophrenia is a neurological disorder that strikes young people in their prime. It distorts the senses and impairs cognition, sometimes making it difficult to tell what is real and what is not real. The usual age of onset is between 16 and 25. The early signs of Schizophrenia are:
- deterioration of personal hygiene - depression - bizarre behaviour - sleeping excessively or inability to sleep - social withdrawal, isolation, reclusiveness - hyperactivity or inactivity or alternating between the two - inability to concentrate or to cope with minor problems - excessive writing without meaning - decline in academic or athletic interests - forgetting things - extreme reactions to criticism - inability to express joy - inappropriate laughter - unusual sensitivity to stimuli (noise, light, colours, textures) - drug or alcohol abuse - fainting - cutting oneself, signs of suicide - staring without blinking - rigid stubbornness - sensitivity and irritability when touched by others
Cognitive Symptoms:
- Disorganized Perceptions: hard time making sense of everyday sights, sounds, feelings. Perceptions of what is going on may be distorted so ordinary things seem distracting or frightening. Extra sensitivity to background noises, colours and shapes. - Disorganized Thinking and Speech: trouble understanding language, communicating in coherent sentences, carrying on a conversation. - Disorganized Behaviour: loss of short term memory and organizational skills, difficulty in planning, prioritizing, decision-making. - Reduced attention span, difficulties with memory, reasoning, judgment, problem solving, decision making
Personality Change:
- loss of emotion, interest and motivation - emotions may be inappropriate
Thought Disorder:
- prevents clear thinking and rational response - thoughts may be slow to form or come extra fast or not at all - person may jump from topic to topic, seems confused, difficulty making decisions - thinking may be coloured by delusion - thoughts about being persecuted - believe they have all power, capable of doing anything, invulnerable to danger - strong religious drive
Perceptual Changes:
- sensory messages to the brain from the eyes, ears, nose, skin and taste buds become confusing: hallucinations - often hear voices - hypersensitivity to sounds, tastes, smells - sense of touch may be distorted
Sense of self:
- when 1 or all 5 senses are affected, the person feel out of time, out of space – free floating and bodiless
There is no simple lab test to make a diagnosis. Therefore, the diagnosis is based on the symptoms - what the person says and what the doctor observes.
1. Prepare yourself with facts - early intervention and effective new medication lead to better medical outcomes for the individual - teen suicide is a growing problem
2. Bring the illness to the open - discuss Schizophrenia in class: reduces discrimination and injustice associated with the illness
3. Be alert to early warning signs of Schizophrenia - if early signs seen, consult with family and help student receive an assessment
4. In class - check student’s cognitive assessment, set realistic goals for academic achievement and extra-curricular activities - establish regular meetings with family for feedback on health and progress - encourage other students to be kind to extend their friendship. Some may act as peer support - if student has disordered thinking, help to sort out what is relevant and what is not. Teach planning skills. Write things down and make sure the student is aware of expectations. Keep things simple and concise. - be flexible. - help student set reasonable goals - be accepting, caring, supportive; provide a safe environment for student - break tasks into smaller pieces, minimize distractions, have a plan to redirect the student to return the task at hand - establish a structured and consistent classroom environment - teach social skills and promote good social relations: modeling, direct instruction, prompting, positive practice - physical accommodations: arranging traffic patterns to lessen contact and disruptions; arrange student desks to facilitate monitoring of all students at all times - positive behaviour supports (PBS): emphasizes proactive, preventive strategies and early intervention - behaviour management: teach self-control mechanisms - appropriate support should be present: special education personnel, psychologists, counselors, mental health service providers
5. Interesting Facts / Research:
Schizophrenia is
- twice as prevalent as Alzheimer’s disease - 5 times as prevalent as multiple sclerosis - 6 times as prevalent as diabetes - 60 times more prevalent than muscular dystrophy
Celebrities with Schizophrenia: John Nash, Eduard Einstein (Albert Einstein’s son).
Behavior issues can be addressed in two forms: a) Externalizing: punching, throwing, shouting, vandalism or b) Internalizing: withdrawn, disengaged within the class, Anxiety, Depression. High school students Behavioral problems also link to substance abuse, either to self medicate with the typical of Marijuana or Mushrooms. With this Addictive behavior the students feel that there is a need to stimulate the specifics that bother them.
Behavioral disorder should present itself outside the classroom; therefore it would be hard to control within the classroom. If something shows up only in the classroom, which will show that there is a demand situation for that individual in the classroom which allows that student to go over his or her threshold. The biggest Issues concerning an inclusive classroom is behavior. FBA (Functional Behavior Analysis) is a great deal of work for teachers, most kids need to be interviewed, observational needs to be done. Mental health or corrections need to be involved. You need to refer the students if it is needed, for it is not a school limited problem. Learning demands beyond the students reach are a major concern. Addressing the student’s issues and work around the mental health problems are important, but the teacher cannot fix it. Teachers are obligated to do supportive things but are not entitled to treat the students.
As a teacher, if there is an outbreak within the classroom and a student is out of control, I think it is important to remain calm and speech quietly and sit down. Also, find the closest adult to help out with the situation. As a teacher you do not want to put a Band-Aid on these problems, Instead find out where the behavior is coming from. See what function it serves, and then find an alternative means to fix it. I think it is important to show the students that their needs are valid and address their issues where they need to be addressed. However it is possible to suppress a behavior but it is signaling the students hidden issue. For example, if the students’ parents are alcoholic: the student tries extra hard to be good, they do not want to be punished because they are used to be being punished by their alcoholic parents.
One of the most obvious issues related to control issues are Eating disorders, specifically Anorexia and bulimia and cutting. Recognizing and treating them is a difficult thing to do as a teacher for there is not a clear answer because there is often a host of problems. The root of the problem for eating disorders usually deals with Body Image, yet doesn’t have a lot to do with visual feedback. People usually feel different about their own bodies than what people actually see.
There is not enough help for eating disorder students, for students need to meet specific standards and if they don’t, their issues are not addressed. Counselors in high schools could put the student on a fitness plan and make sure they follow up. Some visible characteristics are Body weight issue, involved in sports, wears a lot of clothes, perfectionists; arrange their food in certain ways.
http://74.125.155.132/search?q=cache:q8iTF24jIeAJ:www.stonnington.vic.gov.au/resources/documents/Eating_disorder_Foundation_Victoria.ppt+anorexia+in+the+classroom&cd=6&hl=en&ct=clnk&gl=ca (HTML) This site is made by the Eating Disorders Foundation of Victoria. It is a presentation for school staff about eating disorders in the classroom. It explains why we should be concerned about anorexia nervosa. It describes signs and warnings of anorexia focusing on physical, behavioural and psychological signs. Causes and media’s influences are described very well and are informative and engaging. There is also a section on prevention including prevention in the school.
http://www.ksde.org/KS_SAFE_SCHOOLS_RESOURCE_CENTER/EATING%20Disorder.pdf This is a fact sheet on eating disorders in the classroom. It discusses symptoms, behaviours, the disorder itself, educational implications and strategies that can be applied in the classroom. It is a quick source for teachers to begin with. There are also some resources listed for more information.
http://74.125.155.132/search?q=cache:GF38uabSYbMJ:www.ilschoolcounselor.org/2009_Chicago_Handouts/Adolescent%2520Struggles,%2520Impact%2520in%2520the%2520Classroom.ppt+anorexia+in+the+classroom&cd=23&hl=en&ct=clnk&gl=ca This site looks at several children/adolescent struggles. One of the struggles covered is anorexia nervosa. Anorexia is described along with other like disorders such as bulimia nervosa and binge eating disorder. The site covers signs of the disorders including implications for the classroom. Moreover, there are teacher tips for those who have concerns about anorexia nervosa.
http://www.nedic.ca/knowthefacts/documents/Preventionofeatingdisorders.pdf This site focuses on issues that are not always focused on when it comes to anorexia nervosa. The literature is accessible for all readers. The focus is prevention. There are many types of preventive methods that can be applied to anorexia nervosa. Media, family pressure etc are just a few that the site names. Teachers can be people to detect anorexia nervosa. “Often, teachers are in an excellent position to detect developing eating problems. Not only do teachers spend a lot of time with adolescents and young adults, they have a more objective picture of student behaviour and attitude changes.”
http://www.boyanorexia.com/WhatIs.htm This is an interesting website that draws attention to the fact that boys get anorexia nervosa too. The site includes details and statistics of how men/boys are affected by different eating disorders. There are tips available and case studies to read and research. A reading list is also included.
To begin with, we should know the signs of anorexia nervosa. Some adolescents who have anorexia nervosa are perfectionists while others are very poor in their school work. There are many physical characteristics to be aware of as well. If you notice these signs it is important to consult the school counsellor and stay supportive. As an English teacher, I can include media as one of my units. Media awareness is important so students understand the images of people we see in media are not always real and/or ideal. It is important to study advertisements and media. Moreover, the teacher should stress acceptance of people regardless of shape or size. Teachers are role models and should accept themselves. Just by placing an importance on progress and not perfection can also help. There are many ways to reduce stress as well, which can help those students who suffer anorexia nervosa. One way is to be understanding and extend deadlines if needed. Contacts Looking Glass Foundation for Eating Disorders 9504 Erickson Dr Burnaby, BC V3J 1M9 Email: info@lookingglassbc.com Phone: 604-569-2262 Fax: 604-986-6011 Surrey, Langley, and the Fraser Valley Canada (604) 888-3279 Beau Cote Centre for Eating Disorders info@beaucote.ca phone 604-628-4956. Bowen Island, BC. BC’s Children Hospital Eating Disorder Program BC Children's Hospital 4480 Oak Street Vancouver, BC V6H 3V4
Telephone: 604-875-2345 Toll free line in B.C. only: 1-888-300-3088
Joey Lam - English Emotional and Behavioral Disorder (Bipolar)
1. a. http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp This website provides an overview of the different kinds of emotional and behavioral disorders. There is an introduction to bipolar disorder. Free copies of fact sheets are provided on the website. Other contact information for mental health resources and institutions are also provided.
b. http://www.healthlinkbc.ca/kbase/topic/major/hw148751/descrip.htm This is a BC website that offers extensive information regarding bipolar disorder. There are topic overviews, causes, symptoms, information regarding examination/tests, prevention, medication, etc. This would be a useful website for parents of bipolar disorder children. The risks of bipolar disorder children are also explained on this website.
c. http://www.nlm.nih.gov/medlineplus/bipolardisorder.html This website provides a general overview of bipolar disorder. It includes latest news, clinical trials, research, diagnosis/symptoms, and treatment. As well, there is a section on nutrition and how to cope with having bipolar disorder. This information would be useful for the individual with bipolar disorder. This website is a great starting point as it has many links that can link you to other sites with more information regarding bipolar disorder.
d. http://www.bpkids.org/site/PageServerdc.gov/ This website provides information for children and adolescents diagnosed with bipolar disorder. On this website, you can find support groups, resource links, and how to find a doctor. There is also information about pediatric bipolar disorder. It is a friendly website that provides artwork, poetry submitted by children with bipolar disorder. There are links to many useful websites as well.
e. http://www.bpchildresearch.org/ This website provides information for juveniles diagnosed with bipolar disorder. It provides an overview regarding this disorder, some research studies, and information about the diagnostic assessment program for juvenile bipolar program. This would be a useful website for parents with younger children who may have juvenile bipolar disorder. There is a section that provides links to news articles that have to do with juvenile bipolar disorder.
2. a. Mood Disorders Association of British Columbia 202 – 2250 Commercial Drive Vancouver, BC V5N 5P9 Tel: 604-873-0103 Fax: 604-873-3095 Email: mdabc@telus.net Website: www.mdabc.net
b. Canadian Mental Health Association 1200-1111 Melville Street Vancouver, B.C V6E 3V6 Phone: (604) 688-3234 Email: info@cmha.bc.ca
3. People with bipolar disorder (also known as manic depressive disorder) will have serious shifts in mood, energy, thinking, and behavior. The mood changes are very intense; they disrupt a person’s ability to function. These moods are usually separated by a period of “normal” mood. Extreme manic episodes can sometimes lead to psychotic symptoms such as delusions or hallucinations. In behavior, a person with bipolar disorder may have very aggressive behavior and may react aggressively towards others; this person may be a bully and may deliberately destroy others’ property. Also, a person with bipolar disorder will show little empathy and concern for feelings and well-being of others; they tend to blame others for their harmful actions.
4. Some strategies to deal with a student with bipolar disorder is for the teacher to have some pre-established consequences for misbehavior set out for this individual and administer these consequences promptly then to make note of the reaction of the student. The teacher should also try to determine whether or not the student is on medication and to know the schedule of when this student takes medication and to notice how this affects the way this student acts in class. The teacher must keep instructions simple and very structured. Group participation is useful but should be monitored closely. The teacher must also be aware of who they pair with the bipolar student because they should be paired with someone who is a good role model. If the bipolar student appears to start a negative mood shift, the teacher may want to pull the student aside so that they can calm down.
5. It is difficult to diagnose a child with bipolar disorder at an early age. Most children may only reveal signs of depression at an early age. Bipolar disorder also shares many signs and symptoms associated with other psychiatric illnesses such as schizophrenia. A doctor can administer a simple questionnaire to determine whether or not a person has the common symptoms of bipolar disorder. This questionnaire is called the Mood Disorder Questionnaire, or MDQ. Family history is important in diagnosing bipolar disorder. A complete medical history and physical exam must be done to rule out other possibilities for such symptoms. Also, a complete psychiatric history detailing current, past symptoms, as well as the symptoms or diagnosis of immediate family members must also be completed.
6. Famous people with bipolar disorder: Jim Carey, Robert Downey Jr, Ben Stiller, Robin Williams, Vincent Van Gogh, Ludwig Von Beethovan.
Annotated Bibliography 1)Canadian Mental Health Association, BC Division http://www.cmha.bc.ca/resources/bc_resources/deptreat This website offers a definition of depression and provides information about symptoms and treatments. Another aspect of this website that I found useful was that it addressed various myths about depression, by clarifying information and statistics. It also suggests different lifestyle strategies, including diet and exercise, which might be beneficial to those people experiencing depression.
2)BC Cancer Agency: Sadness & Depression http://www.bccancer.bc.ca/PPI/copingwithcancer/emotional/dealingemotions/depression.htm This website offers a description of sadness and depression, while focusing on people living with cancer who may experience symptoms of sadness and depression. It suggests treatment for individuals, and provides information on the kinds of things friends and family can do to help. They also give resources on where to access help in the community. While specifically focusing on cancer patients, this is still a useful website to learn about depression for anyone.
3)Depression.com http://www.depression.com/index.html This website gives the tools for understanding and treating depression. It also provides information on how to take the steps to recovering from depression day by day; it helps people to understand that this is not something that will just go away overnight. There is also a section on this website called ‘Look, Listen, & Learn,’ which features questionnaires, images, suggestions and examples.
4)National Institute of Mental Health http://www.nimh.nih.gov/health/publications/depression/complete-index.shtml This website provides a definition of depression, and explains the signs and symptoms. It outlines some of the causes and shows the relation of other illnesses that may coincide with depression. It gives information on how different people (men, women, children, older adults) may experience depression, and suggests treatment methods for dealing with it. It also gives some self help ideas and where to go to get help, and provides information on how to help someone you know who may be suffering from depression.
5)Healthy Place: America’s Mental Health Channel http://www.healthyplace.com/depression/menu-id-68/ The Healthy Place website also provides a definition, causes, signs and symptoms, and treatment methods for depression. This site is unique in the sense that it also provides articles about depression, and often gives personal accounts of people’s experiences with depression.
Resources and Organizations
1)Mood Disorders Association of British Columbia 202-2250 Commercial Drive, Vancouver, BC Canada V5N 5P9 Phone: 604.873.0103 Fax: 604.873.3095 Email: info@mdabc.net
2)CMHA: Vancouver-Burnaby Branch 175 West Broadway Vancouver, BC, V5Y 1P4 Phone: 604-872-4902 Fax: 604-872-5934 E-mail: info.vb@cmha.bc.ca Web Site: www.vancouver-burnaby.cmha.bc.ca
3)Jericho Counselling Suite 400 – 601 West Broadway Vancouver, BC, V5Z 4C2 Phone: 604-434-5727 E-mail: info@jerichocounselling.com
4)Pam Atnikov Counselling Services 412-207 West Hastings Vancouver, BC V6B 1H7 Phone 1: 604-879-8743 Counsellor website: www.pamatnikov.com
5)Ian Bond M.A. RCC 2628 Granville Street (between 10th and 11th) Vancouver, BC V6H 4B4 Phone 1: 604-809-1018
What is Depression? A mood disorder in which the main symptom is a sad and despairing mood. Different types of depression are clinical depression, major depression, adjustment disorder, bipolar disorder, and dysthyimia. Signs and Symptoms: present most days and lasts most of the day, lasts for more than two weeks; impairs the person's performance at work, at school or in social relationships; changes in appetite and weight; sleep problems; loss of interest in work, hobbies, people or sex; withdrawal from family members and friends; feeling useless, hopeless, excessively guilty, pessimistic or low self-esteem; agitation or feeling slowed down, irritability, fatigue; trouble concentrating, remembering and making decisions; crying easily, or feeling like crying but being not able to; thoughts of suicide; a loss of touch with reality, hearing voices (hallucinations) or having strange ideas (delusions). Characteristics specific in children and youth who have depression are: they may pretend to be sick or refuse to go to school, they cling to a parent or be worried about their parent dying, they may sulk, get into trouble at school, be negative and feel misunderstood, they may be socially withdrawn, have sudden negative changes in academic performance, they could lose interest in extracurricular activities, have a decrease in energy level, problems with paying attention or concentrating.
Methods for dealing with depression (in a Social Studies class): In a classroom it will be important to not ignore the depressed, because you want to show the student that you care and encourage them not to give up. It is also important to show them that you care by helping them update missing assignments, giving them extra time to study or work on assignments in class, and possibly accommodating late arrivals or absences from class. Another way to help a student with depression in your class is to never give up on them, show them that you are interested in their success. It may also be important to contact the administration and the parents in order to address the students health, and possibly to suggest methods of treatment outside of the classroom in the form of counseling or medical treatment.
Teen Depression: Canadian Mental Health Association 1. http://www.cmha.ca The Canadian Mental Health Association website provides a lot of information about different mental health disorders such as bi-polar, mood disorders, depression, eating disorders, and anxiety disorders. The website has a support centre where it provides links to programs and services, and further resources. 2. Depression Canada Is a small website but a good resource for teachers who want to understand what depression is, the symptoms, or how to treat it. http://www.depressioncanada.com/ 3. Teen Mental Health http://www.teenmentalhealth.org/pros_ep.php This website is aimed at teenagers who are affected by mental health issues but it also gives educators and families a lot of valuable information. Through this website adults can better understand teenagers. The website also supports teens through video messages, a blog, and books.
4. The Patrick Dennehy Foundation http://www.thekeltyfoundation.org/index.html The Patrick Dennehy Foundation website provides information about depression like facts, signs, causes, how to help, and other resources. It also has a programs/events sections where it list different conferences, community programs and events.
5. Health Canada http://www.hc-sc.gc.ca/hl-vs/mental/index-eng.php The Health Canada Website is a huge resource with a lot of information about many different types of mental illness and general health information for certain age groups. The website has a section of children and adolescent health that also provides links to child-hood health and safety, healthy schools, and parenting. A lot of the information is non-specific but it is a good website for general information.
1. Prevention of Mental Health Disorders 4946 Canada Way, Burnaby, V5G 4H7, (604) 918-7605.
2. Mood Disorders Association of BC 202-2250 Commercial Drive, Vancouver, BC Canada V5N 5P9 604 873 0103 info@mdabc.net 3. The Depression Group Delta Hospital 5900 Mountain view Boulevard Delta, BC V4K 3V6 Phone: 604-946-1121 4. Aunt Leah’s Independent Life Skills Society Vancouver Office: 675 SE Marine Drive Vancouver, BC, V5X 2T5 Phone: 604-264-7238 Fax: 604-266-9947 5. Centre for Suicide Prevention Suite 320, 1202 Centre Street S.E. Calgary, AB T2G 5A5 Phone: 403-245-3900 Fax: 403-245-0299
3. Characteristics of Depression in Teens: Teen Depression is often different than Adult Depression and Teens do not necessarily appear sad, nor do they always withdraw from others. For some depressed teens, symptoms of irritability, aggression, and rage are more prominent. Some signs of Teen Depression: • Sadness or hopelessness • Irritability, anger, or hostility • Tearfulness or frequent crying • Withdrawal from friends and family • Loss of interest in activities • Changes in eating and sleeping habits • Restlessness and agitation • Feelings of worthlessness and guilt • Lack of enthusiasm and motivation • Fatigue or lack of energy • Difficulty concentrating • Thoughts of death or suicide. • Irritable or angry mood – As noted above, irritability, rather than sadness, is often the predominant mood in depressed teens. A depressed teenager may be grumpy, hostile, easily frustrated, or prone to angry outbursts. • Unexplained aches and pains - Depressed teens frequently complain about physical ailments such as headaches or stomachaches. If a thorough physical exam does not reveal a medical cause, these aches and pains may indicate depression. • Extreme sensitivity to criticism - Depressed teens are plagued by feelings of worthlessness, making them extremely vulnerable to criticism, rejection, and failure. This is a particular problem for “over-achievers.” • Withdrawing from some, but not all people - While adults tend to isolate themselves when depressed, teenagers usually keep up at least some friendships. However, teens with depression may socialize less than before, pull away from their parents, or start hanging out with a different crowd.
3. Modifications: Social Studies: Some possible strategies: . creating an inviting classroom . teaching organizational strategies . instructional strategies . teaching problem-solving strategies . building a support network . teaching goal setting . counselling-related strategies . working with parents . understanding medical/clinical treatment
Teacher should keep should keep clear, concise notes of the indicators and incidents that may later help health professionals determine whether a student has depression. Teachers should not attempt to diagnose, but these observations may be a valuable part of the diagnostic process.
Creating an inviting environment where students feel safe to take healthy risks is important, as students with depression may avoid school if they feel threatened or insecure there . The emotional tone of a classroom is powerful, especially to students with depression. . be a good listener . avoid singling out the student with depression from the rest of the class . keep a positive tone; humour is great but sarcasm is hurtful . keep suggestions for improvement constructive, specific, and brief . avoid over-generalizing, using words like “always” and “never” . be specific in providing feedback about when, where, how and why, either behaviour or academic work needs to improve . develop routines or rituals that are conducive to learning
Teaching organizational strategies Students with depression may need help keeping materials and assignments organized. All students benefit from instruction in this regard. The following are strategies for helping students to be better organized: . Prompt students to use agenda books or day-timers for assignments and tests. For example, say “Write this in your agenda book,” each time an assignment is given. Memory is not reliable when a person is depressed. . Encourage students to use positive self-talk and problem solving when confronted by difficult work. Before students begin assignments, encourage them to take a deep breath and build confidence by saying to themselves, “I can do it. It’s important to try,” or “It’s OK to make mistakes.” Displaying posters with these slogans can be helpful. Use the problem-solving format to handle problems in the classroom. . Help students organize assignments, especially complex projects or essays. Students benefit from assistance in clarifying the expectations of projects, delineating the topic, understanding the steps required to complete the project, and setting timelines. Check frequently to determine progress and provide encouragement.
Instructional strategies . Maintain a pleasant, interested tone and be prepared to listen; do not press students for details on family problems or therapy. . Find out what motivates students, such as working with pets or younger students and how they learn best. . Be aware of any special needs or learning problems. . Initiate conversation when students arrive, leave, or during breaks, as students with depression are not likely to do so. . Stop by students’ desks during seat work or sit in on small groups. . Use advance organizers when presenting assignments. Have handouts or put outlines on the board of the day’s activities. Do this for the whole day and for each subject. For example, the instructions may be, . Make accommodations for assignments and exams, such as: . Allow the student to go to a quiet space. . Expand the time allocation. . Allow more time for the students to respond when asking questions or making requests. Students who are depressed may need more time to formulate their answers and overcome anxiety before responding. . Check regularly to ensure class assignments are done. . Use a variety of assessment methods so students can demonstrate knowledge using their stronger skills.
The Canadian Mental Health Association focuses on combating mental health problems and emotional disorders. Our tools include research and information services, sponsored research projects, workshops, seminars, pamphlets, newsletters and resource centres. This website provides information regarding all types of mental illness, a support centre including links to FAQ’s, programs and services, and discussion groups.
http://www.cmha.bc.ca/
The Canadian Mental Health Association (CMHA), BC Division exists to promote the mental health of British Columbians and support the resilience and recovery of people experiencing mental illness. This website also provides volunteer information for those that would like to help, local help to get treatment, or a crisis line for emergencies. It also has a news and events page with links to major annual events.
This website offers a variety of information about bipolar disorder including its causes, symptoms, diagnosis, and treatment options. There is a helpful FAQ section as well in addition to prevention techniques, medications, places to get help and alternative forms of treatment. An important aspect missing from this website are links connecting to other informative websites.
http://www.bpchildresearch.org/
The Juvenile Bipolar Research Foundation is the first charitable organization solely dedicated to the support of research for the study of early-onset bipolar disorder. This website includes information regarding research studies, educational forums, clinician pathway access, and bipolar disorder information all in regards to juveniles. There is also a link to make a donation to research funds.
http://www.obad.ca/
The goal of the Organization for Bipolar Affective Disorder is to help people affected directly or indirectly by Bipolar Disorder, Depression, and Anxiety to live better lives. This website provides a link to peer-support meetings in local areas, a link to a donations page, and provides an up to date section on news and events both locally and nationally. This site is great for people with bipolar issues as there are meetings, support groups, and activities that help support this population.
Contact Agencies: Canadian Mental Health Association 1200-1111 Melville Street Vancouver, B.C V6E 3V6 Phone: (604) 688-3234 1800 555 8222 Email: info@cmha.bc.ca
HealthLink BC: Provides British Columbians with confidential health information and non-emergency services. For questions and comments about our services, contact us by email at HealthLinkBC@HealthLinkBC.ca or call 8-1-1. If you are unable to dial 8-1-1 from your location, call (604) 215-8110.
Bipolar Spectrum Disorder
Bipolar disorder, also known as manic depressive disorder, manic depression or bipolar affective disorder, is a psychiatric diagnosis that describes a category of mood disorders defined by the presence of one or more episodes of abnormally elevated mood clinically referred to as mania or, if milder, hypomania. Individuals who experience manic episodes also commonly experience depressive episodes or symptoms, or mixed episodes in which features of both mania and depression are present at the same time. These episodes are usually separated by periods of "normal" mood, but in some individuals, depression and mania may rapidly alternate, known as rapid cycling. Extreme manic episodes can sometimes lead to psychotic symptoms such as delusions and hallucinations. The disorder has been subdivided into bipolar I, bipolar II, cyclothymia, and other types, based on the nature and severity of mood episodes experienced; the range is often described as the bipolar spectrum.
Strategies for the Classroom
Kids who suffer from bipolar disorder will cycle very quickly from angry and irritable behaviour to giddy and unrealistic grandiosity. Unlike adults with Bipolar Disorder, children can sometimes experience severe mood swings several times a day. For this reason, it is very difficult for the bipolar child to perform well at school and maintain meaningful friendships with their peers. Teachers may be able to intervene and respond effectively to these emotions in the classroom by using these suggested strategies. Identify and Lessen Extreme Mood Triggers Teachers should record any events, food, or situations in the classroom that seem to cause the behaviour of a student with bipolar disorder to worsen. If the student seems to become irritable after eating a food high in sugar, or when engaged in play with a particular student, these pairings should be avoided in the future. Develop a Classroom Plan for Disruptive Behaviour Make sure that there is a team of school personnel that can be called upon in times of crisis and violent outbursts. Create an intervention plan that can be engaged during these potentially dangerous episodes. The plan may include the following: • A place within the classroom for student to go in order to calm down • A list of items that will soothe the child (music, stress ball, etc.) • Contact name or number of school councillor for help • A place outside the classroom for disruptive student to go • Cool down processes that seem to be effective for the child (counting, imagining a happy place, etc.)
The teacher must keep instructions simple and structured. Work in group situations is useful but needs to be watched diligently. The teacher must pair this student with a positive role model to act as a mentor and an example of positive behaviour.
Facts: • Bipolar disorder affects 1% of the population • The first major depression usually occurs during a person’s 20’s • Depression is 4 - 5 times higher in people between ages 18 - 44 • If untreated, 20% of depressive episodes can last for up to two years
Emotional and Behavioural Disorders - Anorexia Nervosa
A. Annotated Bibliography:
1. http://www.medicinenet.com/anorexia_nervosa/article.htm This website is a great source of information on anorexia nervosa. It offers insight to different causes of anorexia nervosa and includes signs and symptoms (psychological, physical and emotional). It also discusses various forms of treatment.
2. http://student-health-issues.suite101.com/article.cfm/eating_disorders_101 This website is pretty basic, covering eating disorders in general. what was interesting is how it discusses how to identify eating disorders in teens and adults and how they differ.
3. http://www.healthywithin.com/for_teachers.htm Healthy Within is a great source for teachers and provides tips on how to better educate their students about eating disorders. It has a section focusing on how to deal with the student's family who may be in denial themselves. It also has questionnaires that can assist on assessing whether a student has an eating disorder.
4.http://www.womenshealth.gov/FAQ/anorexia-nervosa.cfm An interesting section of this website discusses the affects that eating disorders like anorexia nervosa have on women's bodies and more particularily how it may affect reproduction and the harm it can have to pregnant mothers and the baby.
5. http://www.canadadrugrehab.ca/Eating-Disorder-Treatment.html#BCeating This web link is a directory to numerous contact agencies and support groups for eating disorders and drug rehab throughout canada.
B. Contact Agencies and/or Support Groups
1.Richmond Eating Disorders Clinic 120 - 7000 Minoru Blvd, Richmond BC V6Y 3Z5 Tel: (604) 279-7077 Note: The clinic serves Richmond residents 17 years of age and older who are struggling with a diagnosis of anorexia and/or bulimia nervosa. A referral from a family physician is required. Referral forms can be obtained through CHIMO Crisis Services. Clinic Hours are Thursdays 8:00am - 11:00am.
2. B.C. Children's Hospital - Eating Disorders Box 156 - 4500 Oak Street Vancouver BC V6H 3N1 Phone: (604)875-2200 Note: An eating disorders program for children and adolescents delivered through the Children's and Women's Health Centre in Vancouver, British Columbia.
3. BC Eating Disorders Help Line toll-free at 1(800)665-1822
4.Eating Disorder Resource Centre of British Columbia P3-302 - Mental Health Building 4500 Oak Street Vancouver BC V6H 3N1 Phone: (604)875-2084 Toll-free: (800)665-1822 Note: A non-profit information, referral and education service that works to address the problems of people with eating disorders and their families, friends and concerned health professionals.
C. Specific Characteristics Associated with Autism Spectrum Disorders
Anorexia nervosa is an eating disorder that results in extremely low body weight and body image distortion to the point that a person will actually fear gaining weight. Anorexia nervosa is a disorder that manifests emotionally and behaviourally, as well as, physically and psychologically.
Behavioural: - attention decreases - compulsive exercise - sleeping habits may be disturbs causing fatigue during the day - exhibit antisocial behaviours - substance abuse - may diliberatly hurt themselves
Physical: - extreme loss of body weight - thinning hair - dry flaky skin - yellow skin (due to kidney problems) - hair growth on arms, legs, back and face - brittal finger nails - tooth decay - stunted growth - constipation
Psychological: - can lead to Obsessive Compulsive Disorder (OCD) - can cause mood, anxiety or personality disorders - perfectionism - lowered sense of self worth
D. Curricular Modifications and Adaptations for Students with Anorexia Nervosa
Teachers are often one of the first people to notice if a student has an eating disorder like Anorexia nervosa so being familiar with the warning signs is vital.
Ways Teachers can help students with Anorexia Nervosa:
1. pay close attention to the students eating habits at school to see if they are skipping or dumping meals 2. contact student's parents to see if they are skipping meals at home as well. 3. notify school counsellors and physicians 4. refer them to a psychologist
In the classroom, teachers need to teach the students to respect one another. Make sure to punish students who tease others about their weight appropriately. Teachers can also design a lesson plan on the influence of media on body image, while stressing the importance of healthy eating.
PE teachers need to be aware that fainting is common for students with anorexia nervosa especially when they are participating a physically demanding task. PE teachers could also incorporate a healthy eating section in their lesson plans where they can discuss various eating disorders and stress the importance of eating healthy.
Emotional and Behavioral Disorders (EBD) Specific Topic: Behavioral Disorders By Suma Rehman Secondary Science (Biology)
ANNOTATED BIBLIOGRAPHY
a) http://en.wikipedia.org/wiki/Emotional_and_behavioral_disorders
This is the Wikipedia site for Emotional and Behavioral Disorders. This site does not give very much information about EBD’s but does give many teaching strategies. It covers a wide range of strategies displayed in an easy-to-read format.
b) http://www.kidsbehaviour.co.uk/IdentifyingAndDiagnosingBehaviouralDisorders.html
This site specifically targets the identification and diagnosing of behavioral disorders. It has great information about this particular aspect of behavioral disorders but does not provide much information about other aspects, such as strategies to help a student who has a behavioral disorder.
c) http://www.as.wvu.edu/~scidis/behaviour.html
This site provides an abundance of strategies to deal with students who are diagnosed with behavioral disorders. For a teacher working with a child with a behavioral disorder, this site would be extremely helpful as it is easy to follow and specific to providing strategies.
This site is thorough and easy to navigate. It has sections for basic information (news, diagnosis, treatment) as well as research articles and extra resources. This site links to many other relevant sites as well.
2. CONTACT INFO
a) Vancouver Coastal Health Authority/ Provincial Health Authority
Sunny Hill Health Centre for Children 3644 Slocan Street Vancouver, BC V5M 3E8 Phone: 604 453-8300 Fax: 604 453-8301
b) Vancouver Community Mental Health Services (VCMHS)/
Vancouver Coastal Health Authority (VCHA)
Administrative Office 200-520 West 6th Avenue Vancouver, BC V5Z 4H5 Telephone: 604-874-7626 Fax: 604-874-7661
c) Fraser Health Authority
Fraser Health Assessment Network 2nd Floor, 9460 - 140th Street Surrey, BC V3V 5Z4 Phone: 604 587-4290
3. DIAGNOSING + HOW TEACHERS CAN IDENTIFY BEHAVIORAL DISORDERS
Identifying behavioral disorders can be challenging because all children behave inappropriately at times. Although the diagnosis must be made by a professional, listed below are certain things to look out for:
*temper tantrums *disobedience *intentional vandalism *intentional aggravation *blaming others for own faults *lying *running away from home or skipping school *assaulting *bullying *anger issues
A professional diagnoses a child by assessing the behaviors the child engages in, how often the child engages in these behaviors, and the intensity of the behaviors.
*Have a routine *Warn the student early of potential changes to routines *Set logical consequences that correspond directly to the behavior *Teach student to deal with issues, that normally cause behavior, appropriately *Smaller groups are more easier to work with for a student who is diagnosed with EBD *Differentiate instruction *Have a calm spot - a spot where the child can refocus *When assigning homework/assignments, give the student choices/alternatives
In a science classroom, let alone any classroom, if a behavioral disorder does show up it can have significant impacts. Below I will illustrate ways to enhance different aspects of teaching in a science classroom.
Lab work:
Because having a routine is quite essential when working with a child who is diagnosed with a behavioral disorder, labs can come as a shock. Labs are a major break in routine. A good way to deal with this would be to demonstrate the lab beforehand numerous times and have all equipment and procedures organized in an easy-to-understand format in order to avoid any frustration labs can potentially cause.
Learning concepts:
The key to learning concepts is to implement strategies of differentiated learning. It is vital that the student feels successful, hence making accommodations would be necessary. Also, instruction in smaller groups, if possible, would also prove to be a good strategy. The more people, the more distractions.
Group work:
Group work can be challenging as a student who exhibits a behavior can be disruptive, which in turn can cause him or her to isolate themselves. It is important to have a facilitator in a group setting, preferentially someone who is trained to handle behaviors. Another good strategy would be to put the student in the same group each time to avoid break in routine, as well as have the student work with students who understand the situation.
5. INTERESTING FACT
Celebrity dancer Karina Smirnoff has a behavioral disorder called ADHD.
Part #1 Emotional and Behavioral Disorders Severe Depression (Chapter 6 ) Sept 29
Canadian Mental Health Association http://www.cmha.ca/bins/index.asp Describes Canadian public policy on mental health. Offers a support center with programs and services, discussion groups, and resources. Definitions of various disorders, as well as media coverage and events. Help Guide. org: Teen Depression http://helpguide.org/mental/depression_teen.htm web site offers definitions and symptoms for Teen Depression Disorder. Outlines detailed methods of coping and communicating with teens, very practical and helpful resource. Merck Online Medical Library http://www.merck.com/mmpe/sec19/ch300/ch300e.html Discusses Depressive Disorders in children and adults. Offers suggested symptoms and signs, discusses treatment. Offers patient and family support, donations, forums and advocacy. Mood Disorders Society Canada http://www.mooddisorderscanada.ca/ A national, not for profit, consumer driven, voluntary health charity. Connects health workers, patients and families with dealing with depression, bipolar illness and other associated mood disorders. TEENAGE DEPRESSION & SUICIDE - A Resource List http://www.thekeltyfoundation.org/depression-resources.htm Hosts various links to useful Canadian sites pertaining to teenage depression. Local Contact Info: B.C. Mental Health and Addiction Services Child & Adolescent Programs & Services Contact Information: Kelty Resource Centre Mental Health Building 2 BC Children’s Hospital Site Room P3-302 – 4500 Oak Street Vancouver, BC V6H 3N1 Local Phone: 604-875-2084 Fax number: 604-875-3688 Toll Free: 1-800-665-1822 E-mail: keltycentre@bcmhs.bc.ca www.bcmhas.ca/keltyresourcecentre
Part #2 Adolescent Psychiatric Inpatient Unit http://www.bcmhas.ca/ProgramsServices/ChildYouthMentalHealth/ProgramsServices/AdolescentPsychiatricInpatientUnit/default.htm Mailing Address: Adolescent Psychiatric Inpatient Unit BC Children’s Hospital Box 141 - 4500 Oak Street Vancouver, BC V6H 3N1 Contact Information: Phone: 604-875-2010 The Adolescent Psychiatry Inpatient Unit provides assessment and brief treatment to teenagers (12 through 17) who experience serious psychiatric symptoms such as psychosis, mood disorders, suicidal behavior, or anxiety states. The unit takes patients by referral only. Characteristics • Emotions—Children often feel sad, cry, or feel worthless. • Motivation—Children lose interest in play activities, or schoolwork declines. • Physical well-being—Children may experience changes in appetite or sleeping patterns and may have vague physical complaints. • Thoughts—Children believe they are ugly, unable to do anything right, or that the world or life is hopeless.
Diagnosis Requires Clinical Evaluation. Common symptoms include: -A sad appearance -Excessive irritability -Apathy and withdrawal -Reduced capacity for pleasure (often expressed as profound boredom) -Feeling rejected and unloved -Somatic complaints (e.g., headaches, abdominal pain, insomnia) -Persistent self-blame
In some children with major depressive disorder, the predominant mood is irritability rather than sadness (an important difference between childhood and adult forms).
Other symptoms include anorexia, weight loss (or failure to achieve expected weight gain), sleep disruption (including nightmares), despondency, and suicidal ideation. The irritability associated with childhood depression may manifest as overactivity and aggressive, antisocial behavior. Other mental disorders that can cause depressive symptoms (e.g., anxiety, bipolar disorders) must be considered. Some children who eventually develop a bipolar disorder or schizophrenia may present initially with major depression. Depression may also result from stressful or abusive social or home environment. Modifications: For adolescents, usually antidepressants plus psychotherapy. Warning: some antidepressants increase risk of suicide in teens. Teacher/ Parents: Be understanding, encourage physical and social activity. Stay involved in treatment. Learn about depression. Offer support, be gentle but persistent. Listen with out lecturing. Validate feelings.
Mental Health Canada http://www.mentalhealthcanada.com/ConditionsandDisorders.asp?lang=e This site is easily organized to find what you are looking for. A listing of different disorders allows you to find out more information about each. The site provides a specific delineation for some disorders: organizing depression for men from depression for women (for example). Very thorough information on each disorder. Allows you to easily search for a professional in your area.
Mood Disorders Society of Canada http://www.mooddisorderscanada.ca/page/quick-facts The most useful part of this site is the “Quick Facts” page- providing you with useful, introductory facts on mood disorders. ‘Consumer and Family Support’ page also had a good overview of the different disorders and resources to help accordingly.
Canadian Mental Health Association http://www.cmha.ca/bins/index.asp This site has a plethora of information on mental health. Particularly useful to us as teachers is a page on mental health problems for children. This has specific information on how children deal with family break-up, children’s fears and other children-specific problems.
Teen Mental Health http://www.teenmentalhealth.org/ This sight is particularly useful to a secondary teacher as it is (as the name says) specific to teens. There is a page that pertains to ‘school mental health.’ It includes links handbooks for strategies and training for teachers.
Depression in Teenagers http://www.depressioninteenagers.com/ An interesting, interactive site including “skate park” and “chill at the pond” as pages. Allows you to explore areas of depression from stress coping techniques to a maze that teaches you to spot symptoms of depression.
Contact Info:
Mood Disorders Society of Canada 3-304 Stone Road West, Suite 736 Guelph, ON N1G 4W4 Tel: 519-824-5565 Fax. 519-824-956
Canadian Mental Health Association (CMHA) Vancouver/Burnaby Branch 175 West Broadway Vancouver, BC V5Y 1P4 Phone 604-872-4902 Info.vb@cmha.bc.ca
Anxiety Disorders Association of Canada 514-484-0504 1-888-223-2252 Fax: Fax: 514-484-7892 Or by email: Email: contactus@anxietycanada.ca
Specific Characteristics:
The following are symptoms of depression:
Frequent sadness, tearfulness, crying Decreased interest in activities; or inability to enjoy previously favorite activities Hopelessness Persistent boredom; low energy Social isolation, poor communication Low self esteem and guilt Extreme sensitivity to rejection or failure Increased irritability, anger, or hostility Difficulty with relationships Frequent complaints of physical illnesses such as headaches and stomachaches Frequent absences from school or poor performance in school Poor concentration A major change in eating and/or sleeping patterns Talk of or efforts to run away from home Thoughts or expressions of suicide or self destructive behavior
Modifications/Adaptations:
Early diagnosis and treatment are essential for depressed youth. If parents or teachers are unsure of the condition, a psychiatric examination can help to determine. Depression I and suicidal feelings are treatable mental conditions and are best to be diagnosed early. Teachers should be sure to be sensitive to noticing changes in student behaviour and suicidal threats should be taken seriously and brought to the attention of a professional. Work with the professional and the parents to determine what is the best form of action for the child. Create a safe environment for the student and be flexible (in terms of assignments and due dates) as needed
Katherine Dasler: PE and Social Studies Depression
Annotated Bibliography: Canadian Mental Health Association http://www.cmha.ca/bins/index.asp?lang=1 The Canadian Mental Health Association is a nation-wide, charitable organization that promotes the mental health of all and supports the resilience and recovery of people experiencing mental illness. It includes information on many mental illnesses including depression. It provides information on how to get support with a links to programs and services, discussion groups and FAQs. It also lists media and events happening throughout Canada
Depression.com http://www.depression.com/index.html Depression.com is a website to inform people about depression. It provides information about understanding depression, including depression-related mood disorders, causes of depression and who gets depression. It also gives advice on how to treat depression, and how to live day by day with depression. The site also has links to web resources.
Canadian Mental Health Association – Mental Health and High School Curriculum Guide http://www.cmha.ca/highschoolcurriculum/index.html The Canadian Mental Health Association –Mental Health and High School Curriculum Guide: This site provides resources that are designed to support educators within Canadian secondary schools to address issues of mental health and mental illness in the classroom. The site is designed for educators who work with secondary school students across Canada. The site provides downloadable lessons on mental health that can be used in the classroom.
Centre for Addiction and Mental Health – Child, Youth, and Family Resources http://www.camh.net/About_Addiction_Mental_Health/Child_Youth_Family_Resources/index.html Center for Addiction and Mental Health is Canada’s largest mental health and addiction teaching hospital. It combines clinical care, research, education, policy development and health promotion to help transform the lives of people affected by mental health and addiction issues. The site has links providing information on mental health. It also has information on education and courses you could take as well as links to research and media and events that are happening.
Teen Depression http://www.teendepression.org/index.html Teen Depression is a site designed for troubled teens or parents of teens. It offers information on teenage depression, issues and other teen problems. It list information on how to prevent teen depression, types of depression, how to deal with depression and warning signs of depression. The site also provides a lot of information describing depression and how to get help.
Contact Agencies: The Depression Group Delta Hospital 5900 Mountain view Boulevard Delta, B.C., V4K 3V6 Phone: 604-946-1121
Mood Disorders Association of British Columbia 202-2250 Commercial Drive, Vancouver, B.C.,V5N 5P9 Phone: 604.873.0103 Email: info@mdabc.net
Canadian Mental Health Association: BC Division #1200 – 1111 Melville Street Vancouver, B.C., V6E 3V6 Phone: 604-688-3234
Mood Disorders Association of British Columbia 202-2250 Commercial Drive, Vancouver, B.C., V5N 5P9 Phone: 604.873.0103 Email: info@mdabc.net
Characteristics of Depression: Depression is a "whole-body" illness, involving your body, mood, and thoughts. It affects the way you eat and sleep, the way you feel about yourself, and the way you think about things. There are different types of depression which are distinguished by their prevalent features, duration and severity of symptoms. Without treatment depression can last for weeks, months, or years. Some of the symptoms of Depression are as follows: •constant feelings of sadness, irritability, or tension •decreased interest or pleasure in usual activities or hobbies •loss of energy, feeling tired despite lack of activity •a change in appetite, with significant weight loss or weight gain •a change in sleeping patterns, such as difficulty sleeping, early morning awakening, or sleeping too much •restlessness or feeling slowed down •decreased ability to make decisions or concentrate •feelings of worthlessness, hopelessness, or guilt •thoughts of suicide or death
Curricular Modification and Adaptations In a classroom I would make sure to take an interest in the student and show them that I care about their learning and success. I would make sure to include the student in all activities and possibly have a specific assigned buddy system so the student feels included. I would always use positive feedback and reassurance to the student about their academic performance. I would make the classroom an area where the student feels welcomed and accepted by creating a safe and respectable environment. I would also talk with parents and other teachers about the student and ask for advice on any strategies. Also I would monitor any behaviour changes and contact parents or administration and suggest treatment options if necessary.
1. Annotated bibliography: http://www.bced.gov.bc.ca/specialed/edi/1.htm - BC Ministry of Education page on Helping Students with Eating Disorders. Good site with lots of information for teachers.
http://www.bcchildrens.ca/Services/ChildYouthMentalHlth/ProgramsAndServices/ProvincialSpecializedEatingDisordersProgram/default.htm - BC Children’s Hospital, Provincial Specialized Eating Disorder Program.
http://www.heretohelp.bc.ca/publications/factsheets/eating-disorders - BC Partners for Mental Health and Addictions Information. BC Partners work is funded by BC Mental Health and Addiction Services, an agency of the Provincial Health Services Authority. 2. Contact info: Provincial Specialized Eating Disorders Program for Children & Adolescents P3 - Mental Health Building BC Children’s Hospital 4500 Oak Street, Box 156 Vancouver, BC Canada V6H 3N1 Main Reception: 604-875-2010 Fax for referrals: 604-875-2099
Looking Glass Foundation for Eating Disorders 9504 Erickson Dr Burnaby, BC V3J 1M9 Email: info@lookingglassbc.com Phone: 604-569-2262 Fax: 604-986-6011
Jessie’s Hope Society 11739 223rd Street Maple Ridge, BC Canada V2X 5X8 Suite 400 - 601 West Broadway Vancouver, BC V5Z 4C2 (604) 466-4877 or 1-877-288-0877 (toll-free in BC) info@jessieshope.org
3. Details on identifying a student with anorexia nervosa: Eats very little, and usually only from a narrow selection of food considered “safe”, Pays a lot of attention to creating and maintaining records like meal plans and calorie journals, Hoards food. For example, hides food in a locker or knapsack, significant weight loss in the absence of any related illness, wears layers of loose fitting clothing to hide the body, isn’t involved in social activities and becomes immersed in highly physical, sets unrealistically high goals and constantly strives for perfection, demonstrates changes in behavior like increased activity levels, that weren’t previously associated with the student’s personality. Preoccupied with food. Conversations, school projects, artwork, etc. may revolve around food themes, has difficulty concentrating, appears indecisive, considers self “fat,” but does not appear to be so, obsessed with self-control. Appears anxious, depressed, angry, irritable, defiant, stubborn or displays intense mood swings, expresses feelings of inadequacy, worthlessness, anxiety and loneliness, appears to be withdrawn and appears isolated, inflexible and resists changes to routines. The student may expresses feelings of failure with less than perfect school grades/marks. Weight loss is noticeable, often over a short period of time. Appears unusually thin, with little muscle or fat, complains of ongoing stomach problems, muscle cramps or tremors, skin is unusually dry or scaly, and yellow or grey in colour, fine hair growth on face or body, dull, brittle or thinning hair. Student is always tired and complains about feeling cold.
4. Since students with Anorexia Nervosa are generally quiet, driven students there shouldn’t been any classroom modifications needed. But teachers should try to provide a supportive and safe learning environment, one that does not contribute to the student’s obsessive attention to food, weight gain or body image. If a teacher suspects a student has anorexia they should talk to the school counselor and anyone else in the school/district that should know. If the student has talked to the teacher about the issue, recommend talking with the counselor, parents or a professional but still be supportive. Also try helping the student set some realistic goals about their body weight. 5. The student with an eating disorder may experience anxiety attacks and have very low tolerance for stress. Outward signs of irritability or agitation, tears, or sudden withdrawal are signs that the student’s stress level is rising. At this point, teachers should do whatever is needed to defuse the situation by treating the student as they would any other manifesting similar behaviours, e.g., permit the student to take a break, lie down, go for a walk.
EPSE 317 Emotional and Behavioural Disorders Anorexia Nervosa By: Sara Wang
1. Annotated bibliography: a. http://www.lambtonhealth.on.ca/youth/anorexia.asp Community Health Services. County of Lambton. Canadian Site. General overview on youth issues of anorexia nervosa. b. http://www.bced.gov.bc.ca/specialed/edi/5.htm BC Ministry of Education: Special Education – Teaching Students with Mental Health Disorders: Resources for Teachers: Eating Disorders – Anorexia Nervosa. Contains list of indicators and characteristics that relates to anorexia nervosa. c. http://health.lifestyle.yahoo.ca/channel_section_details.asp?text_id=1097&channel_id=1014&relation_id=34461 Yahoo! Canada Lifestyle. Series of steps of treating anorexia nervosa. d. http://www.heretohelp.bc.ca/publications/factsheets/eating-disorders Here to help, A BC information Resource for Individuals and Families Managing Mental Health or Substance Use Problems. Fact Sheets on Eating Disorders and Body Image. e. http://www.womenshealth.gov/FAQ/anorexia-nervosa.cfm womenshealth.gov. The Federal Government Source for Women’s Health Information. U.S. Department of Health & Human Services. Frequently Asked Questions on Anorexia Nervosa.
2. Contact info: Office Coordinator - Tricia Smith Looking Glass Foundation for Eating Disorders 9504 Erickson Dr Burnaby, BC V3J 1M9 Email: info@lookingglassbc.com Phone: 604-569-2262 Fax: 604-986-6011
Eating Disorders Program BC Children’s Hospital D4-4480 Oak Street Vancouver, BC V6H 3V4 604-875-2200 Fax: 604-875-2271
3. Anorexia nervosa is an eating disorder in which the person has obsessive fear of gaining weight while the person is characterized by extremely low body weight and body image distortion. Individuals with anorexia nervosa tend to excessively exercise, starve voluntary and drug usage in order to maintain low body weight. Some indicators include: Physical: Noticeable weight loss, brittle thin hair, unusually thin Emotional: Low self-esteem, mood swings, depression, isolated, fear of weight gain Cognitive: Consider self as fat but is not, belief of thinness is all that matters Behavioural: Selective eating, hides food but avoids eating
4. Some strategies for teachers for supporting students with anorexia nervosa include: - Talk to the students and their parents about their daily routine - Be considerate of the students’ emotion on body image and weight - Discuss in class on how weight and body image should not be made fun of - Help the students to set a reasonable goal - Encourage support within classroom and outside classroom from friends, family and counsellor - Avoid awareness of self weight and self body image by avoid mirrors and avoid weighing
1) BC Mental Health & Addiction Services Riverview Hospital 2601 Lougheed Highway Coquitlam, British Columbia V3C 4J2 Tel. 604-524-7000; fax 604-524-7016 Email: feedback@bcmhs.bc.ca Forensic Psychiatric Hospital 70 Colony Farm Road, Port Coquitlam, BC, V3C 5X9 Tel. 604-524-7700; fax 604-524-7905 Child & Adolescent Mental Health & Addiction Services Mental Health Building 4500 Oak Street, Vancouver, BC, V6H 3N1 Tell. 604-875-2345, or toll-free (in BC only) 1-888-300-3088
BC Mental Health & Addiction Services, an agency of the Provincial Health Services Authority, provides a diverse range of mental health services to people across BC, including: Specialized tertiary mental health treatment services for adults and children; Forensic psychiatric services; Research & knowledge exchange; Mental health promotion.
2) Canadian Mental Health Association, BC Division Address: Suite 1200 - 1111 Melville Street Vancouver, BC V6E 3V6 Canada Phone: 604-688-3234 Toll-free phone (BC only): 1-800-555-8222 Fax: 604-688-3236 General Emails: info@cmha.bc.ca Staff Emails: See our staff contacts page Website: www.cmha.bc.ca
The Canadian Mental Health Association (CMHA), a nation-wide, volunteer organization, promotes the mental health of all, and supports the resilience and recovery of people experiencing mental illness. CMHA accomplishes this mission through advocacy, education, research and service.
We are working toward a future where... Mental health has the same priority as all other matters in public policy and in the allocation of resources There is no longer any societal stigma attached to any form of mental illness or to those who live with a mental illness CMHA's Framework for Support is the accepted guiding model in the formulation of public policy and the provision of care Communities encourage and support the creation of environments where nurturing of healthy minds and attitudes is an accepted ongoing priority Support and assistance is provided in an appropriate, dignified and timely manner to all those who are experiencing a mental illness Families and caregivers receive effective support in their important role in the provision of assistance to those in need of mental health care or help We are committed to providing an environment that is free from racism, prejudice, discrimination and harassment. We strive to reflect the entire community in our structure (volunteer and staff) and to promote equal access to the services we provide.
3) Greater Vancouver Mental Health Service Society VCMHS (Vancouver Community Mental Health Services) (604-874-7626) Administrative Office 200-520 West 6th Avenue Vancouver, BC V5Z 4H5
Provides assessment, rehabilitation, and specialized services to adults and older adults with serious mental illness, and to children and youth with serious behavioural/emotional disorders, living in Vancouver. Emergency, residential, and specialized services, including home-based services, are also available. Office hours are 8:30 am to 5 pm Monday to Friday. Services are listed below under the following headings: mental health teams, specialized services, specialized services for adults, specialized services for children, specialized services for children and youth, specialized services for youth, and specialized services for youth and adults.
4) The F.O.R.C.E. Society for Kids Mental Health Phone: 604-878-3400 Email: theforce@bckidsmentalhealth.org
Mission Statement To promote and influence change in intervention and equality of care in children's mental health.
Vision Statement All families receive the appropriate care, support and resources needed for their children's mental health.
Privacy Statement The F.O.R.C.E. Society for Kids Mental Health is committed to protecting the privacy of people whose personal information is obtained through responsible information management practices. Any personal information provided to The F.O.R.C.E. will only be used by authorized staff to fulfill the purpose for which it was originally collected, or for a use consistent with that purpose unless you expressly consent otherwise. We do not disclose your information to other public bodies or individuals.
5) Vancouver Island Health Authority Mental Health and Addiction Services
MAIL Administration Eric Martin Pavilion 2334 Trent Street Victoria, BC V8R 4Z3 PHONE (250) 370-8408 FAX (250) 370-8578
VIHA's Adult Mental Health and Addiction Services offers a range of services from short-term crisis intervention to rehabilitation and housing and many options in between.
Our priority is providing appropriate accessible services for adults with serious mental illness and/or addictions. We provide services in the context of a wider support network including other government agencies, aboriginal health organizations, community partners, public agencies, friends and families.
Routine: Provide a structured routine with visual time clock. Auditory sound cues may be helpful in addition to visual cues to help students manage their time efficiently. Post schedule and refer to schedule on regular basis. Routines may take 6-8 weeks to establish or even more for this population of students. Changes in Routine: Convey any changes of routine to students as soon as available. The sooner students are aware of changes the more time students have to adjust to the new routine. Classroom Jobs Chart/Classroom Order Chart: Classroom jobs offer an opportunity for student to show responsibility. In order to ensure success, make sure students have an opportunity to experience every job. One suggestion is having a chart with each students name and according job. Every week rotate the jobs. The list can double as the order in which students line up or choose preferred activities. Students with EBD classification tend to be competitive and need specific procedures informing the order students line up and choose activities. Logical Consequences: Students must fix what they break. If a student pushes over a desk, he or she must pick it up. If a student runs in the hall, she must practice walking the correct way. If the student talks during the lesson, student must make up the work on his time. Be consistent with consequences so students know what is expected of them. Target Behaviors: After taking data on students observable behavior, determine which behavior or behaviors to direct attention. Work with student to develop a plan to replace undesirable behavior with a more suitable behavior. If student throws desks and pencils when angry, have student work on communicating anger to an adult or trusted peer and how to be assertive without being aggressive. Small Flexible Grouping: Students with EBD may have difficulty establishing relationships with peers. Abusive language and other behaviors may interfere with learning. Smaller groups decrease distractions and student-to-teacher ratio. Differentiation of instruction is more manageable with smaller groups. Audience: During a serious behavior episode, the most effective strategy may be to remove the audience. The audience typically is other peers but may be other adults. The audience can be removed by moving the student if he or she is willing. However, moving the audience may be necessary in some cases. Develop a procedure with your class which will function as an "everybody out" drill. Behaviors amplified with an audience may be reduced or complete stopped when an audience is removed. Calm spot: Have a designated area of the classroom for students to calm down. This spot can be used pro actively to prevent behaviors. Alternatively, the spot may be used after a behavior occurs to give the student a chance to refocus. Choices: Students may frustrate easily when doing work. Giving students an option of when to complete the work is a powerful tool. For example, a teacher may say, "You need to get this done today. Would you rather do it now or during your free time?"
Meena Mangat (English) Anorexia Nervosa: Annotated Bibliography: (Part 1) http://www.medicinenet.com/anorexia_nervosa/article.htm This website gives a detailed overview of anorexia, with up to date articles which are all easy to navigate. The first page has overviews of, “what is anorexia nervosa”, “who is at risk?”, “what causes anorexia”, “how is anorexia diagnosed”, etc... I would recommend this website for someone who is absolutely unknowledgeable about the condition, because there is a great, solid overview. http://www.bced.gov.bc.ca/specialed/edi/5.htm This website is from the British Columbian government, and it is specifically for teachers. It is a resource from where we can obtain the information of how to see if a student is possibly suffering from the disorder. Essentially, it outlines the high occurrence of anorexia amongst teens in high school, while outlining possible signs to look out for, which could show if a student is possibly struggling. The ‘signs’ are quite detailed, covering behavioral, cognitive, affective, and physical symptoms. It also writes about ‘distinguished characteristics’, which could further help the teacher make an educated assumption about his/her student and if in fact they are suffering from such a disorder. http://www.cln.org/themes/eating.html This website is very important. Essentially, it is a “theme page” of various resources which address the many facets of the condition. There is an overview, resources to a program called “dying to be thin”, which can be shown in classes, counseling outlets, symptoms to watch out for, etc... http://www.nedic.ca/ This is a great Canadian resource, from where teachers, students, parents have the option of overlooking, with options of local aid. The website outlines ways in which you could get involved, how you may educated yourself/others, a newspaper to subscribe to, as well as a ‘resource library’, which has numerous links to articles, books, and neighbor websites. http://www.health.nsw.gov.au/mhcs/publication_pdfs/6425/DOH-6425-ENG.pdf This is a PDF resource, which although directed towards parents, is also very helpful for teachers. With that being said, it is a resource which teachers can extend to parents, who have a child that is dealing with the condition. Essentially, it is a fact sheet for parents, with contacts for how to deal with the disease, what to do if your child refuses help, etc...
Part 2, Local Resources Canadian Mental Health Association, BC Division Suite 1200-1111 Melville Street (Van, BC; V6E 3V6) 604-688-3234 (Toll Free: 1-800-555-8222) info@cmha.bc.ca Girls Support Group (Riley Park Community Centre) 50 East 30th Ave. (Van, BC: V5V 2T9) 604-257-8545 First Call First Call-BC Child and Youth Advocacy Coalition 202-1193 Kingsway (Van, BC: V5V 3C9) 604-874-9898 info@firstcallbc.org Eating Disorder Parent Support Group 4480 Oak Street (Van, BC; V6H 3V4) proles@cw.bc.ca
Part 3, English Teacher’s Identification Of Anorexia Nervosa In The Classroom Regardless of teaching subject, or classroom, it is vital for teachers to take note of his/her students, in the most detailed possibility. It is important to take notes of trends: does the students always not bring their lunch? the student keeps losing weight...is there a pattern? the students seems to wear baggy clothes and seems to become more reclusive...again, is there a pattern? It is our role to ensure the safety of our students, and noticing patterns amongst them is a great way to maintain this safety. Personally, I would dedicate lesson/curriculum time to teaching awareness of such conditions. Moreover, I would hold discussions of media pressures and the try my hardest to expose the excess of the celebrity and model/fashion industry. It is easy to view facades as reality, so I think it is important and effective to expose the tricks of the fashion/celebrity industry, as well as promote healthy and responsible role models. Either way, discussion is key.
Part 4, Bend the Media to be Positive. http://www.youtube.com/watch?v=iYhCn0jf46U This is a youtube video which is made by the DOVE company, as a part of their campaign for ‘real beauty’. It is a 1:14 clip which shows a young model go through the process of makeup, hair extensions, airbrushing tactics, and lighting enhancements, before the ‘finished product’ is placed in a magazine. Although this is a clip, I think the message is strong and effective. It could serve as a hook before opening the floor to a discussion. It is definitely something I would utilize. Moreover, there are many young celebrity figures who have openly admitted to batting anorexia. I would use their stories as places to find inspiration for the young students in my class. Again, it is about encouraging realistic role models over idealistic and unreal beauty.
A. http://www.cmha.ca/bins/index.asp This is a general website for those with mental health disorders and professionals. The site provides specific information on mood disorders, anxiety disorders, eating disorders, attention deficit disorders, schizophrenia, suicide, psychosis, youth and self injury, violence and mental illness, employment and mental illness, education and mental illness, and men and mental illness. It also offers additional resources such as programs, support networks, and discussion groups as well as current research.
B. http://canmat.org This is the Canadian Network for Mood and Anxiety Treatments website that provides various workshops, where to find help, and glossary of terms. It is a federally incorporated academically based non profit research organization linking healthcare professionals from across Canada.
C. http://www.camh.net This is the Centre for addiction and mental health site which is Canada’s largest mental health and addiction teaching hospital. It provides combination of clinical care, research, education, policy development and health promotion to help transform the lives of people affected by mental health and addiction issues. It offers information and resources including services, treatment, and books.
D. http://www.behaviordisorder.org/ This is a website where the behaviour disorders are divided into age group; child, teen, and adult. This offers information on behaviour disorders, conduct disorders, and other behaviour problems. There are lots of articles about the warning signs, treatments and statistics on behaviour issues to educate the parents, and teachers.
E. http://www.teenmentalhealth.org/ This website provides information and resources for teens, families and educators. There are resources for educators to be used in the classroom which are really practical for us to use such as educational projects, school mental health, training programs, and virtual library. It also has links to blogs for the students to be honest with their symptoms and share their concerns.
2. Local contact info:
Canadian Mental Health Association BC Division #1200 – 1111 Melville Street Vancouver, BC V6E 3V6 Phone: 604-688-3234 Fax: 604-688-3236
BC Mental Health and Addiction Services 2601 Lougheed Highway Coquitlam BC V3C 4J2 Phone: 604-524-7000 Vancouver Coastal Health – Centre for Concurrent Disorders 255 East 12th Ave Vancouver, BC V5T 2H1 Phone: 604-255-9843 Fax: 604-251-4579 Mood Disorders Association of British Columbia 202-2250 Commercial Drive, Vancouver, BC Canada V5N 5P9 Phone: 604.873.0103 Fax: 604.873.3095 Email: info@mdabc.net
3. Emotional and behavioural disorders (EBD) is used commonly in educational settings, to group a range of more specific perceived difficulties of children and adolescents. If you or someone you know develops the symptoms of mental illness, it is important to get it diagnosed and to start treatment as soon as possible. Mental illness is common and statistics show that one in every five Canadians will have a mental health problem at some point in their lives. The question about whether a child needs help should not depend on whether he or she has a diagnosis. A problem does not disappear simply because it is not severe enough to meet the criteria for a diagnosis. Parents should insist on a list of specific written recommendations for how to help their child as a result of any evaluation. There are lots of examples of emotional and behavioural disorders from DSM-IVR diagnostic criteria; adjustment disorders, anxiety disorders, obsessive-compulsive disorder, post-traumatic stress disorder, selective mutism, attention deficit/hyperactivity disorder, oppositional defiant disorder, conduct disorder, anorexia nervosa, bulimia nervosa, bipolar disorder, major depressive disorder, autistic disorder, schizophrenia, and seriously emotionally disturbed.
4. It will be helpful to provide a structured routine with visual time clock for the children with EBD. Also auditory sound cues may be helpful in addition to visual cues to manage their time efficiently. Convey any changes of routine to students as soon as available. The sooner students are aware of changes the more time students have to adjust to the new routine. If the students break something, let them to fix what they have broken. If a student pushes over a desk, he or she must pick it up. If a student runs in the hall, she must practice walking the correct way. If a student talks during the lesson, student must make up the work on his time. As teachers, we need to be consistent with consequences so students know what is expected of them. As students with EBD may have difficulty establishing relationships with peers, give them smaller group activity as it decreases distractions. Also differentiations of instruction are more manageable with smaller groups. Students with EBD may frustrate easily when doing work. Giving students an option of when to complete the work is a powerful too.
Counseling BC is a great website which joints information for both professionals and the general public on depression. It also provides a good source for finding professionals if you are someone who may have depression.
http://www.mentalwellnessbc.ca/
More generally, the Mental Wellness center allows for individuals to locate local resources on different aspects of maintaining mental health. The website and association also provide an option to pick and sponsor a child to pursue higher education.
The Canadian Mental Health Association of BC is a great group that provides tons of resources for a range of mental health issues. Specifically for depression, the site offers information, stress tests, journals and a range of names and numbers that people can call for additional information and assistance.
The Public Health Agency of Canada is a great resource for people who are looking at solid definitions of depression. While not an extensive website, it does provide links to other organizations as well as references that people may investigate further.
http://www.cpa-apc.org/index.php
The Canadian Psychiatric Association was founded in 1951 and is the national voluntary professional association for Canada's 4,000 psychiatrists. The website offers a great resource for people looking to find a psychiatrist who might be able to help them, as well as locating various support groups and ways to reduce both workplace and home/school associated stress.
Canadian Mental Health Association: BC Division #1200 – 1111 Melville Street Vancouver, B.C., V6E 3V6 Phone: 604-688-3234
Mental Wellness BC 604-630-6865 Changeways Program UBC The Changeways Program (604-822-7153) is a psychoeducational group program for clients recently discharged from inpatient care for depression and anxiety disorders. There are also other mental health services available at the hospital. UBC Hospital, Detwiller Pavilion 2255 Wesbrook Mall Switchboard: 604-822-7121
Aunt Leah's Independent Life Skills Society Serves youth who have issues of depression, substance abuse, and low self-esteem. A one-to-one worker supports each youth by building trust, helping them deal with challenges, and assisting them to reconnect with community support. 5696 Imperial Street Burnaby 604-433-1204
Youth at Risk of Suicide Phone: (604) 872-3311 Toll Free: 1-866-661-3311 TTY Service: (604) 872-0113 Web: http://www.crisiscentre.bc.ca E-mail: info@crisiscentre.bc.ca
3. Depression is a brain chemical imbalance which has been characterized by a sever alteration in a person’s mood- swinging to the ‘low’ end of the spectrum. While there are subtypes of depression (Melancholic, Atypical, Catatonic, Postpartum, and Seasonal Affective Disorder), it is still a very serious condition. A person experiencing depression typically has an inability to experience pleasure where they otherwise would have, a very low mood that invades all areas of their life that may ruminate over time. They typically becoming preoccumpied with feelings of worthlessness, regret, guilt, self-hatred, etc. Often, people with depression may experience levels of psychosis and are prone to delusions and sometimes hallucinations. Insomnia is also common, with a loss of appetite, weight loss, fatigue, headaches and digestive problems.
4. Adaptations for students with depression in Physical Education may be different than other mental illnesses. For instance, exercise has been clinically proven to be a safe alternative to pharmaceuticals in minor cases, therefore students should be kept active as often as possible for as long as possible (although this is the objective of PE more generally). Instructions should remain simple, yet specific as to exactly what the teacher is expecting the class to do, and students should be given positive-specific feedback to let them know that they are doing things correctly and encouraged when they do not. There should be an emotionally safe environment in the classroom that does not highlight any students specifically unless they choose to volunteer for demonstrations. Teachers should also identify what may dramatically alter a students mood so that the activity may be changed or adapted in the future to prevent the poor mood from reestablishing itself. If the depressed student chooses to misbehave in class, there should be a specific set of rules established beforehand that the entire class agrees on, and if necessary, the individual student may meet with the teacher to discuss solutions and corrections if the student misbehaves.
Mental Health Canada http://www.mentalhealthcanada.com/ConditionsandDisorders.asp?lang=e Informative website with specific information on particular disorders, i.e. depression, eating disorders, and bipolar.
Teen Mental Health http://www.teenmentalhealth.org/ Offers some educational resources for teens and educators on mental health issues. Plenty of pamphlets, facts, multimedia presentations on a range of mental health issues in a “teen savy” format. An excellent resource provided through the site is the “Mental Health and Highschool Curriculum Guide” that addresses specific issues relevant to educators.
University of Kentucky’s educational resource site. http://www.state.ky.us/agencies/behave/bi/ss.html#targetedintensive Provides a suggested lesson plan format for adapting to EBD student needs and some excellent resources on social skills training and other issues.
Council for Children with Behavioral Disorders http://www.ccbd.net/ Houses a number of useful articles and teacher resources on working with adolescents with EBD including social skills training, behaviour management and peer tutoring.
Wiki site from the University of Manitobahttp://ltc.umanitoba.ca/wiki/Strategies_for_teaching_students_with_behavioral_disorders--Part_1_(A11 This site includes a general overview of ESB characteristics, and a useful page of strategies for teaching students with behavioural disorders
Contact Information:
Mood Disorders Association of British Columbia 202-2250 Commercial Drive, Vancouver, BC Canada V5N 5P9 Phone: 604.873.0103 Fax: 604.873.3095 Email: info@mdabc.net
Canadian Mental Health Association BC Division #1200 – 1111 Melville Street Vancouver, BC V6E 3V6 Phone: 604-688-3234 Fax: 604-688-3236
Specific Characteristics Associated with EBD/ Details on Identification: Children with Emotional and Behavioral Disorders often present characteristics of various conditions. Typically, EBD is identified in children who display externalizing and/or internalizing behaviours. External behaviours are often disruptive, repeated behaviours that can include acts of aggression, non-compliance and other anti-social acts (i.e. vandalism, lying). Internalizing behaviours include anxiety and social withdrawal. This child may seem remote or detached. Curricular Modifications:
Students with behavioural problems generally show low self-confidence, causing them to act out of line, making positive reinforcement important for confidence improvement. Teachers and education specialists should do a thorough assessment of a child’s strengths and weaknesses after which they can implement a modified curriculum using similar material from the regular curriculum. Expose students with behavioural disorders to other students who demonstrate the appropriate behaviours. Pre-establish consequences for misbehaviour. Determine whether the student is on medication, what the schedule is, and what the medication effects may be on his or her in class demeanour with and without medication. Then adjust the teaching strategies accordingly. Use time-out sessions to cool off disruptive behaviour and as a break if the student needs one for a disability-related reason.
Students with EBD experience difficulty with academic achievement and are reported to have below-average achievement in content area courses, deficits in basic academic skills, and deficiencies in study skills such as note-taking and test-taking.
Students with EBD need effective instructional intervention in both academic and social skills areas. The IEP for students with EBD should reflect individualized goals and objectives that are academically and/or socially relevant. Objectives should be clearly stated in terms of student outcomes or performance and students should be provided with opportunities to practice increasing responsibility and independence
MENTAL AND EMOTIONAL DISORDERS Posted by: Anna Mendoza .
Annotated bibliography: 1. http://cirrie.buffalo.edu/encyclopedia/pdf/en/emotional_disorders_in_children_and_adolescents.pdf A concise encyclopedia overview of what emotional disorders exist in children and adolescents, and a basic description of diagnosis and treatments (both effective and ineffective).
2. http://www.ncbi.nlm.nih.gov/pubmed/2918063 Academic article about a 15-year scientific study that describes how learning disabilities contribute to emotional disorders. Done by the Dept. of Psychology at UVic. Title: "The Relationship Between Learning Disability, Emotional Disorders, and Neuropsychology; Some Results and Observations."
3. http://www.ctserc.org/library/bibfiles/classroom-behaviors.pdf Yes, it's from the U.S., but it's a useful manual of readable (28 pgs.) length describing how to conduct classroom interventions for students with behavioural and emotional disorders. Put out by the Connecticut State Department of Education.
4. http://www.bced.gov.bc.ca/specialed/sped_res_docs.htm And here is our very own link to all the documents on Special Education put out by the Ministry of Education in B.C. It has documents on Adaptations and Modifications, Transition Planning, a number of disorders and exceptionalities, and guidelines about equipment/facilities/in-school support.
5. http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp Organized overview of mental health and emotional disorders in children and adolescents, including Anxiety Disorders, Depression, ADD/ADHD, Conduct Disorder, Bipolar Disorder, and Anorexia/Bulimia
b. Addresses and phone numbers AnxietyBC 103-237 East Columbia St. New Westminster, B.C. V3L-3W4 Tel: (604) 525-7566 info@anxietybc.com
BC Mental Health & Addiction Services Riverview Hospital 2601 Lougheed Highway Coquitlam, B.C. V3C 4J2 Tel. 604-524-7000 feedback@bcmhs.bc.ca
Child and Youth Mental Health Policy Branch (for general inquiries) Ministry of Children and Family Development PO BOX 9731 STN PROV GOVT VICTORIA, B.C. V8W 9S1 Telephone: 250 387-9749 Email: MCF.ChildYouthMentalHealth@gov.bc.ca
Canadian Mental Health Association Suite 1200 - 1111 Melville St. Vancouver, B.C. V6E 3V6 Phone: 604-688-3234 Toll free: 1800-555-8222 info@cmha.bc.ca
c. Characteristics of mental and emotional disorders (from http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp) These include: 1) Anxiety disorders (the most common among 9-17 year olds): phobias, generalized anxiety disorder, panic disorder, OCD (Obsessive-Compulsive Disorder), PTSD (Post-Traumatic Stress Disorder) 2) Severe Depression--affects 2% of children and 8% of adolescents. They often feel sad/cry, lose interest in play and schoolwork, have erratic sleeping and eating patterns, or believe that they are worthless or that life is worthless 3) Bipolar disorder: exaggerated mood swings, from extreme highs (manic phases) to extreme lows (depression). During manic phases, they may talk nonstop, need very little sleep, and/or show poor judgment. During depressed phases, their symptoms are similar to depression. Adults with bioplar disorder (1% of people) often experience their first symptoms in adolescence. 4) ADHD: student is unable to focus attention and is often impulsive and easily distracted. Affects up to 5% of children. They have difficulty remaining still, taking turns, and/or keeping quiet. 5) Conduct disorder: little concern for others or the rules of society; destructiveness, lying, theft, aggression, arson, vandalism. Affects 1%-4% of adolescents. 6) Eating Disorders: Intense fear of gaining weight and inability to believe one is severely underweight, even if that is the case. Can be a life-threatening situation. Anorexia/bulimia affects up to 3% of teenage girls and a much smaller % of boys. People with bulimia binge-eat and then induce vomiting or use laxatives to prevent weight gain. Eating disorders can also go hand-in-hand with obsessive exercise.
d. Curricular modifications for students with mental/emotional disorders: -Don't attempt to change or suppress behavior if student's personal problems continue to cause suffering to the student, deep inside (there's no point in making them smile or behave if they continue to suffer) -Ask school psychologist for FBA: Functional Behaviour Analysis -Emotional/behavioural disorders are not merely attention-seeking behaviours, so ignoring them will not help -Report abusive family lies if you come across them -If a student is acting out, or is being violent: look relaxed, make yourself seem nonthreatening (e.g. sit down), speak slowly and softly -Do not try to stop a student from wrecking an object--your (and other people's) physical safety is more important that objects -If restraining a student, two people can be more gentle than one; do not get into wrestling matches -Try to find out where behaviour disorders come from, collaborate with experts, and do not put too much academic pressure on the student
f. Famous people with emotional/behavioural disorders: -American poet Anne Sexton was sexually abused as a child and committed suicide at 46; she suffered from anorexia and depression -Christy Henrich (gymnast) was told in 1988 by a U.S. judge that she had to lost weight to make the Olympic team. She died of organ failure as a result of anorexia at age 22. She weighed only 60 pounds (or 47? sources differ). Her death brought the problem of eating disorders and women's gymnastics to the spotlight. -Ludvig Von Beethoven and Vincent Van Gogh are thought to have had bipolar disorder, and Van Gogh schizophrenia
P3 - Mental Health Building_BC Children’s Hospital 4500 Oak Street, Box 156 Vancouver, BC Canada V6H 3N1
Main Reception: 604-875-2010 Fax for referrals: 604-875-2099
This is the place to start any search for information on eating disorders in BC. The Hospital offers an in-patient program, and the website has links to other agencies around the province and country dealing with ED issues. It also has a bunch of downloadable and printable pamphlets with information for people with ED’s and their families and friends, as well as a list of other resources.
The National Eating Disorder Information Centre:
http://www.nedic.ca/
ES 7-421, 200 Elizabeth Street Toronto, Ontario M5G 2C4
This is a Canadian non-profit society based out of Toronto that has, among other resources, FAQ’s for friends and families of sufferers of ED’s, as well as sufferers themselves. These are written in clear, age-appropriate language for their target audiences.
Mental Health Building 2 BC Children’s Hospital Site Room P3-302 – 4500 Oak Street Vancouver, BC V6H 3N1 Local Phone: 604-875-2084 Fax number: 604-875-3688 Toll Free: 1-800-665-1822 E-mail: keltycentre@bcmhs.bc.ca
This is a provincial resource centre under the BC Mental Health and Addictions Services. Its role is to connect families of children and youth with mental health issues with the appropriate services and resources. The website lists upcoming events and links related to a variety of mental health issues, including ED’s.
Jessie’s Hope Society:
http://www.jessieshope.org/
Email: info@jessieshope.org
This is a provincial non-profit organization. There’s a lot of information on the site about Provincial Eating Disorder Awareness Week, coming up in February, as well as links to resources for youth and those connected with them. The links section includes phone numbers for the various hotlines and helplines offered in BC.
Looking Glass BC:
http://www.lookingglassbc.com/
Office Coordinator - Tricia Smith 9504 Erickson Dr_Burnaby, BC V3J 1M9
This is a support and advocacy organization made up of families and friends of sufferers and former sufferers of ED’s. They have contact information for counselors specializing in disordered eating, as well as local support groups, and information about upcoming events. They also have links to girl-positive websites and organizations that we might refer students to. Looking Glass BC runs a summer camp for girls with ED’s.
The term “Eating Disorders” (abbreviated “ED’s”) encompasses Anorexia Nervosa, Bulimia Nervosa, Compulsive Overeating, and the behaviours entailed in all these conditions. ED’s, like addictions, often co-occur with depression and anxiety disorders. Warning signs include sudden changes in weight, demeanor or style of dress, tiredness, and other signs of anxiety. Those at highest risk for ED’s are girls with high needs for control. They tend to be perfectionistic overachievers, and may show signs of mild OCD. Regardless of personality type, girls involved in dance, gymnastics, figure skating and other similar pursuits are also at higher risk.
Classroom accommodations shouldn’t be an issue aside from the necessity for students to make up work due to absence for treatment. Students in residential treatment programs may need to have notes and assignments sent to them in hospital.
Annotative bibliography for Jonathan Hughes. (social studies focus)
a) http://www.cmha.ca/bins/index.asp?lang=1 Canadian Mental Health Association. This is a solid nationally based site with good broad and general information concerning issues of mental health. Diagnoses and other relevant tool towards identifying symptoms are prevalent throughout. Furthermore, this site includes links to discussion and support groups to help those afflicted. Overall, a good resource for teachers and those who want to help or those who needs diagnostic tools for someone they are concerned about.
http://www.hc-sc.gc.ca/hl-vs/mental/index-eng.php Health Canada. This site is more broad in scope and focus than the one previously listed and covers a greater range of health related issues. However, it does has lots of information on mental health issues and could prove to be a valuable resource for teachers. There are good resources and tools to help those with emotional and behavioral disorders.
c)http://www.teenmentalhealth.org/pros_ep.php Teen mental health. This site is similar to the previous two as it does not have a profit motive and appears to be altruistic and good nature in its intentions; therefore, the resources are hopefully reliable. Furthermore, this site is geared specifically towards teenagers and, as a result, it is a fantastic resource for teachers as the issues of focus are teen specific.
http://helpguide.org/mental/depression_teen.htm Like the previous site, this one is oriented towards teens and has good diagnostic advice for depression and other issues related to depression. The teen specific nature of the site makes it ideal for teachers. Overall, a great resource for educators. http://www.mooddisorderscanada.ca A nationally organized link for mood disorders. This site is a good resource and very broad in scope. However, it covers the country and more specific sites might be a better bet. However, this site can still prove useful for teachers and educators as their is ways to ascertain information to help out those afflicted.
Links Youth at Risk of Suicide Phone: (604) 872-3311 Toll Free: 1-866-661-3311 Web: http://www.crisiscentre.bc.ca E-mail: info@crisiscentre.bc.ca Anxiety Disorders Association of Canada 514-484-0504 1-888-223-2252 Fax: Fax: 514-484-7892 Or by email: Email: contactus@anxietycanada.ca
Mood Disorders Society of Canada 3-304 Stone Road West, Suite 736 Guelph, ON N1G 4W4 Tel: 519-824-5565 Fax. 519-824-956 Canadian Mental Health Association (CMHA) Vancouver/Burnaby Branch 175 West Broadway Vancouver, BC V5Y 1P4 Phone 604-872-4902 Info.vb@cmha.bc.ca Sunny Hill Health Centre for Children 3644 Slocan Street Vancouver, BC V5M 3E8 Phone: 604 453-8300 Fax: 604 453-8301 Characteristics excessively angry bullying excessive anxiety excessive fears emotional instability low motivation lack of enjoyment lack of engagement, or inappropriate engagement, with others bullying vandalism self-harm harming object or animals blaming Curricular adaptations Very challenging to diagnose as some behaviors are acceptable unit a certain point. Once detected and identified students should be professionally diagnosed by a counselor and or a psychologist. Depending on the diagnosis the teacher will have to work with the education team to bring the best care possible to the individual. Each circumstance will be different and each curricular diagnosis will be different as well. For example, some students will be able to participate in class a normal with a watchful eye of the teacher while others will need special aids and may not be able to take part in regular classroom settings. Essentially, the curricular adaptations will depend on the level and and diagnosis of each individual student.
http://www.nimh.nih.gov/health/topics/anxiety-disorders/index.shtml National Institute of Mental Health website on anxiety withdrawal disorders which include symptoms, diagnosis and treatment. Offers a range of information that allows for the teacher to better understand the disorder.
http://www.cmha.ca/bins/content_page.asp?cid=3-94 Similar to the American site, Canada has a site that has similar symptoms and diagnosis but offers Canadian resources that can be helpful for local resoures about anxiety withdrawal.
http://bodyandhealth.canada.com/channel_condition_info_details.asp?disease_id=9&channel_id=11&relation_id=10899 Canada.com offers a less formal and more user-friendly informational page on anxiety disorder. This website could be helpful for those who might need to refer a parent to understanding anxiety disorders.
http://www.anxietytreatment.ca/socialphobia.htm Canadian website that focuses specifically on effect methods and treatments to working with anxiety disorder. It is written in paragraph form almost like an essay but it isn’t. The treatment options are formatted in table form which allows one to quickly glance and understand the treatment options. For to more academic user this page offers many research links and sources so those who are studying this disorder can find more academic research and information.
http://www.anxietycanada.ca/ Canadian website that provides a lot of information and educational as well as treatment resources located here in Canada. What I like most about this site is the resources it has. It has brochures and pamphlets about anxiety disorders.
Local Resources
Similar to Anxiety Canada, this BC website offers local resources to help with this disorder. AnxietyBC.ca 103-237 East Columbia St. New Westminster, B.C. Canada V3L-3W4 (604) 525-7566
Mental health resources that has a site and forum for those seeking help online. Also has a section for local resources and can be contacted directly from the following. The BC Partners c/o 1200-1111 Melville Street Vancouver, BC V6E 3V6 CANADA (604)310-6789
Vancouver Coastal Health has a resource clinic for those seeking to deal with anxiety and withdrawal issues. Anxiety Disorders Clinic 500-575 W. 8th Ave., Vancouver BC V5Z 1C6
/Symptoms/
A student with anxiety/withdrawal system may be pulling themselves out of activities in the classroom because of extreme self-consciousness, self-esteem issues and are often are unsure of themselves. Internalized behaviours can include withdrawal, fear and anxiety, sadness, depression, sensitivity. Externally the student may be avoiding social situations, may relieve themselves from classroom activities and instruction. The student may be caught out of place and off-task when called upon in class.
The student may stutter and have increased fidgeting when they become uncomfortable in the classroom. In extreme cases a student suffering from anxiety may have a panic attack which causes them to have a shortness of breath, chest pains, sweat a lot, shake uncontrollably, have nightmares, become dehydrated, become aggravated, and become hyperactive. There are many symptoms a student can experience if they have anxiety disorder. They key to identifying this disorder is that symptoms revolve around social situations.
Use an award system for completion of work with EBD students. Student’s may rebel if they feel that the punishment for incompletion or off-taskness is unjustified. Using an award system could prevent this problem. Remain positive with the student even during tense times, this may increase the health of the relationship between the student and the teacher which can encourage positive behavior. Of course this will only work if the student is consciously acting out.
As a socials studies teacher, it is important to recognize that an EBD exists which the student has no control over. ADHD and withdrawal anxiety are things that should be seen as something that you will work with and try to overcome. It is not something that should be punished for which is why the reward system is great.
Keeping the classroom consistent and structured is important when it comes to rules. Students can be allowed more time to think about how to deal with certain activities when they know what they will be expecting.
A student with an EBD may feel aggravated if too many new instructions come at the same time. In terms of teaching direct instruction is a simple way to avoid confusion. When a consequence is needed, it is important to make sure that the consequence is logical and makes sense to the student.
Again, it is important that the student does not feel that they are at the whim of whatever the teacher says are the rules, but that they understand that they have control over their actions. Again, the reward system is good tool to use instead of consequences.
For anxiety/withdrawal students, it may be useful to create a less restrictive classroom environment that allows the student to feel that there is less social pressure in the classroom. Encourage the student to enroll in activities that they are proficient at and gradually challenge the students creativity based on their skills. This may build self-esteem and mainstream them to specialize in their talents instead.
Bullying should never be tolerated as it is a major contributor to self-esteem issues and anxiety. During classroom presentations and activities that the student participates in, it may be beneficial to have the student go first to relieve the student of the pressure of “expectation” that can build up as the student is waiting for their turn to present. The teacher should speak to the student and have a system that allows the student know when they will be picked to answer a question so the student won’t be caught off guard which may increase anxiety.
Causes of Emotional and Behavioural Disorders -Biological -Psychoanalytical -Behavioural -Phenomenological -Sociological/Ecological
What constitutes an emotional or behavioural disorder: • Behaviour that goes to an extreme, that is significantly different from what is normally expected. • A behaviour problem that is chronic and does not quickly disappear • Behaviour that is unacceptable because of social or cultural expectations • Behaviour that affects the student’s academic performance • Behaviour that cannot be explained by health, sensory or social difficulties.
These children typically display aggressive/acting-out behaviours, social deficits, inadequate peer relationships, hyperactivity/distractibility, lying, cheating, stealing, academic deficits, language disorders, depression and anxiety. Internalizing and Externalizing Behaviours
These children are vulnerable in the sense that unless there is a serious effort to intervene on their behalf, they are prone to experiencing problems throughout their childhood and more likely to experience unemployment and poor physical and mental health as young adults.
Effective Instruction • Provide structure and predictable routines • Establish a consistent schedule with set rules and consequences and clear expectations • Structured and consistent classroom environment while emphasizing positive social interaction • Positive teacher-student interactions with adequate praise and systematic responses to problem behaviours
Connie Lam James - English Emotional and Behaviour Disorders - Schizophrenia: Part 1
1)a http://www.schizophrenia.ca/heimEnglish1.htm This particular webpage takes you to the Schizophrenia society of Canada. The site can prove helpful because it not only explains some basic facts about the disorder but also has links leading to other sites that explain the disorder in fuller detail. The site exists as support, intending to “improve” the quality of life for those who are affected by Schizophrenia. The site is a host for a myriad of education material and links for support. It also provides access to “A Future with Hope,” a newsletter for those who are affected by Schizophrenia.
b) http://www.schizophrenia.com/ This site also speaks of its support for those with Schizophrenia. It is mainly made up of links to other sites that address one or more specific aspects of living with Schizophrenia. The whole website is filled with a whole myriad of information and links to information ranging from first aid for those affected by Schizophrenia to Schizophrenia support groups. The site is a little confusing when first looked upon as it is so extensively filled however if browsed carefully, can be quite useful. There are also links to discussion forums as well as video blogs created by those who are affected by the disorder. c) http://www.phac-aspc.gc.ca/mh-sm/pubs/schizophrenia-schizophrenie/index-eng.php This particular website is a sector of the Public Health Agency of Canada however as the title suggests that it is a “handbook,” it provides quite an extensive amount of information. Like the other sites, a broad overview of the disorder is provided. However, the handbook is also dedicated much to families of those who have Schizophrenia as well. (“A Handbook for Families”) This can prove especially helpful for those who might live with people who suffer from Schizophrenia, listing things such as emergency procedures and even home care such as the patient refusing to take medication. The site also provides recent research about the disorder and support for the families as well. d) http://www.mentalhealth.com/dis/p20-ps01.html This site can prove helpful as it is full of useful scientific information about Schizophrenia. It is very informative of such aspects of Schizophrenia from symptoms to this disorder to treatment and even familial or biological patterns of the disorder. I found the site a little hard to navigate as the site lists its information without having separate links to relevant pages within the website. Instead, all the information is on the one page and there is no bar in order to jump to certain subject areas. However, the site does provide an extensive list of research (these are provided by links to other sites or articles). Though some of the information seems a little academic and very scientific, it can said that a person who really wishes to research the disorder for himself, herself or on behalf of a family member would find a lot of information embedded within this one site. e) http://www.bcss.org/ This site is specifically relevant because it applies for those who live within British Columbia. Again, much like the other sites listed above, it provides a broad overview of Schizophrenia and its symptoms. There is a lot of online support for this website for those who suffer from Schizophrenia as well as family members who wish to learn more; this is done through blogs and forums on the website. This site is particularly relevant to those in BC as there are many events listed that are local, with some involving information specific towards children.
b) You can reach the Family Support Centre by phone or fax at 604-926-0856 or by email: info@northshoreschizophrenia.org Our office and the Family Support Centre are located at: 205 - 1865 Marine Drive, West Vancouver, BC V7V 1J7 3) Some sites listed that signs of Schizophrenia can be detected of people with the disorder at an early stage. The list of symptoms is extensive but can involve social withdrawal or indifference, deterioration in social relationships, inability to concentrate or make decisions, deterioration in personal hygiene, a peculiar use of words or language structure. In many instances, there can be no logical flow in a conversation or you find the person in question might be speaking out loud or to no one in particular. It is specified however that none of the above symptoms by themselves indicate mental illness specifically however if a few of the symptoms are displayed, it is encouraged that medical help or assistance is considered. It is also specified that once you have determined that a particular person requires a medical physician, a record be kept of that person and their medical and/or other activities. 4)It is specified that people with Schizophrenia are often plagued by hallucinations. Many sites specify as well that that children with Schizophrenia often hallucinate as well. It is suggested that a teacher not focus upon a student every time they respond to their hallucinations, that a signal can be developed in order for the student to convey that they need to be alone. It is also suggested that students with such psychological disorders such as Schizophrenia sometimes require leaves of absences from hospitalization and that they might be receiving medication. In these circumstances, it is importance for the teacher to remain flexible, that deadlines for assignments and tests also be made flexible. It may be helpful for students to be accommodated when writing tests; for example, they might need to be isolated in order to minimize distraction. It is also suggested that structure be a key feature in a teacher’s classroom and that the student have set goals. 5)Some sites suggest that sometimes those who suffer from Schizophrenia might have a psychotic episode, or rather a severe break with reality. In these episodes, the person might be having hallucinations or delusions and they might even be incredibly frightening or dangerous; in some cases, the person might be hearing voices that are giving life-threatening demands. It is important at this moment not to shout or criticize the person if they appear not to be listening to you. Instead, try to remain calm and limit as many distractions as possible. It is important as well not to hover or be too close to the person and to also make calm statements about how the person is acting. Example: “You are confused.” These psychotic episodes would usually require hospitalization and contacting the person’s doctor or psychiatrist for immediate medical help. If the situation becomes particularly violent and the person begins acting upon the voices he or she seems to be hearing, it might be necessary to back away and call the police for further help as driving the person to the hospital yourself might prove dangerous for your own well-being. 6)District specific 7)Interesting Fact: Schizophrenia might be different depending on whether the person is male or female. As an example, one site lists that the onset of Schizophrenia is typically earlier for males. This might then suggest a hormonal connection.
My disciplines are: Spanish and Business Education
Emotional and behavior disorders: Schizophrenia is a serious mental illness affecting the brain. It is a psychotic disorder, which involves a loss of contact with reality, making it very hard for a person to distinguish between what is real and what is not. Schizophrenia greatly alters how a person thinks and perceives the world and consequently how they feel and behave. 1. Annotated bibliography: a.http://www.schizophrenia.ca/heimEnglish1.htm The Schizophrenia Society of Canada through its web site informs all the services that those affected by schizophrenia and their families can access to improve their quality of life. To do so, this society support research, education and public policy. b.http://www.bcss.org/ The British Columbia Schizophrenia Society is a web site that informs what kinds of support are in British Columbia for those affected by schizophrenia. Also, raises funds for research and advocates for better services. c.http://www.von.ca/english/Education/MH_guide/Schizophrenia.pdf Article that provide the community health care provider with basic information about schizophrenia and its implications so they can provide appropriate care based on their training and expertise. It was published by Canada's largest, national, not-for-profit, charitable home and community care organization. d.http://www.bcss.org/wp-content/uploads/schizophrenia-report_final_english2.pdf A national report about schizophrenia in Canada completed by the Executive Directors of the Schizophrenia Societies across Canada. This report is aimed to enhance awareness, encourage action, and policy changes to better serve the needs of the Canadian population, their families and caregivers. e.http://www.schizophreniarounds.ca/cgi-bin/templates/body/accueil.cfm?displaySectionID=1218 A web site from the Department of Psychiatry University of Toronto. This site provides interested physicians throughout Canada with a unique window on the most current-scientific and clinical developments concerning the contemporary management and treatment of schizophrenia and related conditions.
2.Contact info:
ALBERTA Schizophrenia Society of Alberta (780) 427-0574 1-800-661-4644 ssaprovincial@interbaun.com
BC SCHIZOPHRENIA SOCIETY (BCSS) PROVINCIAL OFFICE 201-6011 Westminster Hwy Richmond, B.C. V7C 4V4 (604) 270-7841 or 1-888-888-0029 Bcss.prov@telus.net www.bcss.org SCHIZOPHRENIA SOCIETY OF CANADA 50 Acadia Ave., Ste 205, Markham, Ontario, M3C 2E9 (416) 415-8284 1-888-772-4673 info@schizophrenia.ca
WORLD SCHIZOPHRENIA FELLOWSHIP 124 Merton Street, Suite 507 Toronto, Ontario, M3C 2E9 (416) 445-8204 1-888-772-4673 info@schizophrenia.ca
3.If schizophrenia is suspected, diagnosis will be made by a psychiatric examining the following: •Person's family history •Emotional history •Current symptoms •Presence of other disorders (differential diagnosis) Often, physicians must wait to establish recurrence, chronicity, and intensity, especially with regard to negative symptoms. For these reasons, a physician's main goal in early diagnosis is to distinguish a person's disturbance from other conditions, including other psychotic disorders, organic disorders, and drug-related conditions. 4.A child with schizophrenia could have more productive lives, if he/she is provided with special education, vocational programs, tutors, structured environments, and lifelong care. To accommodate a student with schizophrenia, the teacher may
•Help to create a non-stigmatizing environment by raising awareness about mental health issues and encourage other students to be supportive. •Modify the school program of the student affected with schizophrenia •Break tasks down into smaller pieces, minimize distractions, have a plan to redirect the student to help him/her return to the task at hand. •Assist the student with planning and organizational skills. •Give short and concise directions.
5.A child with schizophrenia may develop secondary disabilities such as: •Mental health problems (like depression or obsessive-compulsive disorder); •Dropping out of, or disrupting, school; •Trouble with the law; •Chronic unemployment; •Alcohol and drug problems; and •Homelessness.
6.A famous person with schizophrenia is John Nash, winner of the Nobel Prize in Economics.
Emotional and behavioral disorders (Behavior issues)
A. Annotated bibliography
1. http://www.ccbd.net/ The council for Children with Behavioral Disorders (CCBD) provides lots of information, teacher resources, interventions strategies, and other good stuff.
2. http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance the council for exceptional children website, The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents, USA based.
3. http://www.bced.gov.bc.ca/sco/resourcedocs/words_not_enough.pdf A document from BC Ministry of Education which is written to help counselors to identify and help troubled students
4. http://www.mcf.gov.bc.ca/mental_health/mh_publications/Parent_Info_Bro_BC_Behaviour.pdf Types of behavior problems (oppositional defiant disorder ODD and conduct disorder CD) and the ways to address them from BC Ministry of Children and Family Development.
5. http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp#11 The website of SAMHSA’S (National Mental Health Information Center provides a comprehensive resource with information on mental, emotional, and behavioral disorders and many links to explore further.
B. Local contact (community resources)
Crisis Intervention and Suicide Prevention Centre of BC 763 East Broadway Vancouver, BC V5T 1X8 Phone: 604-872-1811 Fax: 604-879-6216 Email: info@crisiscentre.bc.ca To book a school workshop: Email tyoung@crisiscentre.bc.ca or call 604-872-1811 ext 234
C. Children with emotional and behavioral disorders often demonstrate:
1. Environmental conflicts: aggression and/or self-injurious behavior such as fighting, bullying, violating rules, overactive, impulsive, stealing, truancy, and other socially maladjusted behaviors. 2. Personal disturbances: anxiety disorders such as crying and statements of worry. The student may withdraw socially. In addition, the student may exhibit excessive fear and anxiety. 3. Academic deficits in basic academic skills and educational achievement. Typically, the student performs below expected grade level. 4. Social deficits: students are unpopular and are actively rejected by their peers. 5. Irresponsibility: irresponsibility is common. Students will deny they did anything wrong and when confronted with evidence blame other students.
D. Strategies in the classroom: 1. Inform pupils of what is expected of them 2. Establish a positive learning climate 3. Provide a meaningful learning experience 4. Avoid threats 5. Demonstrate fairness 6. Build and exhibit self-confidence 7. Recognize positive student attributes 8. Time the recognition of student attributes 9. Use positive modeling 10. Structure the curriculum & classroom environment
Also consider: (a) Seating arrangement and traffic rules, (c) Involving the student in class activities, (d) Using non-verbal cues, (raise the issue of "touching") (e) Time Management, (f) Cooperative learning.
Jessie Wren Resource Notebook: Emotional Disorders (Depression) Teaching Specialties: PE and Social Studies
a) http://www.raising-special-kids.com/emotional-disorders-general.html Raising Special Kids is a website dedicated to helping parents raise kids with special needs. It is run by a parent of four special needs kids. There are different pages dedicated to certain disorders and one of them is emotional disorders. It provides brief descriptions of different types of emotional disorders including: Bipolar, anxiety, OCD etc. It may be useful for parents and teachers as a starting point for research and understanding.
http://www.cmha.ca/bins/content_page.asp?cid=3-86-87-90 The Canadian Mental Health Association website is a nation-wide, charitable organization that promotes and supports mental health of all and helps with resilience and recovery of people dealing with mental illness. This website deals will many mental disorders including: Depression, bipolar, seasonal affective disorder, OCD etc. There is also a section on “Education and Mental Illness” which provides information on challenges children with emotional/mental disorders face, which could be useful for teachers.
http://www.healthlinkbc.ca/kbase/topic/major/ty4640/descrip.htm This is a Health Link BC website that is specific to Depression in Children and Teens. This website provides information on symptoms, causes, living with depression and how to diagnose it. This website specifically deals with symptoms in children and teens which would obviously be beneficial to teachers who may suspect a student is depressed.
http://www.depression-guide.com/child-depression.htm The depression-guide website is devoted towards helping and assisting people who suffer from the depression, anxiety, ADHD and related disorders. It also tries to provide a support resource for family, friends and loved ones in learning about depression and other anxiety attacks related disorders. The website includes the latest information on depression (including anxiety, ADHD) signs and symptoms of depression, depression causes, diagnosis, and depression treatment and cure for teens, adults and children. We have also gathered important information on coping with the personal and social effects of a depression, which can become difficult without the proper knowledge. This could be used as a good resource for teachers as well as a way for a teacher to provide information for parents regarding depression.
http://www.behavioradvisor.com/Depression.html This website is dedicated to Childhood Depression and is very informational. It has subsections on symptoms (verbal, and physical, eating, sleeping school etc.), causes, treatments etc. The one section that is most applicable to teachers is “A Quick Checklist for Teachers” which includes: academic signs, cognitive signs, social/behavioral signs and emotional signs. b)Canadian Mental Health Association 1200-1111 Melville Street Vancouver, BC Canada V6E 3V6 (604) 688-3234 or 1-800-555-8222 (toll-free in BC) info@cmha.bc.ca FORCE Society for Kids Mental Health Care PO Box 91697 West Vancouver, BC V7V 3P3 (604) 878-3400 theforce@bckidsmentalhealth.org
c) Depression is a mental health disorder that can affect the way you eat and sleep, the way someone feels about themselves, and the way they think about things. A depressive disorder is more than a passing mood. It is not a sign of personal weakness, and it cannot be willed or wished away. A depressive disorder involves the body, mood, and thoughts. People who are depressed cannot "snap out of it" and get better. Without treatment, symptoms can last for months or years. Treatments such as antidepressant medications and psychotherapy can reduce and sometimes eliminate the symptoms of depression. Some Signs Include: •Persistent sad, anxious, or "empty" mood •Feelings of hopelessness, pessimism •Feelings of guilt, worthlessness, helplessness •Loss of interest or pleasure in hobbies and activities that were once enjoyed, including sex •Decreased energy, fatigue, being "slowed down" •Difficulty concentrating, remembering, making decisions •Insomnia, early-morning awakening, or oversleeping •Appetite and/or weight loss or overeating and weight gain •Thoughts of death or suicide; suicide attempts •Restlessness, irritability •Persistent physical symptoms that do not respond to treatment, such as headaches, digestive disorders, and chronic pain
d) For any classroom I would try to do the following to help a child who is depressed: •Don’t ignore changes in behaviour and/or students because this shows that you do not care and can lead to further withdrawal and isolation by student •Establish a safe environment for the student; do not draw unnecessary attention to student in terms of schoolwork and work habits •Encourage and teach class to use positive self-talk and identification of strengths •Be flexible with due dates of assignments and work load •Be aware of medication that student may be taking for depression and any side effects that student might be experiencing (need to keep water bottle nearby for medication with lithium; need to go to the bathroom, etc.) •Encourage and teach class to use positive self-talk and identification of strengths •Schedule time to check in with student and talk to student through individual interviews
PE/English Emotional and Behavioural- Depression a. Annotated Bibliography:
http://www.cmha.ca/BINS/content_page.asp?cid=3-86-87 Canadian Mental Health Association: Provides information on many different types of mood disorders including the various types of depression (post partum, depression in youth, depression in the workplace, as well as bipolar disorder and seasonal affective disorder). Discusses signs, causes, treatments, ways to seek help and more.
http://www.depressioncanada.com/ Depression Canada: This site covers the description of depression, symptoms, medications and treatment. Lots of important details on how to recognize depression and very important information about treatment including side-effects of certain medications.
http://www.cfpc.ca/English/cfpc/programs/patient%20education/depression/default.asp The College of Family Physicians of Canada: Extensive information on causes, symptoms, diagnosis, treatment, psychotherapy, getting help, as well as more FAQs. A trustworthy source as all info has been screened by a panel of physicians from within Canada.
http://www.heretohelp.bc.ca/skills/managing-depression Here to Help; Managing Depression: This site provides information on not only managing depression but also info on how to manage related areas of concern such as substance abuse, mental disorders, and anxiety. Information is also available on how to help family and friends and managing mental well-being. A toolkit is available in different versions including interactive and PDF files which contain resources and strategies important for the ‘self-management’ of depression. The Toolkit allows for people with depression to follow modules in relation to their own needs. Works in conjunction with other toolkits created by the Mental Health Evaluation and Community Consultation Unit at UBC.
http://www.healthlinkbc.ca/kbase/topic/special/hw30709/sec1.htm HealthLink BC: Excellent site for information on diagnosis, background information, different types of depression (postpartum, teen, and bipolar), causes, symptoms, treatments, and what family/friends can do to help. Also includes other very useful information such as when to call a doctor, what increases risk, where to get help and other related information.
b. Resources:
Canadian Mental Health Association; Vancouver Branch 175 West Broadway Vancouver, BC V5Y 1P4 Tel: 604-872-4902 Fax: 604-872-5934 Email: info.vb@cmha.bc.ca Web: http://www.bcaslpa.ca/
FORCE (Families Organized for Recognition and Care Equality) PO Box 91697 West Vancouver, BC V6V 3P3 Tel: 604-878-3400 Email: theforce@bckidsmentalhealth.org Web: http://www.bckidsmentalhealth.org/
Mood Disorder Association of British Columbia 202-2250 Commercial Dr. Vancouver, BC V5N 5P9 Tel: 604-873-0103 Fax: 604-873-3095 Email: info@mdabc.net Web: http://www.mdabc.net/
c. Depression is caused by a chemical imbalance in the brain, it is not a character flaw or a weakness. Though there are thought to be some links between depression and genetics, it is not proven to be the sole cause. People with depression may present with a variety of symptoms including but not exclusive to being withdrawn, sad, or upset, loss of interest, weight loss or gain, excessive sleeping/tiredness, lack of energy, irritability, restlessness, and feeling unworthy or guilty. Depression treatments vary from counseling, psychotherapy, or antidepressant medications. These can also be combined depending on what works best for the individual. Lifestyle changes may be necessary such as increased exercise levels.
d. Physical Education/English Adaptations:
In a classroom setting, it is very important to make all students feel welcome and accepted. Having students working in groups or with partners may be beneficial for increased social interaction. This may be especially helpful if the student with depression likes working with particular students. I would be sure to monitor any changes in the student and keep a record of good and bad days for the student. I would also consult the student on this to see what they thought and see if they have any input into what they liked or didn’t like about the class, activity or day. With this in mind, I would remain in contact with the parents and counselor to keep all parties informed. The student could be given a particular role within the classroom that makes them feel needed and a part of the class community. They could be in charge of equipment in PE or in charge of the class fish or collecting and handing out all assignments and homework. Lots of positive reinforcement is necessary with little highlighting of students unless they volunteer themselves. The last thing we want to do is force the student away from PE as exercise can be so helpful in releasing positive “feel good” chemicals in the body. Exercise and activity can also help to encourage social interactions, positive self-esteem and body image, feelings of success, as well as teamwork. I would also try to work with the student to keep track of themselves. I would encourage them to evaluate how they think they did on a task, possibly in journal format where they could feel free to express themselves.
a. http://www.schizophrenia.com/sznews/archives/003100.html
Schizophrenia.com. This website offers a daily news blog on schizophrenia. I found that this site WOULD have been great, keeping the public aware about what is going on with schizophrenia, BUT, unfortunately the last post on the blog was made almost two years ago. Nevertheless, the website is still rich in information from previous posts, including different articles, information on research, treatment centers, etc. The website also includes a search engine for the website, where the site can be searched if you are looking for specific information.
b. http://www.heretohelp.bc.ca/publications/factsheets/schizophrenia
Here to Help. This site offers information on mental health and substance abuse. It has a very informative page on schizophrenia, including access to some different websites for local resources. The website includes a BC School Resource Guide, so this site might be particularly helpful for teachers!
c. http://www.insideschizophrenia.com/
Inside Schizophrenia. This site is easily accessible, offering clear links for the resources the site offers, like information on what schizophrenia is, what are symptoms are, and treatment. As the website states, it “endeavors to answer many common questions about schizophrenia.” So, this site is great for people who are wanting some basic information on schizophrenia, as information is simply stated, and is not overwhelming in scope.
d. http://www.schizophreniadiaries.com/
Schizophrenia Diaries: true stories by real schizophrenics. I thought that this website was very cool; it’s helpful to hear from the perspective of a person with schizophrenia. I think this website provides the writers with agency, giving them a place to explain their experience. The site originally was based on the diary of man with schizophrenia, following his journal through his schizophrenic hallucinations, to gaining control over his schizophrenia through medication. The site now offers the journal entries of other people with schizophrenia, and is open to the public to submit their own journal entries to be published on the website.
e. http://www.healthlinkbc.ca/kbaltindex.asp
Healthlink BC. This site was so helpful for finding resources. It is very accessible, with clear instructions on how to search for whatever health resources you are looking for, like information on a certain illness, how to check if your symptoms fit that illness, and what resources are available for that illness in British Columbia. When I typed in “schizophrenia” in the resources search engine, the engine returned with a nineteen different resources in British Columbia.
a. British Columbia Friends of Schizophrenics 201-6151 Westminster Highway, Richmond, B.C., V7C 4V4 Tel: (604) 270-7821,7841 (24 hours), FAX: (604) 270-9861
b. Art Studios 2005 44th Avenue E, Vancouver, V5P 1N1 (604) 871-9788 (Uses art to provide mental health and psychosocial rehabilitation/recovery to people with a diagnosed mental health illness.)
c. B.R.I.D.G.E.S 201-6011 Westminster Highway, Richmond, V7C 4V4 (604) 733-5812 (Helps people learn what will aid them in their journey to recovery and helps them to be part of their own treatment. Students learn about psychiatric diagnoses and about what mental health treatments work best.)
d. BC Schizophrenia Society Family Respite Program 201-6011 Westminster Highway, Richmond, V7C 4V4 (604) 608-0477 (Funding is provided for contracted services designed to provide respite (a break or rest) to a family member (such as the parent, spouse or child) who is providing unpaid care to a person with a mental illness.)
e. Early Psychosis Intervention Day Program 2255 Wesbrook Mall, Vancouver, V6T 2A1 (604) 822-7125 (Offers a day program for adults dealing with early psychosis, schizophrenia, or related disorders.)
f. Family and Friends Mental Illness Support Group 201-6011 Westminster Highway, Richmond, V7C 4V4 (Support group for those who have a family member with a mental illness.)
g. Kids in Control 201-6011 Westminster Highway, Richmond, V7C 4V4 (604) 270-7841 (The Kids in Control Support Group Program gives information, education and support to children eight to thirteen years of age who have a parent or older sibling with a serious mental illness.)
Schizophrenia is a mental disorder where the person diagnosed may suffer from hallucinations and fragmented thinking. The hallucinations are often paranoiac. This “fragmented thinking” is a disorganization of thought, often appearing in speech, that can appear in different levels, from loss of train of thought, to a “word salad,” where the speaker puts words together that have no apparent meaning to the listener. These symptoms usually lead to social isolation, as the schizophrenic is paranoid from the hallucinations, separating him or herself from the world around him or her out of fear, and because the fragmented thinking makes it difficult to effectively communicate with others. Psychosis is also a symptom of schizophrenia, but is not exclusive to schizophrenia, as it is also a symptom of other mental disorders. In order for someone to be diagnosed, the person needs to exhibit the symptoms for a least one month during a six-month period of observable “disturbed functioning.” Schizophrenia is most commonly diagnosed during late adolescence and early adulthood. Other, less identifiable symptoms include: social withdrawal, irritability and dysphoria (an uncomfortable mood like sadness or anxiety).
Teaching Adaptations
It is important to set-up a strong line of communication with schizophrenic students; if they need time to be alone, they should feel comfortable expressing this to you. One article I read recommended preparing a special signal so that the student can quickly leave the class without drawing attention to him or herself, and so that the student feels safe in the classroom knowing that you are understanding of their needs. The student has no control over hallucinations, and may react to them in class with sudden movements or talking to a voice that others cannot hear. Do not draw attention to these reactions, further isolating the student from their peers.
Other Approximately 1% of Canadians are schizophrenic, including 40,000 British Columbians. Schizophrenia is equally common in men and women. It has been suggested that schizophrenia runs through families, but I am unsure of whether this has actually been proven or not.
Emotional Behavior disorders-Conduct behavior Sin hye Park-Art 1. 1) http://www.aacap.org/cs/forFamilies American Academy of Child and Adolescence Psychiatry: there are many issues discussed concisely in the website including conduct behavior. There are information for families to help the kids to cope with their mental illnesses. They provide child/adolescence psychiatrist contact information. It is a good website that has a lot of resources and contacts. 2) http://mentalhealth.samhsa.gov/ The website is a center for mental health services. It provides wide range of illnesses and their causes and treatment programs. There are mental health publications on treatment, violence, homelessness, youth violence prevention and so on. The information is easy to understand and concise. For conduct behavior, they provide systems of care, other fact sheets, advises for parents etc. 3) http://www.conductdisorders.com/ The website provides details of diagnosis of conduct behavior. Nice article about the treatment “cognitive behavior approaches to treating children and adolescents with conduct behavior”. The website supports parents with conduct disorder children. The website works as a space for a community for those parents. 4) http://www.focusas.com/ Focus adolescent services is a website for adults and children to bring information, support and resources about teens and family issues. There is a helpline that you can call 410-3414216. They provide outdoor programs for younger and older kids. They provide concise information about conduct disorder. The important words are linked, so you can look up definitions. (eg. run away from home, suicidal thoughts, mood disorders and so on) 5) http://www.aafp.org/ American Academy of Family Physician. There is a publication about conduct disorder and its diagnosis and treatment in primary care in this website. You can find DSM-IV Diagnostic criteria for conduct disorder and case studies. You can also read about pharmacotherapy for conduct disorder (stimulants, depressant and so on), etiology, and subtypes. 2. 1) Who is risk at conduct behavior? Students who experienced early maternal rejection, separation from parents, without an adequate alternative caregiver, early institutionalization, family neglect, abuse or violence, parental mental illness, parental marital discord, large family size, poverty. 2) Exhibited Behavior: Aggression to people and animal (bullies, threatens others, initiates physical fights, has used weapons that cause physical harm to others, physically cruel, steals, forces someone into sexual activity), destruction of property (fire setting, destroys other people’s property), deceitfulness, lying, stealing (shoplifting, lies to obtain goods, breaking into someone’s car, house), serious violation of rules (run away from home, stays night outside) 3) Coexisting conditions: mood disorder, anxiety, PTSD, substance abuse, ADHD, learning problems, thought disorders, suicidal thoughts, depression, poor relations with peers and adults, sexually transmitted disease, problems with the law. 4) Intervention: Family physicians (counseling parents: Structure children's activities and implement consistent behavior guidelines. Enforcement of curfews, Parental monitoring of children’s activities, communication technique, reward for desirable behavior, daily routine with child, pharmacotherapy for children) 3. Classroom adaptation 1) School based treatment program: these program allows students to reintegrate into a regular classes. Encourages students’ strength, interests, potential. Provides students to have skills in particular area. 2) Behavior management techniques using a consistent approach to discipline with positive reinforcement. Be fair but be firm, give respect to get respect. Avoid confrontation and power struggles. Provide a positive and encouraging classroom environment. http://specialed.about.com/od/disabilities/a/Conduct.htm 3) I found a video http://www.videojug.com/interview/conduct-disorders-and-education
A.1) http://www.anxietycanada.ca/english/childhood.php Anxiety disorders Association of Canada promotes research, treatment and management of anxiety disorders. It provides info on the different types of anxiety disorders, including childhood anxiety.
2) http://www.mentalhealthcanada.com/ConditionsandDisordersDetail.asp?lang=e&category=70#211 Mental Health Canada has descriptions of particular mental, emotional, and behavioral disorders that may occur during childhood and adolescence. They list treatment, support services and research as well as other resources and links.
3) http://www.camh.net/ The centre for Addiction and Mental Health provides clinical care, research, education, policy development and health promotion. They specifically have a section for child, youth and family resources online and there are helplines available as well.
4) http://www.mooddisorderscanada.ca/index.php Mood Disorders Society of Canada is a not for profit organization that provides people with mood disorders with a voice at the national level to improve access to treatment, promote research, shape program development and government policies, to improve the quality of life for people affected by mood disorders. It is a source for information about the disorders and a place to post and read forums.
5) http://www.anxietybc.com/ Anxiety BC provides self-help information and programs, as well as resources for parents and caregivers. Our mission is to increase awareness, promote education and improve access to programs. There is information about workshops and seminars to attend throughout the province as well as links to other reliable resources.
B.1) http://www.bcmhas.ca/supportcentre/kelty/default.htm Kelty Resource Centre is a provincial resource centre working to link children, youth and their families with appropriate resources in all areas of mental health and addictions. Mental Health Building 2, BC Children’s Hospital, Room P3-302, 500 Oak Street, Vancouver, BC V6H 3N1, 604-875-2084, Toll Free: 1-800-665-1822
2) http://www.paniccenter.net/ offers personalized, interactive tools that have helped thousands of people challenge and overcome their anxiety and panic. Join an online community and receive online treatment.
3) http://www.ableclinic.ca/index.htm The ABLE Developmental Clinic is a private multidisciplinary clinic providing assessment, treatment and consultation for children and youth experiencing difficulties with attention, behavior, learning, and emotion. #6 - 15243 - 91st Avenue, Surrey, BC V3R 8P8, 604.584.3450 (also an office in west van)
C. A child may be suffering from a childhood anxiety disorder if physical and/or emotional symptoms become difficult to manage, or a child’s ability to function in a variety of situations like school, extra curricular activities, friendships, etc. becomes compromised. Symptoms can include stomachaches, dizziness, sweating, racing heart, sleep difficulties, muscle tension, headaches, as well as avoiding certain situations (such as social situations, speaking in front of class, peer oriented activities). Some children may have panic attacks or phobias of specific situations or things (such as water, dogs, spiders, etc).
D. Anxiety may not affect a student’s academic abilities, but it can affect their ability to learn. There should be a safe and quiet place for students to go when they become anxious or find a situation stressful. Calming activities, such as listening to music or reading a book they enjoy, can distract students and alleviate some of the symptoms of anxiety. Provide time for students to adjust or prepare for classes, or changes in activities. Communicate with the student to discover what situations make he or she anxious, and what strategies help them. Breathing activities such as yoga could also be incorporated into the classroom. Break large assignments down into smaller ones and list activities of the class on the board so students are aware of what’s to come. Have students work in small groups instead of speaking in front of the entire class. Avoid calling on the student out of the blue if it causes them stress to speak in front of everyone.
The Centre for Addiction and Mental Health has a helpful webpage containing resources about OCD including books, websites, and associations. It would be helpful if there was an annotated bibliography for the books mentioned on the site, but the book references are still a fine source of information. This website is a good starting point for research/ further reading on OCD.
2. http://obsessivecompulsiveanonymous.org/
Obsessive Compulsive Anonymous (OCA) runs a basic website for people with OCD. The group is made of people who want to share “Experience, Strength, and Hope with each other that they may solve their common problem and help others to recover from OCD. The only requirement for membership is a desire to recover from OCD”. The site is based in America, but provides resources about Canadian OCA groups and where they meet, as well as information if someone wishes to start their own support group. The website also provides brief information about OCD as well as section on “Suggested Tools for Recovery”. It is a simple website but its legitimacy comes from the fact that it has been created by real people affected by OCD.
The Here to Help website provides a basic fact sheet on OCD as well as an extensive list of obsessions/ compulsions that often characterize OCD. The website is based in british Columbia and so has links to local organizations and resources. The site also has a link to a “School resource guide” which is a resource for school professionals in BC containing information related to mental health promotion, mental illness and/or substance use.
4. http://www.ocfoundation.org/
The OCD Foundation is an international non-profit organization whose members are people with OCD and related disorders, their families, friends, professionals and other concerned individuals. The Foundation seeks to educate people about OCD and its website provides a wealth of resources including where to find a doctor who can treat OCD, and how to locate OCD support groups in one’s area. You can also locate a local OCD speaker who can speak with your students/ teaching staff about the disorder.
As a secondary teacher-candidate, I found this website helpful as it deals with information pertaining specifically to teenagers in language teens can understand. The site is hosted by kidshealth.org and contains information about OCD, a personal account from a teen with OCD, and tips/ advice about seeing a therapist. It would be an excellent place to refer students if they are doing a research project on OCD, or if you are trying to help your students understand the disorder because one of their classmates suffers from it.
CONTACT AGENCIES/ SUPPORT GROUPS:
AnxietyBC 103-237 East Columbia St. New Westminster, BC V3L-3W4 T: 604-525-7566 F: 604-525-7586 Email: info@anxietybc.com
OCD Support Group (Lower Mainland) 2-2773 Barnet Highway Coquitlam, BC Contact: Truman Spring T: 604-522-8513 Open To: Parents of children with OCD ... and individuals with OCD Meeting Times: 2nd Tuesday of each month, 7-9 pm
OCD Support Group (Vancouver) Contact: Arty Wong T: 1-604-325-6290 - general support for people with OCD and family - free, no referral needed
Anxiety Disorders Association of BC (ADABC) 103-237 East Columbia Street New Westminster, BC V3L 3W4 T: 604-525-7566 F: 604-525-7586 E-mail: info@anxietybc.com Website: www.anxietybc.com
OCD is an anxiety disorder characterized by extreme obsessions and compulsions. Obsessions are the mental component of OCD. Obsessions are thoughts/images/ impulses that repeatedly plague the victim. Compulsions are the behaviours/rituals that people with OCD engage in to relieve the stress of their obsessions.
Obsessions can include: (from http://www.anxietytreatment.ca/obsessive.htm)
• Contamination (e.g., fears of germs, dirtiness, chemicals, AIDS, cancer) • Symmetry or exactness (e.g., of belongings, spoken or written words, the way one moves or completes actions) • Doubting (e.g., whether appliances are turned off, doors are locked, written work is accurate, etc.) • Aggressive Impulses (e.g., thoughts of stabbing one’s children, pushing loved ones into traffic, etc.) • Accidental Harm to Others (e.g., fears of contaminating or poisoning a loved one, or of being responsible for a break in or a fire) • Religion (e.g., sexual thoughts about a holy person, satanic thoughts, distressing thoughts regarding morality) • Sexual (e.g., thoughts about personally upsetting sexual acts)
Compulsions can include: (from http://www.anxietytreatment.ca/obsessive.htm)
• Washing and Cleaning (e.g., excessive showering, hand washing, house cleaning) • Checking (e.g., locks, appliances, paperwork, driving routes) • Counting (e.g., preferences for even or odd numbers, tabulating figures) • Repeating Actions or Thoughts (e.g., turning lights on and off, getting up and down in chairs, re-reading, re-writing) • Need to Ask or Confess (e.g., asking for reassurance) • Hoarding (e.g., magazines, flyers, clothing, information) • Ordering and Arranging (e.g., need for things to be straight, sequenced, or in a certain order) • Repeating Words, Phrases, or Prayers to Oneself (e.g., repeating "safe" words or prayers)
This section is long, but it provides excellent tips. Strategies are from Dr. Leslie E. Packer- http://www.tourettesyndrome.net/Files/tips_ocd.pdf
• Allow more time for completing tasks and tests. Other testing accommodations may include testing in an alternate location, providing breaks during testing, and allowing the student to write directly on the test booklet (see below). In some cases, you may need to allow the student to take tests orally. • For students with compulsive writing rituals, consider limiting handwritten work. Common compulsive writing rituals include having to dot i's in a particular way or retrace particular letters ritualistically, having to count certain letters or words, having to completely blacken response circles on test forms, and erasing and rewriting work until it looks perfect. Scantron forms may be particularly problematic for a student who feels that s/he has to perfectly darken in each circle -- in such cases, a test accommodation would be to have the student circle their answers or record their answers in the test booklet. If writing lecture notes is problematic, the student may need to tape record lectures or the teacher may need to arrange for providing the student with a hard copy outline of the lecture notes. Alternatively, if the student's compulsions are not triggered by keyboarding, have the student use a notebook computer or word processor to record lecture notes. • For students with compulsive reading rituals, consider limiting the amount to be read or breaking it up into chunks. If reading rituals and intrusive thoughts are severe, consider going to books on tape or recording the material for your student to listen to. In some cases, having someone else read aloud to the student may work, but older students may feel frustrated and demoralized by that. • If the student has perfectionist traits, they may stay up all night working and reworking an essay or paper. Talk to the parent to find out if this is happening so that you don't inadvertently reinforce the problem by complimenting the student on the 'perfect' work. If the problem is severe, you may need to contract with the student as to how much reworking is allowed or you may need to establish a system whereby they turn their work in at the end of the school day and not take it home as 'homework.' • During a quiet discussion, consult with the student and inquire as to what support he or she needs from you. Ask whether gentle refocusing and redirection would be welcomed. By working collaboratively with your student, you will find out what techniques help your student and what may trigger emotional responses. Keep in mind that it will be extremely difficult, if not impossible, for the child to interrupt or stop a ritual once it has begun.
Part 4: (CURRICULAR MODIFICATIONS/ ADAPTATIONS continued...)
• Try to reduce triggers to compulsive rituals, if possible. If you know that a student will "have to" engage in a ritual if they see the pencil sharpener, can you put the sharpener out of sight? If they "have to" touch people, can you take one step back so that the intensity of the trigger is reduced for them? • Be alert to peer problems or teasing or harassment associated with compulsive rituals. If the student is being ridiculed for their rituals or obsessive fears,consider conducting a peer education program on OCD. The OC Foundation has a 45-minute film called "The Touching Tree" that may be appropriate for younger students. • Conference privately with the student when they are not "stuck" to figure out some "graceful exit" excuses that they or you can use to help them get out of the classroom without attracting peer attention. Consider giving the student a “permanent pass” that they can use to leave the classroom without calling attention to himself or herself if they need to go speak with the counsellor or to take a walk to help get “unstuck.” • If the student is having trouble retrieving information or facts that they have learned, a "free recall" procedure where you simply ask a question and they have to answer is likely to underestimate the extent of their knowledge. Using multiple choice questions or providing a word bank will increase their ability to show you what they know. • The educational team, in collaboration with the student, parents, and outside treating professionals should determine how to handle late assignments. Some sources recommend always allowing students with OCD to submit assignments late without penalty, but if there is too little structure or limits, the student may not be able to get themselves to turn the work in. This, too, needs to be handled on a case-by-case basis.
OTHER:
Below is a link to a short, helpful PDF about OCD provided by the Anxiety Canada organization.
a. http://www.helpself.com/directory/depression.htm - this website is a compilation of different links that lead to articles, support chats and forums, a weekly newsletter, resources and treatment information.
b.http://www.vancouverhypnotherapy.org/OvercomeDepression.html?gclid=CJDQ1crkiJ4CFRlcagodISGGnA - this is a website on how to overcome depression. There are discussion forums as well as helpful links to other websites for those who suffer from depression and for those who know a loved one who is suffering from depression. This website mainly focuses on hypnotherapy and how it may be used to help people deal with depression.
c. http://www.health.com/health/condition-article/0,,20189160,00.html - this is a wonderful website which gives many links to other websites on depression. This particular website gives you the definition of depression, talk therapy, antidepressant drugs, other treatments, postpartum depression, bipolar disorder, caring for a depressed person, and depression and the elderly.
d. http://www.healthcentral.com/depression/websites.html - this website gives you the latest news and in depth information on depression, how to find support, and gives the latest depression news (with respect to depressed pregnant women suffering more from the flu, scientists seeking tests for antidepressant responses, and processed food which may boost depression risks)
e. http://www.nimh.nih.gov/health/topics/depression/index.shtml - this is the National Institute of Mental Health website which “transforms the understanding and treatment of mental illness through research.” This is a website which will give you in depth information on depression with respect to signs and symptoms, treatment getting help: local services, and other related information.
Depression By: Magdalena Misiak Part 1 1. Annotated bibliography:
a. http://www.helpself.com/directory/depression.htm - this website is a compilation of different links that lead to articles, support chats and forums, a weekly newsletter, resources and treatment information.
b.http://www.vancouverhypnotherapy.org/OvercomeDepression.html?gclid=CJDQ1crkiJ4CFRlcagodISGGnA - this is a website on how to overcome depression. There are discussion forums as well as helpful links to other websites for those who suffer from depression and for those who know a loved one who is suffering from depression. This website mainly focuses on hypnotherapy and how it may be used to help people deal with depression.
c. http://www.health.com/health/condition-article/0,,20189160,00.html - this is a wonderful website which gives many links to other websites on depression. This particular website gives you the definition of depression, talk therapy, antidepressant drugs, other treatments, postpartum depression, bipolar disorder, caring for a depressed person, and depression and the elderly.
d. http://www.healthcentral.com/depression/websites.html - this website gives you the latest news and in depth information on depression, how to find support, and gives the latest depression news (with respect to depressed pregnant women suffering more from the flu, scientists seeking tests for antidepressant responses, and processed food which may boost depression risks)
e. http://www.nimh.nih.gov/health/topics/depression/index.shtml - this is the National Institute of Mental Health website which “transforms the understanding and treatment of mental illness through research.” This is a website which will give you in depth information on depression with respect to signs and symptoms, treatment getting help: local services, and other related information.
a) Vancouver Hypnotherapy T: 778 772 5821 E: vanbc1963@yahoo.com Suite 720 999 West Broadway Vancouver, BC V5Z 1K5
b) Aunt Leah’s Independent Life Skills Society 5696 Imperial Street Burnaby 604-433-1204
b) Changeways Program UBC UBC Hospital, Detwiller Pavilion 2255 Wesbrook Mall Switchboard: 604-822-7121
c) The Depression Group Tel: 946-1121 Delta Hospital 5900 Mountain View Boulevard, Delta
3.The online Medical Dictionary defines depression as “a state of being depressed marked especially by sadness, inactivity, difficulty with thinking and concentration, a significant increase or decrease in appetite and time spent sleeping, feelings of dejection and hopelessness, and sometimes suicidal thoughts or attempts to commit suicide.”
When we look at the definition above if is important for us to realize that not all people may have these symptoms. Each person is very different and may have one symptom and not the other, or they may have an extreme case or a very mild case.
• Depressed mood for more than 2 weeks • Loss of interest or pleasure in almost all activities • Irritability or anger • Changes in appetite or weight (weight loss not due to dieting or exercise) • Sleeping too much or too little (sometimes, people seek help for sleeping problems that turn out to be signs of depression) • Decreased energy or physical activity; even small tasks seem overwhelming and require too much effort (e.g., students may complete homework at a level less than they can do and/or may not turn in completed work) • Feelings of worthlessness, guilt, and low self-esteem • Difficulty thinking, concentrating, or remembering • Difficulty getting necessary things done, such as homework • Difficulty making decisions, often unable to make relatively minor decisions • Negative thoughts about self, the world, or the future • Repeated thoughts of suicide, including planning or attempting • Tired and listless • Feeling blah and seeming to have no feelings at all (i.e., feeling empty) • Reports "Not caring about anything" • Increased or decreased appetite • Interpret minor day-to-day events as personal failures or defects • Blaming self for things that are not his or her fault • Statements that others would be better off if he or she were dead • Believes that he or she is ugly and unattractive • Decreased personal hygiene and self-care efforts • Excessive crying or weepiness over relatively small things
4. As teachers, it is important for us to recognize that depression will effect our students in all area’s, not just one classroom. For example, a student with Dyslexia may have more trouble in English than in PE, whereas a student with depression will be effected not only in one class. As prospective teachers, we hold the ability to mould our lesson plans to each students’ individual needs and learning requirements. Listed below are areas which we, prospective teachers, can improve and focus on when dealing with students with depression:
We should develop a relationship with our students
We should approach our depressed students and try to develop a relationship where they will feel comfortable enough to work on developing their skills and collaborating with their classmates. We shouldn’t be afraid to approach our students, even though we may not feel comfortable to do this in the beginning. By approaching our students we will be helping them out because many times these students are seeking someone who cares about them even though they may not show it. We should be aware about punishments, sarcasm, and other negative techniques. By doing this we will only further our students’ feelings on incompetence and low self-esteem, thus, we may accidentally deepen their depression.
We should remember that these students are not choosing to be depressed.
It is important for us to know that our students with depression are yearning to feel better and do just as well and make the grade. We should give extra help or support to these students, rather than criticism, punishment, or indifference. We should also consider different ways which we can give them this extra support and attention all the while recognizing that our student may be doing the best they can do with their depression.
We should consider making adjustments or accommodations in assignments or tasks.
We should not lower the expectations for our students with depression or give them unearned grades; however, we should be more than willing to give our students more time, break assignments into smaller sections for them, offer after school help and help them set up schedules and study habits, and we can also pair them with their classmates which express interest in helping.
We should provide opportunities for success.
These opportunities range from arranging experiences that the student(s) with depression can be successful and be recognized for their good work. We should also arrange nice activities and give opportunities so they can be successful in leadership. This will make this student with depression feel accepted as part of their class and it will show how we, their teacher, value them as a person and as our student. \
We should be wiling to seek help from support personnel.
As future teachers it is a good idea if we meet with our school psychologist, counselor, or social worker to get suggestions of what to do for specific students. Each case is different and requires individual planning.
5. Famous people with Depression: • Louie Anderson - comedian, actor • Oksana Baiul - ice skater • Marlon Brando - actor • Barbara Bush - former First Lady (US) • Truman Capote d. - writer • Drew Carey - actor, comedian • Jim Carrey - actor, comedian • Winston Churchill d. - Prime Minister (UK) • Dick Clark - TV personality (US) • Kurt Cobain d. - musician • Ty Cobb d. - pro baseball player • Calvin Coolidge d. - US President • Billy Corgan - musician • Dennis Crosby d. - actor • Sheryl Crow - musician • Rodney Dangerfield - comedian, actor • Sandra Dee - actress • Ellen DeGeneres - comedienne, actress • Audrey Hepburn d. - actress • Anthony Hopkins - actor • Janet Jackson - musician • Billy Joel - musician • Elton John - musician • Franz Kafka d. - writer • Courtney Love - musician • Marilyn Monroe d. - actress, singer • Alanis Morissette - musician • Dolly Parton - musician
Resource Notebook entry: Emotional and Behaviour Disorders (Schizophrenia)
A. Bibliography:
1. http://www.schizophrenia.com/ - A non-profit community providing in-depth information, support and education related to schizophrenia, a disorder of the brain and mind. This site includes discussion forums, information, blogs, and ways to get involved in donating. This site has a lot of information that covers everything that has do with with schizophrenia.
2. http://www.nimh.nih.gov/health/topics/schizophrenia/index.shtml - The National Institute for Mental Health’s website on schizophrenia. Contains a brief description of the mental condition and ways to deal with it. It also provides resources on who to contact and where to get more information and help for schizophrenia.
3. http://www.mentalhealth.com/dis/p20-ps01.html - This is the internet mental health website. This site again has a lot of useful information about schizophrenia. Also provides many links in reference to help, research, information, and diagnosis.
4. http://www.rethink.org/about_mental_illness/who_does_it_affect/children_and_mental_illness/schizophrenia_in.html - This Rethink website discusses schizophrenia in children with regards to signs, causes, and misdiagnosis of schizophrenia in children. A good site to look at for information related to children with schizophrenia.
5. http://www.aacap.org/cs/root/facts_for_families/schizophrenia_in_children - The American Academy of Child and Adolescent Psychiatry. This site provides more information on child with schizophrenia. Again helpful for teachers dealing with schizophrenic children in their classrooms.
B. Contact Information:
1. http://www.northshoreschizophrenia.org/ - North Shore Schizophrenia Society. Family Support Centre: suite 205, 1865 Marine Drive, West Vancouver, open between 9:30 a.m. and 5:00 p.m., Monday to Friday. Please call us at 604-926-0856.
2. http://www.bcss.org/ - British Columbia Schizophrenia Society. Provincial Office #201 – 6011 Westminster Hwy. (at Number 2 road) Richmond, B.C. V7C 4V4 Canada Email: bcss.prov@telus.net Phone: 604.270.7841 Toll Free: 1.888.888.0029 Fax: 604.270.9861 3. http://www.schizophrenia.ca/heimEnglish1.htm - Schizophrenia Society of Canada. Schizophrenia Society of Canada 4 Fort Street Winnipeg, MB R3C1C4 Tel:1-204-786-1616 Toll Free: 1-800-263-5545
Schizophrenia is a chronic, severe, and disabling brain disease. Approximately 1 percent of the population develops schizophrenia during their lifetime more than 2 million Americans suffer from the illness in a given year. Although schizophrenia affects men and women with equal frequency, the disorder often appears earlier in men, usually in the late teens or early twenties, than in women, who are generally affected in the twenties to early thirties. People with schizophrenia often suffer terrifying symptoms such as hearing internal voices not heard by others, or believing that other people are reading their minds, controlling their thoughts, or plotting to harm them. These symptoms may leave them fearful and withdrawn. Their speech and behavior can be so disorganized that they may be incomprehensible or frightening to others. Available treatments can relieve many symptoms, but most people with schizophrenia continue to suffer some symptoms throughout their lives; it has been estimated that no more than one in five individuals recovers completely. This is a time of hope for people with schizophrenia and their families. Research is gradually leading to new and safer medications and unraveling the complex causes of the disease.
D. Modifications and Adaptations for Physical Education:
Although schizophrenia is rare in children it can be seen in adolescents. These teenagers may be kept out of school or put into special education programs. If a teacher does have them in her class than it is important to understand that they may become upset or scared if they have a schizophrenic episode. It is important to be understanding and listen to the student if they happen to have an episode in your class. Some studies have shown that creative therapies can be helpful for those suffering with schizophrenia. Encouraging students to find a physical activity that they enjoy instead of placing them into a Physical Education class might be more beneficial for them. P.E. might not be a suitable option if they student is suffering many terrifying symptoms.
1. Annotated Bibliography Canadian Mental Health Association http://www.cmha.ca/bins/index.asp?lang=1 A nation wide not-for-profit site that addresses various mental illnesses, offering detailed information and support systems. There is a brief section for Children with Depression, and though the site is not aimed towards teens it does provide a great deal of medical information about depression. Teen Mental Health http://www.teenmentalhealth.org/pros_ep.php An excellent site specifically aimed at teen depression. I found a great amount of information about depression as it relates to teens, links to information about different medications and a global mental health initiative that advocates developing a strategy of support for teens and their families. The site is hosted by the Adolescent Mental Health division of Sun Life Financial. Canadian Network for Mood and Anxiety Treatment http://canmat.org/resources/depression/index.html This site covers a range of mental disorders such as anxiety, bipolar, and depression. A section on ‘complications of mood disorders’, which discusses suicide and substance abuse, I found to be useful. This site is aimed at educating the public as well as continuing research through clinical trials and other professional education initiatives such as various workshops throughout Canada. From a teacher perspective, this site offers both research supported information and a link to resources for those affected. Mind Your Mind http://www.mindyourmind.ca/index.html This site is a youth created and driven hotspot of ‘factoids’, and as they phrase it, an online community place to “Breathe. Groove. Inspire.”. The graphics, organization and types of information conveyed, I suspect, is extremely attractive to youth. I found the inclusion of music and various media as tools to combat depression profoundly insightful: instead of bombarding youth with studies written by academics, they can come to this site and hopefully become engaged. Thus, the site can help sufferers in the act of informing them rather than help being in the form of information alone. The section headings included Personal Stories, Mind Tools and Help, which had links for friends or for sufferers. The appearance and language of this site is extremely accessable, and the information is intelligent and useful. I will incorporate this site in my classroom. Depression in Teenagers http://www.depressioninteenagers.com/ Is an interactive site, I felt like I was playing a computer game, with calming graphics and soothing colours. Visitors enter through a park and click on the tree of wisdom, a secret garden or maze. Included are mediation techniques and resources to professional help. It is written and supported by psychologists, and has a very chilled ambience feel to it. I get the sense that a younger teenaged audience would be drawn to it, but perhaps an older youth would not feel as if they were taken seriously if directed to this site. The Patrick Dennehy Foundation http://www.thekeltyfoundation.org/index.html This is non-profit foundation dedicated to preventing depression-related suicide in youths through education, and removing the stigma associated with mental health. I found this site particularly inspiring, and was reminded that all youths are suseptable to depression regardless of academic or athletic ability, or socio-economic class. The site has many links to resources, programs and events.
(2 of 2) 2. Contacts Canadian Mental Health Association BC Division #1200 – 1111 Melville Street Vancouver, BC V6E 3V6 Phone: 604-688-3234
Crisis Intervention and Suicide Prevention Centre of BC 763 East Broadway Vancouver, BC V5T 1X8 Phone: 604-872-1811 Email: info@crisiscentre.bc.ca
Josh Platzer Society for Teen Suicide Prevention and Awareness 3294 West 37th Ave Vancouver, Bc V6N 2V4 Phone: 604-263-9831
Mood Disorders Association of British Columbia 202-2250 Commercial Drive, Vancouver, BC Canada V5N 5P9 Phone: 604.873.0103 Fax: 604.873.3095 Email: info@mdabc.net
Crisis Lines in British Columbia Provincial Suicide Helpline 1-800-SUICIDE(784-2433) Crisis Intervention & Suicide Prevention Centre of BC, Regional Distress Line (Serves Vancouver, North Vancouver city & district, Bowen Island, West Vancouver, Burnaby; Toll Free Number serves Powell River, Sunshine Coast, Squamish, Whistler, Pemberton and Howe Sound) 604-872-3311Toll free: 1-866-661-3311 S.U.C.C.E.S.S. Chinese Help Lines Cantonese: 604-270-8233 Mandarin: 604-270-8222 Greater Coquitlam Crisis & Information Line (Serves Coquitlam, Port Coquitlam, Port Moody, Pitt Meadows, New Westminster, Belcarra, & Anmore) 604-540-2221 Fraser Valley Regional Crisis Line (Serves Mission, Abbotsford, Chilliwack, Agassiz / Harrison, Hope, Yale & Boston Bar) 604-820-1166 Toll Free:1-877-820-7444
3. Details on Identification Symptoms may include: • Changes in feelings, demonstrating signs of being unhappy, fearful, rejected, helpless, hopeless, lonely or rejected • Physical changes such as complaints of headaches, general aches or a lack of energy; may also have difficulty sleeping, or eating problems, or feel tired all the time • Behavior changes may include crying easily and often, showing less interest in sports and academics, or other recreational activities; may overreact, have sudden irrational outbursts • In a classroom, a depressed student may begin to withdraw from the social community, have difficulty concentrating and marks may worsen. Furthermore, in an English class teachers may see mention of dark thoughts, loneliness and even suicide in writing samples
4. Curricular Modifications Talk to all students, using names and asking about their lives when you can – depression causes feelings of loneliness and rejection so if teachers include all students in discussions and make small gestures that show care and attention, they can make a difference. Depression also alienates people from society, so bringing the world into the classroom, applying curriculum to ‘real world’ scenarios is also helpful. If a teacher suspects a student is suicidal, it is imperative that they contact a counselor to get that student immediate help. 5. Other Interesting Facts Celebrities such as Brooke Shields have come forward sharing their stories with depression, which has worked towards removing the stigma around post partum.
Emotional and behavioral disorders – Anxiety/withdrawal a) Mood disorders association of British Columbia
http://www.mdabc.net/
Website for a non-profit organization dedicated to providing support, education and hope of recovery to those living with a mood disorder or other mental illness. Focus on building awareness and understanding in communities throughout the province. Provides online support groups.
Music Therapy Association of British Columbia
http://www.mtabc.com/page.php?56
Association website gives information on the benefits of music therapy for children and adolescents experiencing emotional and behavioral disorders. Provides links for additional resources as well as how to find a music therapist.
Anxiety Disorders Association of British Columbia
http://www.anxietybc.com/
Website for non-profit organization working to increase awareness about anxiety disorders. Promotes education of the general public, affected persons and health care providers. Focus on increasing access to evidence based resources and treatments. They also organize informative workshops throughout the lower mainland.
Social Anxiety Disorder.net
http://www.socialanxietydisorder.net/
Website dedicated to social phobia and anxiety disorder. Dedicated educating, informing, and providing self help to those affected by social anxiety or in contact with those who are. Includes a section on Social Anxiety in Schools.
Journal of Emotional and Behavioural Disorders
http://ebx.sagepub.com/
Online archive of Sage publications journal on Emotional and Behavioural Disorders. Features and online archive of articles dating back two decades. Many articles deal with education and classroom issues.
b) Kelty Resource Centre Mental Health building 2 BC Children’s Hospital Room P3 – 302 -4500 Oak Street Vancouver, BC V6H 3N1 604-875-2084
Provincial resource centre working to link children, youth and families with appropriate resources in areas of mental health and addiction. Provides resources and parent peers workers.
Canadian Mental Health Association 1200 - 1111 Melville Street Vancouver, BC V6E 3V6 Tel: 604-688 3234
Provides a wide range of specialized mental health programs and services tailored to meet the needs of the communities they service.
Mood Disorders Association of British Columbia 202 – 2250 Commercial Drive Vancouver, BC V5N 5P9 Tel: 604-873-0103
Walk in Clinic for Mood Disorders Association of British Columbia
c)those affected by anxiety/withdrawal are typically self-conscious, reticent and unsure of themselves. Their self-concepts are typically quite low which causes them to retreat from immediate activities. They are anxious and frequently depressed. This category is not mutually exclusive and these students may also exhibit characteristics from other categories such as conduct disorder, socialized aggression, attention problems, psychotic behavior or motor excess. These students still exhibit emotional or behavioural problems after receiving supportive educational and counseling services. Their problems cannot be attributed to physical, sensory or intellectual deficits. Many different factors can contribute to anxiety/ withdrawal including biology, childhood trauma, behavioural issues, phenomenology and sociological and ecological factors. They may exhibit social deficits, inadequate peer relationships, depression and anxiety, academic deficits, language deficits, “internalizing” behaviours, talk of suicide or suicide attempts. These behaviours inhibit the child’s ability to build and maintain social relationships with peers, teachers and adults. They may arouse negative feelings in others, alienating schoolmates and adults. Their behaviours significantly impair the child’s ability to succeed in school and society.
d)Curricular mods include the “First Step to Success” program which suggests providing appropriate structure and predictable routines. It is important to establish a consistent schedule with set rules, consequences and clear expectations. You should foster positive teaching with a focus on student interaction with adequate praise and systematic responses to problem behaviours. You should frequently implement instructional sequences that promote high rates of academic engagement. You should create a classroom environment where independent work is limited and sufficient time is allotted for establishing positive social interaction. There could be a social skills assessment done for the child and instruction in this area could be offered. Development of classroom rules and procedures could be created in conjunction with the students. The classroom and the curriculum should be accessible, especially in regards to issues of social isolation.
Emotional and Behavioural Disorders (Depression) By Lisa Leippi Secondary Science (Biology)
1. Annotated Bibliography a. Canadian Mental Health association http://www.cmha.ca/bins/index.asp A Canadian site and the oldest continuing voluntary health organization. Contain background info on many mental illnesses and support links.
b. Teen Depression http://helpguide.org/mental/depression_teen.htm A non-profit resource. Offers advice for partents and teachers. and tips for understanding, signs and symptoms to look for.
c. The Kelty Patrick Dennehy Foundation http://www.thekeltyfoundation.org/index.html A website dedicated to the memory of Kelty Patrick Dennehy. Facts and info about teen depression. Links to getting help and how to get help.
d. Youth in BC http://youthinbc.com/ A great site full of info, geared towards teens, but full of local links and content.
e. Understanding teen depression http://youthdevelopment.suite101.com/article.cfm/understanding_teen_depression A site for parents and teachers. Offers info and facts.
2. Contact Info Canadian Mental Health Association BC Division #1200 – 1111 Melville Street Vancouver, BC V6E 3V6 Phone: 604-688-3234 Fax: 604-688-3236 The Depression Group Delta Hospital 5900 Mountain view Boulevard Delta, BC V4K 3V6 Phone: 604-946-1121
KERRY or GINNY DENNEHY Phone: 604.938.0588 Whistler, BC, Canada Post mail: P.O. Box 35, General Delivery, Whistler, BC Canada V0N 1B0
3. Depression in teens can look different than in adults. If they are unusually withdrawn, or irritable and moody for a long period of time. Other signs would be difficulty concentrating, lack of enthusiasm and motivation, restlessness, always seeming sad. It's easy to mistake symptoms of depression for teens just being teens. Symptoms of depression in teens will vary from teen to teen.
4. Classroom adaptations. - Accommodate, with homework, and tests, don't criticize. - Allow the student to get marks outside of the classroom, reward their strengths - Give extra time for tests - Have large projects broken up into small manageable sections to avoid the student from feeling overwhelmed.
5. Depression is very serious, and there is a risk of suicidal behaviour. It is important that you seek help immediately if you suspect there is a chance of this.
Attachment disorder is a broad term that can be applied to disorders of mood, behaviour, and social relationships. It occurs when a child’s bond with its primary caregiver(s) is disrupted or prevented from forming very early in life (generally by age 3 or perhaps 5). Instead of forming a secure, nurturing bond with a mother and/or father in a safe environment, a child is exposed to severely confusing, frightening, and isolating emotional experiences that can present themselves in either one or several of the following forms: a caregiver who is unable to provide for the child; death or trauma in the family; abuse or neglect; constant changes in caregivers (this often happens to foster children); institutional care. These factors do not always lead to the development of an attachment disorder but can depending on the age, circumstances, and mental and emotional makeup of a particular child. Children with attachment disorders may have trouble learning, trusting others, making friends, be excessively clingy, have difficulty initiating or appropriately responding to social interactions, be overly aggressive, act out, suffer anxiety or depression, have poor self-confidence, avoid closeness and emotional connections, or be developmentally delayed. The result of these behaviours is often that, in their efforts to avoid any further painful experiences, people with attachment disorders will act in ways perceived as abusive or defiant and, in doing so, will help to create further turmoil and stress in their home lives. Children with this disorder can sometimes be misdiagnosed with ADHD or autism.
Curricular Adjustments:
The best way to help children with attachment problems become fully functioning individuals is to address whatever issues they are facing in their personal lives. Therefore, it is vital that teachers work very closely with a child’s parents or foster family (since many such children are found in the foster system) and counsellors. The child’s family needs to assess their home situation and, with help from a professional, decide on changes and strategies that they can implement to make their home a more encouraging environment for their child. Parents also need to understand that things will not improve overnight and that they may very well feel overwhelmed and need support from friends, family, teachers, counsellors, and perhaps even mental health professionals. At school, children should not have extra pressure or negative attention placed upon them in class and they should not be allowed to dictate the atmosphere of the classroom because they will inevitably try to avoid any meaningful contact with others. The classroom must be made to feel safe and nurturing and teachers ought to implement, as best as possible, any strategies that the child is being exposed to at home so that the child can recognize some consistency in his life and, hopefully, become more secure in his surroundings and less unwilling to connect to people, act out, and so forth. A child with attachment issues cannot simply be “fixed” but, rather, needs to be encouraged and guided in the right direction and provided with a positive environment where it is possible for him to change
1) Evergreen Psychotherapy Center: Attachment Treatment & Training Institute http://www.attachmentexperts.com/index.html This is the site for Denver based treatment center for attachment disorders but it also offers information on what attachment disorders are, how they can be treated, how they manifest in people of different age groups, and access to a number of resources for people that want to learn more about this condition.
2) The Attachment Disorder Site http://www.attachmentdisorder.net/ This site is run by the adoptive mother of a child with attachment disorder. It gives detailed information on their family’s struggles with the disorder and how they managed to find effective help for their child and themselves. There’s a blog and subsections on adoption issues, parenting, and school issues.
3) Adoptive Families Association of BC http://www.bcadoption.com/site_page.asp?pageid=45 Since many kids with attachment disorder are adopted, this site can be useful for because it gives potential adoptive parents information on the adoption process and the potential challenges they may face raising an adopted child. There’s also a section devoted to links to websites for people who want to learn about attachment issues.
4) Attachment & Trauma Network http://www.radzebra.org/ This site has a lot to say about the nature of good and bad attachments, methods of treatment for attachment disorders, a list of some therapists who treat attachment disorders, and information on other disorders that can occur concurrently with attachment disorder.
5) Medline Plus http://www.nlm.nih.gov/medlineplus/ency/article/001547.htm This is an online health information site operated by the U.S. National Library of Medicine and the U.S. National Institutes of Health. It provides facts on attachment disorder, causes, symptoms, treatment, exams and tests that can be administered to the child, and advice on prevention, possible complications, and when to contact a medical professional.
Contact Agencies:
B.C. Children’s Hospital Infant Psychiatry Clinic BC Children’s Hospital Box 141 – 4500 Oak Street Vancouver, BC V6H 3N1 Phone: 604-875-2010 Fax: 604-875-2099
Sunny Hill Health Centre for Children 3644 Slocan Street, Vancouver www.bcchildrens.ca/sunnyhill Phone: 1-888-300-3088
Adoptive Families Association of B.C. 200 - 7342 Winston Street Burnaby, BC, V5A 2H1 Phone: 604-320-7330 Fax: 604-320-7350
The F.O.R.C.E. Society for Kid’s Mental Health P.O. Box 91697, West Vancouver, B.C., V7V-3P3 Phone: 604-878-3400 Email: theforce@bckidsmentalhealth.org
Vancouver Coastal Health http://www.vch.ca/banner_menu_items/contact_us/ Mail: Vancouver Coastal Health Corporate Office 11th Floor, 601 West Broadway Vancouver, BC V5Z 4C2 Phone: 604-736-2033; 1-866-884-0888 Email: feedback@vch.ca
1. http://www.ccbd.net/ - The council for children with behavioural disorders. They specialize in offering support for those who work with children who have behavioural disorders. They have a teacher support category where useful information on many different issues is covered such as grant money support and academic, behavioural, and emotional support interventions.
2. http://www.as.wvu.edu/~scidis/behavior.html - This website was created by educational professionals who have experience working with specific disorders in children, in this case emotional and behavioural disorders. They offer information on strategies for teaching children with these disorders as well as advice from people who have experience in these issues.
3. http://www.cmha.bc.ca/ - The Canadian mental health association. They have information on specific types of metal illnesses leading to emotional and/or behavioural problems. Each disorder is broken down and examined individually. They have tons of information regarding symptoms, prevention, and support networks.
4. http://www.wrongdiagnosis.com/e/emotional_disorders/intro.htm - This is an independent medical information provider. They stick to medically sound and proven techniques. The section on emotional and behavioural disorders features information on classification, getting diagnosed, and a huge resource of on-line textbooks regarding this disorder.
5. http://www.naset.org/emotionaldisturbance2.0.html - This website is the national association of special education teachers. This is a great resource for not only special ed. teachers but for all teachers in general. It features lots of information regarding accommodation and modifications for children with a variety of special needs, in this case emotional and behavioural disorders.
Addresses and Phone Numbers
The CEDRIC Centre 307-1005 Broad Street Victoria, BC V8W 2A1 Telephone: 250-383-0797
The Canadian Mental Health Association 1200-1111 Melville Street Vancouver, BC V6E 3V6 Telephone: 604-688-3234
Natural Health Care and Natural Healing Suite 2A - 2563 Penrhyn Street Victoria, BC V8N 1G2 Telephone: 250-590-5828 (clinic)
Emotional and behavioural disorders include any disorder that affects emotional wellbeing. Some examples are anxiety disorder, depression, anhedonia, bipolar disorder, and eating disorders. It is estimated that one in five children have an emotional disorder of some kind. There is debate on the causes of certain emotional disorders; it greatly depends on the type of disorder. Take depression for example; a child may have a genetic predisposition towards depression however if the trigger points aren`t there he/she will likely not be affected. If the trigger factors are in place it is likely the student will be affected by this disorder. Anxiety disorder is becoming more and more common. It can range from mild anxiety to full blown panic attacks. Generalized anxiety disorder, OCD, and PTSD would fall under this category. Some of the signs are:
Depression • The child is often sad, crying, or feels worthless • The child may not try or not be motivated to be successful • The child may experience insomnia or changes in eating patterns • The child will often feel tired and fatigued.
Anxiety Dissorder • Unrealistic fears • May appear withdrawn • A constant state of hyper-awareness • A panic attack may have all or some of the following symptoms: Dizziness, cold/sweaty palms, feeling disorientation, heart palpitations, etc.
Curriculum modifications
Each case is going to be different so while some of these techniques may work for some students they may not work for others. It is often a good idea to find the student who is struggling with an emotional or behavioural disorder someone who has overcome whatever challenges they are facing. If it is strictly a behavioural issue, the student could pair up with another student who is exhibiting appropriate behaviour. The student might need changes to his/her schedule to accommodate their needs. Sometimes direct instruction may help. “Time outs” may also be used effectively. Enforce classroom expectations. Provide a learning environment where the students feel safe. Good behaviour should be praised immediately. As a teacher it is especially important to be patient with students who are acting up; usually there is a reason. If a student is suffering from an anxiety disorder, the counsellor should become involved to help find if there is something in particular that is triggering the attacks. If it is a generalized anxiety disorder, the student needs to be taught appropriate coping techniques.
1. Cutting and the Pedagogy of self-disclosure: about cutting in the classroom. http://books.google.ca/books?id=PtIB0rrUVGsC&pg=PA139&lpg=PA139&dq=Cutting+in+the+classroom&source=bl&ots=ULTUMwDYha&sig=Nmx866P2FMKHruQuLJB0B7Lheq0&hl=en&ei=tqvLSpr_AYGsswP77cSHAQ&sa=X&oi=book_result&ct=result&resnum=1#v=onepage&q=Cutting%20in%20the%20classroom&f=false Emotional behaviour site with resources, information and links to other sources : http://www.wrongdiagnosis.com/e/emotional_disorders/intro.htm What is an emotional or behavioural disorder? Article on the disorder http://www.pacer.org/parent/php/PHP-c81.pdf Emotional and behavioural disorders in the classroom http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm 2. Jericho Counselling Suite 400 – 601 West Broadway Vancouver, BC, V5Z 4C2 Phone: 604-434-5727 E-mail: info@jerichocounselling.com
Centre for Suicide Prevention Suite 320, 1202 Centre Street S.E. Calgary, AB T2G 5A5 Phone: 403-245-3900 Fax: 403-245-0299 Mood Disorders Association of British Columbia 202 – 2250 Commercial Drive Vancouver, BC V5N 5P9 Tel: 604-873-0103 Fax: 604-873-3095 Email: mdabc@telus.net Website: www.mdabc.net 3. • Disruptive to classroom activity. • Impulsive. • Inattentive, distractible. • Appears pre-occupied. • Disregards all classroom rules. • Poor concentration. • Extreme resistance to change and transitions. • Speaks out, repeatedly. • Is aggressive. • Bullies and intimidates others. • Regular truancy from school. • Dishonest, consistently blames others. • Low self esteem. • Unable to work in groups. • Engages in self injurious behavior. • Has no regard for personal space and belongings. • Persistently tries to manipulate situations
4. • Develop consistent behavior expectations. • Involve the student in setting academic and personal goals. • Engage in role playing situations. • Communicate with parents so that strategies are consistent at home and school. • Set limits and boundaries. • Apply established consequences immediately, fairly and consistently. • Acknowledge and reinforce acceptable behavior. • Avoid confrontation and power struggles. • Provide a highly structured classroom environment. • Clearly post rules and expectations. • Establish a quiet cool off area. • Provide and teach opportunities for the student to use self control/self monitoring techniques to control behavior. • Teach self talk to relieve stress and anxiety. • Teach and provide time for relaxation techniques. • Establish cues as reminders for inappropriate behavior. • Redirect to avoid situations that may increase anxiety levels. • Remain calm and aware of your body language when addressing the student. • Provide a positive and encouraging classroom environment. • Use a study carrel. • Use visually stimulating material for assignments/learning presentations. • Use specialized technology and software. • Develop and use behavior contracts. • Give frequent feedback.
I selected this website because it is a very good introductory website for schizophrenia syndrome. It has a basic definition, relevant information on symptoms and issues that surround schizophrenia
I chose this website because again it has a lot of good general information about schizophrenia and the symptoms and behavioral issues. This website also has information about testing and diagnosis as well as some possible treatment drugs and therapy choices.
(c) http://www.schizophrenia.ca/heimEnglish1.htm
I chose this website because it was the Schizophrenia society of Canada website and I felt it was relevant to have a Canadian resource available. This website also has many available resources for people with schizophrenia to access directly from the website.
(d) http://www.schizophrenia.ca/heimEnglish1.htm
This website has many different resources available in the forms of studies and articles that relate to schizophrenia. It has more scientific information that may be helpful for a teaching inquiring about the disorder. It may also be beneficial for parents if they are curious about the syndrome and studies on the syndrome.
(e) http://www.mentalhealth.com/dis/p20-ps01.html
This website had the most extensive information on schizophrenia that I saw. It had an in depth description of all the possible symptoms that occur pre diagnosis, early symptoms, and all the various levels of psychosis that occur with schizophrenia.
B)
Local/Provincial:
British Columbia Schizophrenia Society Vancouver/Richmond 604-247-1884 Richmond BC
Federal:
Schizophrenia Society of Canada 100 - 4 Fort Street Winnipeg, MB R3C1C4 Tel: 1-204-786-1616 Toll Free: 1-800-263-5545 Fax: 204-783-4898
C)
Schizoaffective disorder is a condition in which a person experiences a combination of symptoms such as hallucinations or delusions and also mood disorder symptoms, such as mania or depression.
As with many disorders the symptoms of schizophrenia vary from person to person. Generally people with schizophrenia will experience some version of psychotic symptoms like : hallucinations, disorganized thinking, paranoid thought. They may also experience depression or manic moods. People with schizophrenia may be very antisocial and socially secluded. The symptoms tend to cycle repeatedly in people with schizophrenia.
Some of the most common symptoms were,
• Strange or unusual thoughts or perceptions • Paranoid thoughts and ideas • Delusions — having false, fixed beliefs • Hallucinations, such as hearing voices • Unclear or confused thoughts (disorganized thinking) • Bouts of depression • Manic mood or a sudden increase in energy and behavioral displays that are out of character • Irritability and poor temper control • Thoughts of suicide or homicide • Irrelevant or incoherent speech • Catatonic behavior — lack of response, sometimes with an extreme agitation that's not influenced by the environment • Deficits in attention and memory • Lack of concern about hygiene and physical appearance • Changes in energy and appetite • Sleep disturbances, such as difficulty falling asleep or staying asleep
D)
In a physical education setting accommodating a student with schizophrenia might be particularly difficult. If that student is having feelings of depression they will most likely not be motivated to participate in the activities that the teacher has prepared. It is important that the teacher is aware of the students disorder and can then accommodate that students needs. Physical education has been proven to increase the release of positive endorphins during and after bouts of high level activity. If it was possible to get the student to actively participate they may benefit from the positive effects of the physical exercise.
- http://www.bcss.org/ British Columbia Schizophrenia Society. Information page that answers frequently asked questions There are lists of monthly support groups and it provides information on children and adults, early psychosis intervention, printable resources videos and many more. There is also online support networks for families with questions.
- http://www.schizophrenia.ca/homeEnglish1.htm Schizophrenia Society of Canada.Information regarding education, support programs, public policy. A valuable resource. Would be of interest to the general public and people with Schizophrenia.
- http://www.phac-aspc.gc.ca/mh-sm/pubs/schizophrenia-schizophrenie/index-eng.php Information provided on Schizophrenia by Public Health Agency of Canada. This is a handbook for families. It includes resources on how to define it, support for those with schizophrenia, hospitalization and treatment, diagnosis, discharge, independent living, research, recommended readings and many others. It is intended for the general public and people with Schizophrenia.
- http://docs.google.com/gview?a=v&q=cache:flL08q5d7ZQJ:www.llbc.leg.bc.ca/Public/PubDocs/bcdocs/357302/mdmo_english.pdf+schizophrenia+bc+ministry+education&hl=en&gl=ca&sig=AFQjCNHsF0EqOmns0D5VnaSXiRVqgnL92Q The Early Psychosis Initiative (EPI) shows the importance of early and effective treatments for Psychosis. The site contains information on psychosis, possible damages to psychosocial development and the brain, potential warning signs. It is meant for thegeneral public, educators and people with Schizophrenia.
- http://www.cmha.ca/bins/content_page.asp?cid=3-100 Canadian Mental Health Association. Provides general basic information on symptoms, theories on causes and treatments. Easy read. Has icons to format letter sizes and easy printing. This site also has information on related topics: Suicide, Psychosis, Violence and Mental illness, Employment and Mental illness, Education and Mental illness and Men and Mental illness.
b) Local contact information:
- Canadian Mental Health Association 1200-1111 Melville Street Vancouver, B.C V6E 3V6 (604) 688-3234 info@cmha.bc.ca
- North Shore Schizophrenia Society 205-1865 Marine Drive West Vancouver, B.C V7V 1J7 (604) 926-0856 info@northshoreschizophrenia.org
- British Columbia Schizophrenia Society #201-6011 Westminster Highway Richmond, B.C V7C 4V4 (604) 270-7841 bcss.prov@telus.net
Schizophrenia is a neurological disorder that affects young people usually between the ages of 16 to 25. The disorder impairs cognition, often making it difficult to tell what is real and what is not real.
Early signs of Schizophrenia are:
- deterioration of personal hygiene - depression - odd behaviour - sleeping excessively or inability to sleep - social withdrawal, isolation, reclusiveness - hyperactivity or inactivity or alternating between the two - inability to concentrate or to cope with minor problems - fainting - cutting themselves - signs of suicide - excessive writing without meaning - decline in academic or athletic interests - forgetting things - extreme reactions to criticism - inability to express joy - inappropriate laughter - unusual sensitivity to external stimuli, ie light or sound - drug or alcohol abuse - prevents clear thinking and rational response - thoughts may be slow to form or come extra fast or not at all - person may jump from topic to topic, seems confused, difficulty making decisions - thinking may be coloured by delusion - thoughts about being persecuted - believe they have all power, capable of doing anything, invulnerable to danger - sensory messages to the brain from the eyes, ears, nose, skin and taste buds become confusing: hallucinations - often hear voices - hypersensitivity to sounds, tastes, smells - sense of touch may be distorted
There are no easy tests for the disorder, therefore, the diagnosis is based on the symptoms -the doctor must work closely with the individual and trust the observations.
- Prepare yourself with facts - early intervention and effective new medication lead to better medical outcomes for the individual
- Bring the illness to the open - discuss Schizophrenia in class: reduces discrimination and injustice associated with the illness
- Be alert to early warning signs of Schizophrenia - if early signs seen, consult with family and help student receive an assessment
In class - check student’s cognitive assessment, set realistic goals for academic achievement and extra-curricular activities - establish regular meetings with family for feedback on health and progress - encourage other students to be kind to extend their friendship. Some may act as peer support - if student has disordered thinking, help to sort out what is relevant and what is not. - teach planning skills. Write things down and make sure the student is aware of expectations. - be flexible. - help student set reasonable goals - be accepting, caring, supportive; provide a safe environment for student - break tasks into smaller pieces, minimize distractions, have a plan to redirect the student to return the task at hand - establish a structured and consistent classroom environment - teach social skills and promote good social relations: modeling, direct instruction, prompting, positive practice - physical accommodations: arranging traffic patterns to lessen contact and disruptions; arrange student desks to facilitate monitoring of all students at all times - positive behaviour supports (PBS): emphasizes proactive, preventive strategies and early intervention - behaviour management: teach self-control mechanisms - appropriate support should be present: special education personnel, psychologists, counselors, mental health service providers - help to create a non-stigmatizing environment by raising awareness about mental health issues and encourage other students to be supportive. - modify the school program of the student affected with schizophrenia - break tasks down into smaller pieces, minimize distractions, have a plan to redirect the student to help him/her return to the task at hand. - assist the student with planning and organizational skills. - give short and concise directions.
e) Specific Procedures
Specific procedures will be warranted on a need basis. Individuals conditions may vary, but for the most part there are no life threatening factors that a teacher would need to be prepared for.
1 and 2. DSM-IV 300.4 Resources: Annotated Bibliography and Recourses combined:
a) http://www.psychologists.bc.ca./referral.html This BC Psychological Association is a great tool for people who want to find a suitable registered psychologist in their area. One aspect I found helpful, after visiting a plethora of shady grabby psychologist sites after searching “depression Vancouver’, is you can customize your search for a psychologist by gender, area, and availability (night time etc). As a teacher, it is very important to me that students can find help in a language that they are comfortable in, given that Vancouver is so multicultural, this site lets the client specify what language they prefer. The results listed, include the name, address, phone number and website of the registered psychologists: I looked up as a client: adult, depression I specified I wanted: a female, a Cantonese speaker, and a Christian
2 Results: Dr. Yuk Shuen Sandra Wong Ph.D. Unit 337- 2184 West Broadway Regent Medical Building Vancouver and 230-7360 Westminster Hwy Richmond and 206-8556 120th Street Surrey ph.: 604-221-8071 other-ph: 778-999-3578 (website was a dead link)
Dr. Audrey Ho Dept of Psychology 4480 Oak Street Vancouver and Kerrisdale Professional Centre Suite 262- 2025 42nd Avenue Vancouver ph.: 604 266-7982
b) http://www.cmha.ca/BINS/content_page.asp?cid=3-86-87 I chose the Canadian Mental Health Association because it has an updated website with concise information laid out in a clear manner. It also has chapters in other mental disorders. It clearly explains how long depression might last as well as signs and symptoms urging the depressed person and their friends to get help as soon as possible. It also has information regarding other branches of depression, post partum, bipolar and SAD. Various CMHA branches are located in each province, the ones in BC are listed on this page http://www.cmha.ca/BINS/loc_page2.asp?cid=58-85&cmp_id=657&lang=1
Here are a few I picked out: British Columbia Division 1200 - 1111 Melville Street Vancouver, BC V6E 3V6 Phone: 604 - 688 3234 Fax: 604 - 688 - 3236 info@cmha.bc.ca http://www.cmha.bc.ca/
c) http://www.depressioncenter.net/wbdat/ The Depression Center site has web resources related to cognitive behavioural treatment groups, as well as online support forums. One thing I found really interesting was an online diagnostic survey for a variety of mood disorders including tests for anxiety, bipolar, agoraphobia, panic attacks and depression. At the end of the test users have a choice of printing the results and sending a copy to their physician as well. Here is an excerpt of what they are about:
The Depression Center (DC) eHealth program, first launched in January of 2001, has been continually enhanced through a methodology that involves input from our clinical advisors, experts in technology and program members. We adapt behavior-change exercises used in traditional treatment programs to suit the dynamic and personalized nature of the Internet, and combine them with online social networking tools.
Through a bit more digging I found their base one in California, and the other in Toronto:
V-CC Systems Inc. 1266 Queen Street West, Suite 8 Toronto, Ontario M6K 1L3 Canada Telephone (toll-free): 1-866-257-9626 Telephone (outside N. America): +1-416-644-8476 Fax: (416) 644-8477
d) http://www.health.gov.bc.ca/library/publications/year/2002/depressionstrategy.pdf This government document is an extensive overview of depression that would be helpful for teachers, doctors and anyone who wants a macro view on depression and it’s effect on BC. It is surprisingly easy to read for a government report, and some of the highlights that I have learned are : - medication for depression is often administered at a dosage too low to take effect - doctors are often referring patients to psychotherapy and other types of ‘help’ that have not yet sufficiently been proven to be successful. - ( I think that doctors need to be better educated, and this document also suggests this, as well as allowing that the patients are probably a contributing factor to these non traditional psychotherapy practices because they want a quick fix or the advertisement for such treatments are really successful and tempting. ) - Depression diagnosed before the age of 25, is likely to reoccur, and if treated unsatisfactorily, can lead to severe depression later on. The implications for teachers here will be discussed later on. **
e) http://www.byparents-forparents.com/parenting/treating-teen-depression.htm This site is designed for parents and aimed at prevention and treatment. Many of the sites I found allude to divorce, breakup or reforming of family units, or even adolescent break ups as situations that can lead to depression. This site has been by far the most extensive regarding the causes: bullying, divorce, marriage, break ups, deaths etc. Up dated articles and research aimed at helping adolescents are neatly arranged and annotated. Teachers reading this site would develop a better understanding of what to look for as well as possible causes and learn that not enough is being done to help kids suffering from depression. *More on what to look for below:
3. Details of Identification: In Adolescents: *Frequent sadness or crying – possibly demonstrated by wearing dark clothing, writing poems or journal entries with morbid themes, or listening to music with dark themes • Hopelessness – pessimism about the future, failure to maintain basic hygiene, giving up at school • Less interest in previously enjoyable activities – dropping out of school, sports, clubs, or other activities • Boredom or apathy – skipping school, low motivation, lack of energy • Isolation from friends or family – avoiding social gatherings, spending excessive time alone, refusing to talk about issues, difficulty maintaining friendships • Low self-esteem – feeling guilty, rejected, or insufficient, extreme feelings of unworthiness • Irritability or anger – lashing out at family members, acting sarcastic or critical, rejecting the efforts of others • Frequent complaints of physical illness, such as headaches and stomach aches • Academic underachievement – poor grades, skipping school, dropping out, difficulty concentrating on schoolwork • Change in eating or sleeping patterns – sleeping all day, staying up all night watching television, gaining or losing weight • Running away from home • Self-destructive behaviour or comments about suicide – statements of intent to commit suicide, preoccupation with death, drug or alcohol abuse, self-injury or cutting As a teacher, I’d look for a sudden change in student behaviour, I might be on the look out for cutting or overly alarming journal assignments handed in. People who would be involved in identification would be: Family, Friends, Teachers, Counsellors, General Practitioner, Psychologist
4 and 5 Curricular Modifications and Specific Procedures: - be patient - listen to students - allow them extensions if needed - choose empowering the student with materials in classroom - involving the class in empathy- volunteering or working with programs that help other people to foster feelings of being a involved in something greater than themselves and empowering them by allowing them to be a positive force. For it example it could be a simple reading program with the elementary school. - use humour in class - refer them to the school counsellor
When dealing with a depressed student, realize you are not responsible for being their therapist, but you are obligated to report attempted suicide, thoughts of committing suicide or even wanting to harm other people. Do not argue with them about incongruent thoughts, and try to ‘fix them” with suggestions, seek to ask questions: how are you coping? What happened? Have you been sleeping enough? What is 3 small steps you want to do to make yourself feel better today?
Unfortunately depressed students don’t get IEPs so it is up to the teacher to be patient and understanding as many of the students who suffer from depression, won’t reach out or even realize that they are depressed.
6. Comorbid areas: Anxiety disorders and depression Long standing chronic illnesses such as cardio vascular disease and diabetes are also noted to be quite frequent in depression. Most of the information I have listed is for major depression, if a student has dysthymia ( low grade depression for 2+ years ) then it is likely that if left untreated it could develop into a major depressive episode especially if they are young ( teens or even under the age of 25 ) Bipolar disorder is depression with mania. Substance abuse is sometimes a result of self medication, or can trigger depression.
7. Famous People who once suffered from depression: Jim Carrey, Drew Carry, Vincent Van Gogh, JK Rowling,
Minorities: Iris Chang, Chinese American writer and historian ( wrote the massacre of Nanking ) Beyonce Jung Da Bin, a Korean actress
An interesting list can be found at : http://en.wikipedia.org/wiki/List_of_people_with_depression
Maurika Nallainathan Teaching Subjects: English and ESL
Mental Health: Depression
1.) Annotated Bibliography a) http://www.cmha.ca/bins/index.asp?lang=1 • This website is very detailed and contains information about a variety of emotional and mental disorders. The section on depression outlines the characteristics of depression, causes, treatment, and what family and friends can do to help individuals with depression. The section on children and teens and depression is vey helpful. It contains a programs and services section which has some great contact info and programs to consider. b) http://www.mcf.gov.bc.ca/mental_health/teen.htm • This is BC Ministry of Family and Children’s Development’s website on teen depression. Once again, it is very useful as it contains a 60+ page web-book which can be given to students who you think are depressed or even use for a class lesson on depression. It is also useful to teachers who don’t have a lot of time because it is simple and easy to read. c) http://www.teendepression.org/index.html • This website is aimed at teenagers who are depressed. It contains useful information about characteristics of depression, treatment, prevention, types of depression, etc. d) http://www.kidshelpphone.ca/en/home.asp • This is a great website to recommend to teens who you suspect may be depressed. While it is focused on all teenage issues, it is very useful. Teens can contact counselors though this website and can ask them questions through a messaging forum. They can also write and share stories of their experiences with depression as well as teenage issues. The “Get Informed” section is excellent; it contains detailed information and advice about a variety of teenage issues including bullying, health (including puberty and sexuality), school, violence and abuse, dating, family life, etc. For example, the bullying section is sectioned off by age level. In the 13 and up section, there is book recommendations, videos, how to deal with bullying, etc. e) http://www.healthlinkbc.ca/kbase/topic/major/ty4640/descrip.htm • I recommend this website for parents whose child is depressed. It has an excellent FAQ section as well as easy-to-read information about depression. It also has a section on assessment which is crucial for parents. This section details assessment methods and who are assess depression.
2.) Numbers and Addresses for Contact Agencies and Support Groups a) CMHA: Vancouver-Burnaby Branch 175 West Broadway Vancouver, BC, V5Y 1P4 Phone: 604-872-4902 Fax: 604-872-5934 E-mail: info.vb@cmha.bc.ca Web Site: www.vancouver-burnaby.cmha.bc.ca b) Kids Help Phone Phone: 1-800-668-6868 Website: http://www.kidshelpphone.ca/en/home.asp c) Mood Disorder Association of British Columbia 202-2250 Commercial Dr. Vancouver, BC V5N 5P9 Tel: 604-873-0103 Fax: 604-873-3095 Email: info@mdabc.net Web: http://www.mdabc.net/
3.) Characteristics of People with Depression: - eating too much or too little - sleeping too much or too little - feeling worthless, helpless, and/or hopeless • may say something which indicate lack of self-esteem, self-blame, and self-dislike • feeling angry, sad, guilty, worried, lonely, rejected, etc. - thinks about suicide and death - lack of energy and motivation - difficulties concentrating - lack of interest in things - avoiding people - drastic drop in grade/lack of effort in school work - sudden outbursts (both tears and anger) and over-reactions to small incidents - substance abuse 4.) Curricular Modification and Adaptations in English Classes - check the essays and writings they write to determine whether they are suicidal or just depressed • as an English teacher, I will frequently encounter essays and pieces of writing which may indicate that a student is depressed. If so, I will have to bring this to a counselor as well as collect other samples. - allow them to go to a counselor whenever they need to during class time • keep an eye on the student to check their moods and interaction with other students - be in constant contact with parents and counselors - give positive reinforcement and create a safe learning environment • support the student, listen to what they have to say, etc. (but keep in mind that a counselor is there for the student to talk to as this can be an emotional toil)
http://www.behaviordisorder.org/ In this website behavior disorders are divided into age group; child, teen, and adult. They offer information on behavior disorders, conduct disorders, and other behavior problems. There are lots of articles about the warning signs, treatments and statistics on behavior issues to educate the parents, and teachers. Easy to navigate and a solid ‘websites to visit’ page.
http://www.counsellingbc.com/information/depression.html Counseling BC is a good source for finding professionals if you are or know someone who may be suffering from depression. It is a great website with information for both professionals and the general public on depression.
http://www.depression.com/ This website attempts to give the tools for understanding and treating depression. It also provides information on positively getting through depression in it’s ‘day by day’ section where it explains that Depression will not just go away overnight. There is also a section on this website called ‘Look, Listen, & Learn,’ which features images, suggestions and examples. I question the Medication section, though, because it sort of comes of as a commercial for the antidepressant Wellbutrin XL. Apart from that, this is a good website resource.
http://www.healthyplace.com This site is provides articles about depression, and as well as gives personal accounts of people’s experiences with depression. HealthyPlace.com also provides a lengthy definition, causes, signs and symptoms, and treatment methods for depression.
http://www.depressioncanada.com/ Depression Canada gives a description of Depression, symptoms of Depression, and ways of treating depression by medically and in terms of lifestyle choices. It has solid resource for teachers who want to understand what depression is, the symptoms, or how to treat them. It’s one of the only sites that Ive found that tries to cover it’s own ass by putting a, “this material is not intended for self diagnostic” disclaimer front and center on its home page. That’s thinking!
http://www.hc-sc.gc.ca/hl-vs/mental/index-eng.php This website has a section of children and adolescent health that also provides links to: child-hood health and safety, healthy schools, and parenting. It contains a lot of generalist information good for superficial searches and knowledge. The Health Canada Website is a solidly massive resource with a lot of information about many different types of mental illness and general health information for certain age groups. Has French and English Translations! A very Canadian government website in that it’s a little confusing and not overly flashy.
Contact Information for Vancouver based CounsellingBC Counsellingbc.com email: info@counsellingbc.com ** See below Telephone Contact: (604) 729-6059
Depression and Bipolar Support Alliance (DBSA) 730 North Franklin Street, Suite 501 Toll-free: (800) 826-3632 http://www.dbsalliance.org
Healthyplace.com David Roberts Phone: 210-225-4388 email: media AT healthyplace.com
Jericho Counseling OFFICE PHONE: 604.434.5727 Reception will take your call during regular office hours Monday – Friday. After hours your call will be redirected to the confidential voicemail of Clinical Director, Dawn Schooler EMAIL: info@jerichocounselling.com Please send a confidential email that will go directly to the Clinical Director. You will receive a response within 24 hours. ADDY: Vancouver Office Suite 400 – 601 West Broadway, Vancouver, BC, V5Z 4C2
C) Specific Characteristics of Depression:
-Symptoms of Depression may include: Prolonged sadness or unexplained crying spells Significant changes in appetite and sleep patterns Irritability, anger, worry, agitation, anxiety Pessimism, indifference Loss of energy, persistent lethargy Feelings of guilt, worthlessness Inability to concentrate, indecisiveness Inability to take pleasure in former interests, social withdrawal Unexplained aches and pains Recurring thoughts of death or suicide
Things for Teachers To Look for In Students that they Suspect are Depressed. -loss of interest and enjoyment in activities that student previously enjoyed -disengagement in class and drop in grades (late arrivals and absences) -difficulty concentrating in class; easily distracted -loss of energy and feeling tired (changes in sleeping patterns) -drastic change in personality, including becoming more withdrawn and/or emotional -excessive anxiety or irrational fears -socially withdrawn; difficulty or disinterest in working with others -emotional instability (becomes angry easily or cries easily) -frequently mentions unhappy thoughts or suicide during class discussion or in writing -low motivation to complete schoolwork and gives up easily -increased sensitivity to criticism; very self-critical
D) Curricular Modifications: Some possible strategies: . creating an inviting classroom . teaching organizational strategies . instructional strategies . teaching problem-solving strategies . building a support network . teaching goal setting . counseling-related strategies . working with parents . understanding medical/clinical treatment
Teachers under no circumstances should attempt to diagnose depression. They instead should notate their observations of students behavior if they suspect depression for later use by a councilor.
G) Suggestions of Note:
!!!Warning!!! Some antidepressants increase risk of suicide in teens.
Annotated Bibliography
ReplyDeleteCanadian Mental Health Association
http://www.cmha.ca/bins/index.asp?lang=1
This website provides comprehensive information about depression, mood disorders, and other mental health issues. This is a general website for those with mental health disorders and professionals. The site provides additional resources such as programs, support networks, and discussion groups as well as current research.
Canadian Mental Health Association – Mental Health and High School Curriculum Guide
http://www.cmha.ca/highschoolcurriculum/index.html
This website is dedicated to educators who work with students experiencing depression. Offers a comprehensive guide, which educates teachers and guidance counselors on depression and how to raise awareness among their students. The curriculum guide provides lesson plans and resources for teachers to use in the classroom.
Teen Mental Health
http://www.teenmentalhealth.org/pros_ep.php
This website is aimed at teens, families and educators. The site provides information and resources for each of these audiences including a blog for teens, and resources for educators to be used in the classroom. The site also features several publications, which further provide information for teens and educators.
Canadian Network for Mood and Anxiety Treatment
http://canmat.org/resources/depression/index.html
This site provides general information about depression and other mood disorders including treatment and symptoms. The site includes a page on depression in children and adolescents. The site primarily features resources and clinical research.
Centre for Addiction and Mental Health – Child, Youth, and Family Resources
http://www.camh.net/About_Addiction_Mental_Health/Child_Youth_Family_Resources/index.html
This site is aimed primarily at families who have children dealing with depression. The site offers information and resources including services, treatments, and books. The site also is a good resource for professionals because it features educational workshops, research, and publications on addiction and mental health issues.
Mind Your Mind
http://www.mindyourmind.ca/index.html
This site is created by youth for youth who are looking for information on stress and mental health problems. Includes resources for youth who are experiencing mental health issues, including depression, or friends of youth with mental health issues. Provides lots of support for youth including personal stories, a blog, and access to a professional psychologist online.
Teen Depression
http://www.teendepression.org/index.html
This website is aimed at youth and parents of youth who are experiencing depression. There are general articles regarding depression in youth, which are laid out clearly on the left side of the site. Articles include depression statistics, warning signs, and ways to deal with depression.
List of contact agencies
ReplyDeleteCanadian Mental Health Association
BC Division
#1200 – 1111 Melville Street
Vancouver, BC
V6E 3V6
Phone: 604-688-3234
Fax: 604-688-3236
Vancouver/Burnaby Branch
175 West Broadway
Vancouver, BC
V5Y 1P4
Phone: 604-872-4902
Fax: 604-872-5934
BC Mental Health and Addiction Services
2601 Lougheed Highway
Coquitlam BC
V3C 4J2
Phone: 604-524-7000
Vancouver Coastal Health – Centre for Concurrent Disorders
255 East 12th Ave
Vancouver, BC
V5T 2H1
Phone: 604-255-9843
Fax: 604-251-4579
The Mood Disorders Association of Canada
Suite 736 – 3-304 Stone Road West
Guelph, ON
N1G 4W4
Phone: 519-824-5565
Fax: 519-824-9569
Email: info@mooddisorderscanada.ca
Mental Illness Foundation
401-2120 Sherbrooke Street East
Montreal, QC
H2K 1C3
Phone: 514-529-5354
Fax: 514-529-9877
Email: info@mentalillnessfoundation.org
Crisis Intervention and Suicide Prevention Centre of BC
763 East Broadway
Vancouver, BC
V5T 1X8
Phone: 604-872-1811
Fax: 604-879-6216
Email: info@crisiscentre.bc.ca
To book a school workshop: Email tyoung@crisiscentre.bc.ca or call 604-872-1811 ext 234
The Depression Group
Delta Hospital
5900 Mountain view Boulevard
Delta, BC
V4K 3V6
Phone: 604-946-1121
Vancouver Aboriginal Health Services
Nadine Caplette
Suite 320 – 1290 Hornby Street
Vancouver, BC
Phone: 604-251-4844
Email: AborginalHealthServices@vch.ca
Josh Platzer Society for Teen Suicide Prevention and Awareness
3294 West 37th Ave
Vancouver, Bc
V6N 2V4
Phone: 604-263-9831
Child and Adolescent Response Team (CART)
Suite 200 – 2425 Quebec Street
Vancouver, BC
Phone: 604-874-2300
The Kelty Patrick Dennehy Foundation
P.O. Box 35, General Delivery
Whistler, BC
V0N 1B0
Phone: 604-938-0588
Specific Characteristics of Students Suffering from Depression
ReplyDelete-loss of interest and enjoyment in activities that student previously enjoyed
-disengagement in class and drop in grades (late arrivals and absences)
-difficulty concentrating in class; easily distracted
-loss of energy and feeling tired (changes in sleeping patterns)
-drastic change in personality, including becoming more withdrawn and/or emotional
-excessive anxiety or irrational fears
-socially withdrawn; difficulty or disinterest in working with others
-emotional instability (becomes angry easily or cries easily)
-frequently mentions unhappy thoughts or suicide during class discussion or in writing
-low motivation to complete schoolwork and gives up easily
-increased sensitivity to criticism; very self-critical
Curricular Modifications and Adaptations (in English classes)
-do not ignore changes in behaviour and/or students because this shows that you do not care and can lead to further withdrawal and isolation by student
-show support for student by reassuring him/her that you care about his/her wellbeing and academic performance; however, there is no need for teachers to act as therapists so beware of boundaries
-work closely with guidance counselor and/or school psychologist to monitor student and provide further support to student
-speak with parents and other teachers in order to determine if changes in behaviour are consistent at home and in other classes
-be sensitive to use of certain words and stereotypes during class discussion and in reading material (novels, articles)
-establish a safe environment for the student; do not draw unnecessary attention to student in terms of schoolwork and work habits
-encourage and teach class to use positive self-talk and identification of strengths
-be flexible with due dates of assignments and work load
-schedule time to check in with student and talk to student through individual interviews
-administer self-evaluations to class regarding in-class performance and schoolwork in order to get a sense of where student is
-if student discusses suicidal thoughts in writing, immediately contact parent and guidance counselor/ school psychologist
-be aware of medication that student may be taking for depression and any side effects that student might be experiencing (need to keep water bottle nearby for medication with lithium; need to go to the bathroom, etc.)
Emotional or Behavioural Disorders (Schizophrenia)
ReplyDeleteBy: Mimi Tse
Secondary Science (Chemistry)
1. Annotated bibliography:
a) http://www.schizophrenia.ca/homeEnglish1.htm
Schizophrenia Society of Canada. Provides information on education, support programs, public policy and research. Very resourceful. Intended readership: general public, people with Schizophrenia.
b) http://www.bcss.org/
British Columbia Schizophrenia Society. Includes an information page which answers frequently asked questions, lists monthly support groups, provides information on children and adults, early psychosis intervention, printable resources videos and many more. Contains online support forums for families with questions. Intended readership: general public, educators, people with Schizophrenia.
c) http://www.cmha.ca/bins/content_page.asp?cid=3-100
Canadian Mental Health Association. Provides general basic information on symptoms, theories on causes and treatments. Easy read. Has icons to format letter sizes and easy printing. This site also has information on related topics: Suicide, Psychosis, Violence and Mental illness, Employment and Mental illness, Education and Mental illness and Men and Mental illness. Intended readership: general public, people with Schizophrenia.
d) http://www.phac-aspc.gc.ca/mh-sm/pubs/schizophrenia-schizophrenie/index-eng.php
Information provided on Schizophrenia by Public Health Agency of Canada. A handbook for families. Includes resources on definition, support, hospitalization, treatment, diagnosis, discharge, independent living, research, recommended readings and many others. Intended readership: general public, people with Schizophrenia.
e) http://docs.google.com/gview?a=v&q=cache:flL08q5d7ZQJ:www.llbc.leg.bc.ca/Public/PubDocs/bcdocs/357302/mdmo_english.pdf+schizophrenia+bc+ministry+education&hl=en&gl=ca&sig=AFQjCNHsF0EqOmns0D5VnaSXiRVqgnL92Q
The Early Psychosis Initiative (EPI). Portrays the importance of early and effective treatments for Psychosis. Contains information on Psychosis, possible damages to psychosocial development and the brain, potential warning signs. Intended readership: general public, educators, people with Schizophrenia.
2. Local contact information:
ReplyDeletea) British Columbia Schizophrenia Society
#201-6011 Westminster Highway
Richmond, B.C
V7C 4V4
(604) 270-7841
bcss.prov@telus.net
b) Canadian Mental Health Association
1200-1111 Melville Street
Vancouver, B.C
V6E 3V6
(604) 688-3234
info@cmha.bc.ca
c) North Shore Schizophrenia Society
205-1865 Marine Drive
West Vancouver, B.C
V7V 1J7
(604) 926-0856
info@northshoreschizophrenia.org
3. Identification:
Schizophrenia is a neurological disorder that strikes young people in their prime. It distorts the senses and impairs cognition, sometimes making it difficult to tell what is real and what is not real. The usual age of onset is between 16 and 25. The early signs of Schizophrenia are:
- deterioration of personal hygiene
- depression
- bizarre behaviour
- sleeping excessively or inability to sleep
- social withdrawal, isolation, reclusiveness
- hyperactivity or inactivity or alternating between the two
- inability to concentrate or to cope with minor problems
- excessive writing without meaning
- decline in academic or athletic interests
- forgetting things
- extreme reactions to criticism
- inability to express joy
- inappropriate laughter
- unusual sensitivity to stimuli (noise, light, colours, textures)
- drug or alcohol abuse
- fainting
- cutting oneself, signs of suicide
- staring without blinking
- rigid stubbornness
- sensitivity and irritability when touched by others
Cognitive Symptoms:
- Disorganized Perceptions: hard time making sense of everyday sights, sounds, feelings. Perceptions of what is going on may be distorted so ordinary things seem distracting or frightening. Extra sensitivity to background noises, colours and shapes.
- Disorganized Thinking and Speech: trouble understanding language, communicating in coherent sentences, carrying on a conversation.
- Disorganized Behaviour: loss of short term memory and organizational skills, difficulty in planning, prioritizing, decision-making.
- Reduced attention span, difficulties with memory, reasoning, judgment, problem solving, decision making
Personality Change:
- loss of emotion, interest and motivation
- emotions may be inappropriate
Thought Disorder:
- prevents clear thinking and rational response
- thoughts may be slow to form or come extra fast or not at all
- person may jump from topic to topic, seems confused, difficulty making decisions
- thinking may be coloured by delusion
- thoughts about being persecuted
- believe they have all power, capable of doing anything, invulnerable to danger
- strong religious drive
Perceptual Changes:
- sensory messages to the brain from the eyes, ears, nose, skin and taste buds become confusing: hallucinations
- often hear voices
- hypersensitivity to sounds, tastes, smells
- sense of touch may be distorted
Sense of self:
- when 1 or all 5 senses are affected, the person feel out of time, out of space – free floating and bodiless
There is no simple lab test to make a diagnosis. Therefore, the diagnosis is based on the symptoms - what the person says and what the doctor observes.
4. Classroom Adaptations:
ReplyDelete1. Prepare yourself with facts
- early intervention and effective new medication lead to better medical outcomes for the individual
- teen suicide is a growing problem
2. Bring the illness to the open
- discuss Schizophrenia in class: reduces discrimination and injustice associated with the illness
3. Be alert to early warning signs of Schizophrenia
- if early signs seen, consult with family and help student receive an assessment
4. In class
- check student’s cognitive assessment, set realistic goals for academic achievement and extra-curricular activities
- establish regular meetings with family for feedback on health and progress
- encourage other students to be kind to extend their friendship. Some may act as peer support
- if student has disordered thinking, help to sort out what is relevant and what is not. Teach planning skills. Write things down and make sure the student is aware of expectations. Keep things simple and concise.
- be flexible.
- help student set reasonable goals
- be accepting, caring, supportive; provide a safe environment for student
- break tasks into smaller pieces, minimize distractions, have a plan to redirect the student to return the task at hand
- establish a structured and consistent classroom environment
- teach social skills and promote good social relations: modeling, direct instruction, prompting, positive practice
- physical accommodations: arranging traffic patterns to lessen contact and disruptions; arrange student desks to facilitate monitoring of all students at all times
- positive behaviour supports (PBS): emphasizes proactive, preventive strategies and early intervention
- behaviour management: teach self-control mechanisms
- appropriate support should be present: special education personnel, psychologists, counselors, mental health service providers
5. Interesting Facts / Research:
Schizophrenia is
- twice as prevalent as Alzheimer’s disease
- 5 times as prevalent as multiple sclerosis
- 6 times as prevalent as diabetes
- 60 times more prevalent than muscular dystrophy
Celebrities with Schizophrenia: John Nash, Eduard Einstein (Albert Einstein’s son).
Behavior issues can be addressed in two forms: a) Externalizing: punching, throwing, shouting, vandalism or b) Internalizing: withdrawn, disengaged within the class, Anxiety, Depression. High school students Behavioral problems also link to substance abuse, either to self medicate with the typical of Marijuana or Mushrooms. With this Addictive behavior the students feel that there is a need to stimulate the specifics that bother them.
ReplyDeleteBehavioral disorder should present itself outside the classroom; therefore it would be hard to control within the classroom. If something shows up only in the classroom, which will show that there is a demand situation for that individual in the classroom which allows that student to go over his or her threshold. The biggest Issues concerning an inclusive classroom is behavior. FBA (Functional Behavior Analysis) is a great deal of work for teachers, most kids need to be interviewed, observational needs to be done. Mental health or corrections need to be involved. You need to refer the students if it is needed, for it is not a school limited problem. Learning demands beyond the students reach are a major concern. Addressing the student’s issues and work around the mental health problems are important, but the teacher cannot fix it. Teachers are obligated to do supportive things but are not entitled to treat the students.
As a teacher, if there is an outbreak within the classroom and a student is out of control, I think it is important to remain calm and speech quietly and sit down. Also, find the closest adult to help out with the situation. As a teacher you do not want to put a Band-Aid on these problems, Instead find out where the behavior is coming from. See what function it serves, and then find an alternative means to fix it. I think it is important to show the students that their needs are valid and address their issues where they need to be addressed. However it is possible to suppress a behavior but it is signaling the students hidden issue. For example, if the students’ parents are alcoholic: the student tries extra hard to be good, they do not want to be punished because they are used to be being punished by their alcoholic parents.
One of the most obvious issues related to control issues are Eating disorders, specifically Anorexia and bulimia and cutting. Recognizing and treating them is a difficult thing to do as a teacher for there is not a clear answer because there is often a host of problems. The root of the problem for eating disorders usually deals with Body Image, yet doesn’t have a lot to do with visual feedback. People usually feel different about their own bodies than what people actually see.
There is not enough help for eating disorder students, for students need to meet specific standards and if they don’t, their issues are not addressed. Counselors in high schools could put the student on a fitness plan and make sure they follow up. Some visible characteristics are Body weight issue, involved in sports, wears a lot of clothes, perfectionists; arrange their food in certain ways.
Bibliography:
http://cirrie.buffalo.edu/encyclopedia/pdf/en/emotional_disorders_in_children_and_adolescents.pdf
http://www.nedic.ca/knowthefacts/statistics.shtml
http://www.behaviordisorder.org/articles2.html
http://www.youthnoise.com/page.php?page_id=949
http://ltc.umanitoba.ca/wiki/Behavioral_and_Emotional_Disorders_Part_1_(A12)
Contacts:
Eating Disorders Program . 1081 Burrard street, Vanouver, BC. V5Z 1Y6 (604) 806-8347.
Prevention of Mental Health Disorders 4946 Canada Way, Burnaby, V5G 4H7, (604) 918-7605.
Mood Disorders Association of British Columbia. 202-2250 Commercial Drive, Vancouver, V5N 5P9. (604)873-0103.
Mood and Anxiety Disorders Clinic.Children’s Hospital. 4500 Oak Street, Vancouver, V6H 3N1 (604) 875-2343.
Be Real Eating Disorders Clinic. Lions Gate Hospital. 231 15th Street E, North Vancouver, V7L 2L7. (604) 984-3770.
Able Developmental Clinic Inc.#110-585- 16th Street Vancouver, (604) 922-3450.
Anorexia Nervosa – Rajni Sangar (English)
ReplyDeletehttp://www.stonnington.vic.gov.au/resources/documents/Eating_disorder_Foundation_Victoria.ppt. (PowerPoint File)
http://74.125.155.132/search?q=cache:q8iTF24jIeAJ:www.stonnington.vic.gov.au/resources/documents/Eating_disorder_Foundation_Victoria.ppt+anorexia+in+the+classroom&cd=6&hl=en&ct=clnk&gl=ca
(HTML)
This site is made by the Eating Disorders Foundation of Victoria. It is a presentation for school staff about eating disorders in the classroom. It explains why we should be concerned about anorexia nervosa. It describes signs and warnings of anorexia focusing on physical, behavioural and psychological signs. Causes and media’s influences are described very well and are informative and engaging. There is also a section on prevention including prevention in the school.
http://www.ksde.org/KS_SAFE_SCHOOLS_RESOURCE_CENTER/EATING%20Disorder.pdf
This is a fact sheet on eating disorders in the classroom. It discusses symptoms, behaviours, the disorder itself, educational implications and strategies that can be applied in the classroom. It is a quick source for teachers to begin with. There are also some resources listed for more information.
http://74.125.155.132/search?q=cache:GF38uabSYbMJ:www.ilschoolcounselor.org/2009_Chicago_Handouts/Adolescent%2520Struggles,%2520Impact%2520in%2520the%2520Classroom.ppt+anorexia+in+the+classroom&cd=23&hl=en&ct=clnk&gl=ca
This site looks at several children/adolescent struggles. One of the struggles covered is anorexia nervosa. Anorexia is described along with other like disorders such as bulimia nervosa and binge eating disorder. The site covers signs of the disorders including implications for the classroom. Moreover, there are teacher tips for those who have concerns about anorexia nervosa.
http://www.nedic.ca/knowthefacts/documents/Preventionofeatingdisorders.pdf
This site focuses on issues that are not always focused on when it comes to anorexia nervosa. The literature is accessible for all readers. The focus is prevention. There are many types of preventive methods that can be applied to anorexia nervosa. Media, family pressure etc are just a few that the site names. Teachers can be people to detect anorexia nervosa. “Often, teachers are in an excellent position to detect developing eating problems. Not only do teachers spend a lot of time with adolescents and young adults, they have a more objective picture of student behaviour and attitude changes.”
http://www.boyanorexia.com/WhatIs.htm
This is an interesting website that draws attention to the fact that boys get anorexia nervosa too. The site includes details and statistics of how men/boys are affected by different eating disorders. There are tips available and case studies to read and research. A reading list is also included.
Rajni Sangar Part 2
ReplyDeleteWhat can we do as teachers?
To begin with, we should know the signs of anorexia nervosa. Some adolescents who have anorexia nervosa are perfectionists while others are very poor in their school work. There are many physical characteristics to be aware of as well. If you notice these signs it is important to consult the school counsellor and stay supportive.
As an English teacher, I can include media as one of my units. Media awareness is important so students understand the images of people we see in media are not always real and/or ideal. It is important to study advertisements and media.
Moreover, the teacher should stress acceptance of people regardless of shape or size. Teachers are role models and should accept themselves. Just by placing an importance on progress and not perfection can also help. There are many ways to reduce stress as well, which can help those students who suffer anorexia nervosa. One way is to be understanding and extend deadlines if needed.
Contacts
Looking Glass Foundation for Eating Disorders
9504 Erickson Dr
Burnaby, BC
V3J 1M9
Email: info@lookingglassbc.com
Phone: 604-569-2262
Fax: 604-986-6011
Surrey, Langley, and the Fraser Valley
Canada
(604) 888-3279
Beau Cote Centre for Eating Disorders
info@beaucote.ca
phone 604-628-4956.
Bowen Island, BC.
BC’s Children Hospital
Eating Disorder Program
BC Children's Hospital
4480 Oak Street
Vancouver, BC
V6H 3V4
Telephone: 604-875-2345
Toll free line in B.C. only: 1-888-300-3088
Joey Lam - English
ReplyDeleteEmotional and Behavioral Disorder (Bipolar)
1. a. http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp
This website provides an overview of the different kinds of emotional and behavioral disorders. There is an introduction to bipolar disorder. Free copies of fact sheets are provided on the website. Other contact information for mental health resources and institutions are also provided.
b. http://www.healthlinkbc.ca/kbase/topic/major/hw148751/descrip.htm
This is a BC website that offers extensive information regarding bipolar disorder. There are topic overviews, causes, symptoms, information regarding examination/tests, prevention, medication, etc. This would be a useful website for parents of bipolar disorder children. The risks of bipolar disorder children are also explained on this website.
c. http://www.nlm.nih.gov/medlineplus/bipolardisorder.html
This website provides a general overview of bipolar disorder. It includes latest news, clinical trials, research, diagnosis/symptoms, and treatment. As well, there is a section on nutrition and how to cope with having bipolar disorder. This information would be useful for the individual with bipolar disorder. This website is a great starting point as it has many links that can link you to other sites with more information regarding bipolar disorder.
d. http://www.bpkids.org/site/PageServerdc.gov/
This website provides information for children and adolescents diagnosed with bipolar disorder. On this website, you can find support groups, resource links, and how to find a doctor. There is also information about pediatric bipolar disorder. It is a friendly website that provides artwork, poetry submitted by children with bipolar disorder. There are links to many useful websites as well.
e. http://www.bpchildresearch.org/
This website provides information for juveniles diagnosed with bipolar disorder. It provides an overview regarding this disorder, some research studies, and information about the diagnostic assessment program for juvenile bipolar program. This would be a useful website for parents with younger children who may have juvenile bipolar disorder. There is a section that provides links to news articles that have to do with juvenile bipolar disorder.
2. a. Mood Disorders Association of British Columbia
ReplyDelete202 – 2250 Commercial Drive
Vancouver, BC V5N 5P9
Tel: 604-873-0103
Fax: 604-873-3095
Email: mdabc@telus.net
Website: www.mdabc.net
b. Canadian Mental Health Association
1200-1111 Melville Street
Vancouver, B.C V6E 3V6
Phone: (604) 688-3234
Email: info@cmha.bc.ca
3. People with bipolar disorder (also known as manic depressive disorder) will have serious shifts in mood, energy, thinking, and behavior. The mood changes are very intense; they disrupt a person’s ability to function. These moods are usually separated by a period of “normal” mood. Extreme manic episodes can sometimes lead to psychotic symptoms such as delusions or hallucinations. In behavior, a person with bipolar disorder may have very aggressive behavior and may react aggressively towards others; this person may be a bully and may deliberately destroy others’ property. Also, a person with bipolar disorder will show little empathy and concern for feelings and well-being of others; they tend to blame others for their harmful actions.
4. Some strategies to deal with a student with bipolar disorder is for the teacher to have some pre-established consequences for misbehavior set out for this individual and administer these consequences promptly then to make note of the reaction of the student. The teacher should also try to determine whether or not the student is on medication and to know the schedule of when this student takes medication and to notice how this affects the way this student acts in class. The teacher must keep instructions simple and very structured. Group participation is useful but should be monitored closely. The teacher must also be aware of who they pair with the bipolar student because they should be paired with someone who is a good role model. If the bipolar student appears to start a negative mood shift, the teacher may want to pull the student aside so that they can calm down.
5. It is difficult to diagnose a child with bipolar disorder at an early age. Most children may only reveal signs of depression at an early age. Bipolar disorder also shares many signs and symptoms associated with other psychiatric illnesses such as schizophrenia. A doctor can administer a simple questionnaire to determine whether or not a person has the common symptoms of bipolar disorder. This questionnaire is called the Mood Disorder Questionnaire, or MDQ. Family history is important in diagnosing bipolar disorder. A complete medical history and physical exam must be done to rule out other possibilities for such symptoms. Also, a complete psychiatric history detailing current, past symptoms, as well as the symptoms or diagnosis of immediate family members must also be completed.
6. Famous people with bipolar disorder: Jim Carey, Robert Downey Jr, Ben Stiller, Robin Williams, Vincent Van Gogh, Ludwig Von Beethovan.
Depression:
ReplyDeleteAnnotated Bibliography
1)Canadian Mental Health Association, BC Division http://www.cmha.bc.ca/resources/bc_resources/deptreat
This website offers a definition of depression and provides information about symptoms and treatments. Another aspect of this website that I found useful was that it addressed various myths about depression, by clarifying information and statistics. It also suggests different lifestyle strategies, including diet and exercise, which might be beneficial to those people experiencing depression.
2)BC Cancer Agency: Sadness & Depression
http://www.bccancer.bc.ca/PPI/copingwithcancer/emotional/dealingemotions/depression.htm
This website offers a description of sadness and depression, while focusing on people living with cancer who may experience symptoms of sadness and depression. It suggests treatment for individuals, and provides information on the kinds of things friends and family can do to help. They also give resources on where to access help in the community. While specifically focusing on cancer patients, this is still a useful website to learn about depression for anyone.
3)Depression.com
http://www.depression.com/index.html
This website gives the tools for understanding and treating depression. It also provides information on how to take the steps to recovering from depression day by day; it helps people to understand that this is not something that will just go away overnight. There is also a section on this website called ‘Look, Listen, & Learn,’ which features questionnaires, images, suggestions and examples.
4)National Institute of Mental Health
http://www.nimh.nih.gov/health/publications/depression/complete-index.shtml
This website provides a definition of depression, and explains the signs and symptoms. It outlines some of the causes and shows the relation of other illnesses that may coincide with depression. It gives information on how different people (men, women, children, older adults) may experience depression, and suggests treatment methods for dealing with it. It also gives some self help ideas and where to go to get help, and provides information on how to help someone you know who may be suffering from depression.
5)Healthy Place: America’s Mental Health Channel
http://www.healthyplace.com/depression/menu-id-68/
The Healthy Place website also provides a definition, causes, signs and symptoms, and treatment methods for depression. This site is unique in the sense that it also provides articles about depression, and often gives personal accounts of people’s experiences with depression.
Resources and Organizations
1)Mood Disorders Association of British Columbia
202-2250 Commercial Drive,
Vancouver, BC Canada V5N 5P9
Phone: 604.873.0103
Fax: 604.873.3095
Email: info@mdabc.net
2)CMHA: Vancouver-Burnaby Branch
175 West Broadway
Vancouver, BC, V5Y 1P4
Phone: 604-872-4902
Fax: 604-872-5934
E-mail: info.vb@cmha.bc.ca Web Site: www.vancouver-burnaby.cmha.bc.ca
3)Jericho Counselling
Suite 400 – 601 West Broadway
Vancouver, BC, V5Z 4C2
Phone: 604-434-5727
E-mail: info@jerichocounselling.com
4)Pam Atnikov Counselling Services
412-207 West Hastings
Vancouver, BC
V6B 1H7
Phone 1: 604-879-8743
Counsellor website: www.pamatnikov.com
5)Ian Bond M.A. RCC
2628 Granville Street (between 10th and 11th)
Vancouver, BC
V6H 4B4
Phone 1: 604-809-1018
What is Depression?
ReplyDeleteA mood disorder in which the main symptom is a sad and despairing mood. Different types of depression are clinical depression, major depression, adjustment disorder, bipolar disorder, and dysthyimia.
Signs and Symptoms: present most days and lasts most of the day, lasts for more than two weeks; impairs the person's performance at work, at school or in social relationships; changes in appetite and weight; sleep problems; loss of interest in work, hobbies, people or sex; withdrawal from family members and friends; feeling useless, hopeless, excessively guilty, pessimistic or low self-esteem; agitation or feeling slowed down, irritability, fatigue; trouble concentrating, remembering and making decisions; crying easily, or feeling like crying but being not able to; thoughts of suicide; a loss of touch with reality, hearing voices (hallucinations) or having strange ideas (delusions).
Characteristics specific in children and youth who have depression are: they may pretend to be sick or refuse to go to school, they cling to a parent or be worried about their parent dying, they may sulk, get into trouble at school, be negative and feel misunderstood, they may be socially withdrawn, have sudden negative changes in academic performance, they could lose interest in extracurricular activities, have a decrease in energy level, problems with paying attention or concentrating.
Methods for dealing with depression (in a Social Studies class): In a classroom it will be important to not ignore the depressed, because you want to show the student that you care and encourage them not to give up. It is also important to show them that you care by helping them update missing assignments, giving them extra time to study or work on assignments in class, and possibly accommodating late arrivals or absences from class. Another way to help a student with depression in your class is to never give up on them, show them that you are interested in their success. It may also be important to contact the administration and the parents in order to address the students health, and possibly to suggest methods of treatment outside of the classroom in the form of counseling or medical treatment.
Teen Depression:
ReplyDeleteCanadian Mental Health Association
1. http://www.cmha.ca
The Canadian Mental Health Association website provides a lot of information about different mental health disorders such as bi-polar, mood disorders, depression, eating disorders, and anxiety disorders. The website has a support centre where it provides links to programs and services, and further resources.
2. Depression Canada
Is a small website but a good resource for teachers who want to understand what depression is, the symptoms, or how to treat it.
http://www.depressioncanada.com/
3. Teen Mental Health
http://www.teenmentalhealth.org/pros_ep.php
This website is aimed at teenagers who are affected by mental health issues but it also gives educators and families a lot of valuable information. Through this website adults can better understand teenagers. The website also supports teens through video messages, a blog, and books.
4. The Patrick Dennehy Foundation
http://www.thekeltyfoundation.org/index.html
The Patrick Dennehy Foundation website provides information about depression like facts, signs, causes, how to help, and other resources. It also has a programs/events sections where it list different conferences, community programs and events.
5. Health Canada
http://www.hc-sc.gc.ca/hl-vs/mental/index-eng.php
The Health Canada Website is a huge resource with a lot of information about many different types of mental illness and general health information for certain age groups. The website has a section of children and adolescent health that also provides links to child-hood health and safety, healthy schools, and parenting. A lot of the information is non-specific but it is a good website for general information.
1. Prevention of Mental Health Disorders
4946 Canada Way, Burnaby,
V5G 4H7, (604) 918-7605.
2. Mood Disorders Association of BC
202-2250 Commercial Drive,
Vancouver, BC Canada V5N 5P9
604 873 0103
info@mdabc.net
3. The Depression Group
Delta Hospital
5900 Mountain view Boulevard
Delta, BC
V4K 3V6
Phone: 604-946-1121
4. Aunt Leah’s Independent Life Skills Society
Vancouver Office:
675 SE Marine Drive
Vancouver, BC, V5X 2T5
Phone: 604-264-7238
Fax: 604-266-9947
5. Centre for Suicide Prevention
Suite 320, 1202 Centre Street S.E.
Calgary, AB T2G 5A5
Phone: 403-245-3900
Fax: 403-245-0299
3. Characteristics of Depression in Teens:
ReplyDeleteTeen Depression is often different than Adult Depression and Teens do not necessarily appear sad, nor do they always withdraw from others. For some depressed teens, symptoms of irritability, aggression, and rage are more prominent. Some signs of Teen Depression:
• Sadness or hopelessness
• Irritability, anger, or hostility
• Tearfulness or frequent crying
• Withdrawal from friends and family
• Loss of interest in activities
• Changes in eating and sleeping habits
• Restlessness and agitation
• Feelings of worthlessness and guilt
• Lack of enthusiasm and motivation
• Fatigue or lack of energy
• Difficulty concentrating
• Thoughts of death or suicide.
• Irritable or angry mood – As noted above, irritability, rather than sadness, is often the predominant mood in depressed teens. A depressed teenager may be grumpy, hostile, easily frustrated, or prone to angry outbursts.
• Unexplained aches and pains - Depressed teens frequently complain about physical ailments such as headaches or stomachaches. If a thorough physical exam does not reveal a medical cause, these aches and pains may indicate depression.
• Extreme sensitivity to criticism - Depressed teens are plagued by feelings of worthlessness, making them extremely vulnerable to criticism, rejection, and failure. This is a particular problem for “over-achievers.”
• Withdrawing from some, but not all people - While adults tend to isolate themselves when depressed, teenagers usually keep up at least some friendships. However, teens with depression may socialize less than before, pull away from their parents, or start hanging out with a different crowd.
3. Modifications:
Social Studies:
Some possible strategies:
. creating an inviting classroom
. teaching organizational strategies
. instructional strategies
. teaching problem-solving strategies
. building a support network
. teaching goal setting
. counselling-related strategies
. working with parents
. understanding medical/clinical treatment
Teacher should keep should keep clear, concise notes of the indicators and incidents that may later help health professionals determine whether a student has depression. Teachers should not attempt to diagnose, but these observations may be a valuable part of the diagnostic process.
Creating an inviting environment where students feel safe to take healthy
risks is important, as students with depression may avoid school if they feel
threatened or insecure there . The emotional tone of a classroom is powerful, especially to students with depression.
. be a good listener
. avoid singling out the student with depression from the rest of the class
. keep a positive tone; humour is great but sarcasm is hurtful
. keep suggestions for improvement constructive, specific, and brief
. avoid over-generalizing, using words like “always” and “never”
. be specific in providing feedback about when, where, how and why,
either behaviour or academic work needs to improve
. develop routines or rituals that are conducive to learning
Teaching organizational strategies
ReplyDeleteStudents with depression may need help keeping materials and assignments organized. All students benefit from instruction in this regard. The following are strategies for helping students to be better organized:
. Prompt students to use agenda books or day-timers for assignments
and tests. For example, say “Write this in your agenda book,” each
time an assignment is given. Memory is not reliable when a person is
depressed.
. Encourage students to use positive self-talk and problem solving when confronted by difficult work.
Before students begin assignments, encourage them to take a deep breath and build confidence by saying to themselves, “I can do it.
It’s important to try,” or “It’s OK to make mistakes.” Displaying posters with these slogans can be helpful. Use the problem-solving format to handle problems in the classroom.
. Help students organize assignments, especially complex projects or essays. Students benefit from assistance in clarifying the expectations of projects, delineating the topic, understanding the steps required to complete the project, and setting timelines. Check frequently to determine progress and provide encouragement.
Instructional strategies
. Maintain a pleasant, interested tone and be prepared to listen; do not
press students for details on family problems or therapy.
. Find out what motivates students, such as working with pets or younger students and how they learn best.
. Be aware of any special needs or learning problems.
. Initiate conversation when students arrive, leave, or during breaks, as students with depression are not likely to do so.
. Stop by students’ desks during seat work or sit in on small groups.
. Use advance organizers when presenting assignments. Have handouts or put outlines on the board of the day’s activities. Do this for the whole day and for each subject. For example, the instructions may be,
. Make accommodations for assignments and exams, such as:
. Allow the student to go to a quiet space.
. Expand the time allocation.
. Allow more time for the students to respond when asking questions or making requests. Students who are depressed may need more time to formulate their answers and overcome anxiety before responding.
. Check regularly to ensure class assignments are done.
. Use a variety of assessment methods so students can demonstrate knowledge using their stronger skills.
Emotional and Behavioural Disorders
ReplyDeletehttp://www.cmha.ca/bins/index.asp
The Canadian Mental Health Association focuses on combating mental health problems and emotional disorders. Our tools include research and information services, sponsored research projects, workshops, seminars, pamphlets, newsletters and resource centres.
This website provides information regarding all types of mental illness, a support centre including links to FAQ’s, programs and services, and discussion groups.
http://www.cmha.bc.ca/
The Canadian Mental Health Association (CMHA), BC Division exists to promote the mental health of British Columbians and support the resilience and recovery of people experiencing mental illness.
This website also provides volunteer information for those that would like to help, local help to get treatment, or a crisis line for emergencies. It also has a news and events page with links to major annual events.
http://www.healthlinkbc.ca/kbase/topic/major/hw148751/descrip.htm
This website offers a variety of information about bipolar disorder including its causes, symptoms, diagnosis, and treatment options. There is a helpful FAQ section as well in addition to prevention techniques, medications, places to get help and alternative forms of treatment. An important aspect missing from this website are links connecting to other informative websites.
http://www.bpchildresearch.org/
The Juvenile Bipolar Research Foundation is the first charitable organization solely dedicated to the support of research for the study of early-onset bipolar disorder. This website includes information regarding research studies, educational forums, clinician pathway access, and bipolar disorder information all in regards to juveniles. There is also a link to make a donation to research funds.
http://www.obad.ca/
The goal of the Organization for Bipolar Affective Disorder is to help people affected directly or indirectly by Bipolar Disorder, Depression, and Anxiety to live better lives. This website provides a link to peer-support meetings in local areas, a link to a donations page, and provides an up to date section on news and events both locally and nationally. This site is great for people with bipolar issues as there are meetings, support groups, and activities that help support this population.
Contact Agencies:
ReplyDeleteCanadian Mental Health Association
1200-1111 Melville Street
Vancouver, B.C V6E 3V6
Phone: (604) 688-3234
1800 555 8222
Email: info@cmha.bc.ca
HealthLink BC:
Provides British Columbians with confidential health information and non-emergency services.
For questions and comments about our services, contact us by email at HealthLinkBC@HealthLinkBC.ca or call 8-1-1. If you are unable to dial 8-1-1 from your location, call (604) 215-8110.
Bipolar Spectrum Disorder
Bipolar disorder, also known as manic depressive disorder, manic depression or bipolar affective disorder, is a psychiatric diagnosis that describes a category of mood disorders defined by the presence of one or more episodes of abnormally elevated mood clinically referred to as mania or, if milder, hypomania. Individuals who experience manic episodes also commonly experience depressive episodes or symptoms, or mixed episodes in which features of both mania and depression are present at the same time. These episodes are usually separated by periods of "normal" mood, but in some individuals, depression and mania may rapidly alternate, known as rapid cycling. Extreme manic episodes can sometimes lead to psychotic symptoms such as delusions and hallucinations. The disorder has been subdivided into bipolar I, bipolar II, cyclothymia, and other types, based on the nature and severity of mood episodes experienced; the range is often described as the bipolar spectrum.
Strategies for the Classroom
Kids who suffer from bipolar disorder will cycle very quickly from angry and irritable behaviour to giddy and unrealistic grandiosity. Unlike adults with Bipolar Disorder, children can sometimes experience severe mood swings several times a day.
For this reason, it is very difficult for the bipolar child to perform well at school and maintain meaningful friendships with their peers. Teachers may be able to intervene and respond effectively to these emotions in the classroom by using these suggested strategies.
Identify and Lessen Extreme Mood Triggers
Teachers should record any events, food, or situations in the classroom that seem to cause the behaviour of a student with bipolar disorder to worsen. If the student seems to become irritable after eating a food high in sugar, or when engaged in play with a particular student, these pairings should be avoided in the future.
Develop a Classroom Plan for Disruptive Behaviour
Make sure that there is a team of school personnel that can be called upon in times of crisis and violent outbursts. Create an intervention plan that can be engaged during these potentially dangerous episodes. The plan may include the following:
• A place within the classroom for student to go in order to calm down
• A list of items that will soothe the child (music, stress ball, etc.)
• Contact name or number of school councillor for help
• A place outside the classroom for disruptive student to go
• Cool down processes that seem to be effective for the child (counting, imagining a happy place, etc.)
The teacher must keep instructions simple and structured. Work in group situations is useful but needs to be watched diligently. The teacher must pair this student with a positive role model to act as a mentor and an example of positive behaviour.
Facts:
• Bipolar disorder affects 1% of the population
• The first major depression usually occurs during a person’s 20’s
• Depression is 4 - 5 times higher in people between ages 18 - 44
• If untreated, 20% of depressive episodes can last for up to two years
Emotional and Behavioural Disorders - Anorexia Nervosa
ReplyDeleteA. Annotated Bibliography:
1. http://www.medicinenet.com/anorexia_nervosa/article.htm
This website is a great source of information on anorexia nervosa. It offers insight to different causes of anorexia nervosa and includes signs and symptoms (psychological, physical and emotional). It also discusses various forms of treatment.
2. http://student-health-issues.suite101.com/article.cfm/eating_disorders_101
This website is pretty basic, covering eating disorders in general. what was interesting is how it discusses how to identify eating disorders in teens and adults and how they differ.
3. http://www.healthywithin.com/for_teachers.htm
Healthy Within is a great source for teachers and provides tips on how to better educate their students about eating disorders. It has a section focusing on how to deal with the student's family who may be in denial themselves. It also has questionnaires that can assist on assessing whether a student has an eating disorder.
4.http://www.womenshealth.gov/FAQ/anorexia-nervosa.cfm
An interesting section of this website discusses the affects that eating disorders like anorexia nervosa have on women's bodies and more particularily how it may affect reproduction and the harm it can have to pregnant mothers and the baby.
5. http://www.canadadrugrehab.ca/Eating-Disorder-Treatment.html#BCeating
This web link is a directory to numerous contact agencies and support groups for eating disorders and drug rehab throughout canada.
B. Contact Agencies and/or Support Groups
1.Richmond Eating Disorders Clinic
120 - 7000 Minoru Blvd,
Richmond BC V6Y 3Z5
Tel: (604) 279-7077
Note: The clinic serves Richmond residents 17 years of age and older who are struggling with a diagnosis of anorexia and/or bulimia nervosa. A referral from a family physician is required. Referral forms can be obtained through CHIMO Crisis Services. Clinic Hours are Thursdays 8:00am - 11:00am.
2. B.C. Children's Hospital - Eating Disorders
Box 156 - 4500 Oak Street
Vancouver BC V6H 3N1
Phone: (604)875-2200
Note: An eating disorders program for children and adolescents delivered through the Children's and Women's Health Centre in Vancouver, British Columbia.
3. BC Eating Disorders Help Line toll-free at 1(800)665-1822
4.Eating Disorder Resource Centre of British Columbia
P3-302 - Mental Health Building
4500 Oak Street
Vancouver BC V6H 3N1
Phone: (604)875-2084
Toll-free: (800)665-1822
Note: A non-profit information, referral and education service that works to address the problems of people with eating disorders and their families, friends and concerned health professionals.
C. Specific Characteristics Associated with Autism Spectrum Disorders
ReplyDeleteAnorexia nervosa is an eating disorder that results in extremely low body weight and body image distortion to the point that a person will actually fear gaining weight. Anorexia nervosa is a disorder that manifests emotionally and behaviourally, as well as, physically and psychologically.
Ways to identify Anorexia Nervosa:
Emotional:
- depression
- low self esteem
- extreme mood swings
Behavioural:
- attention decreases
- compulsive exercise
- sleeping habits may be disturbs causing fatigue during the day
- exhibit antisocial behaviours
- substance abuse
- may diliberatly hurt themselves
Physical:
- extreme loss of body weight
- thinning hair
- dry flaky skin
- yellow skin (due to kidney problems)
- hair growth on arms, legs, back and face
- brittal finger nails
- tooth decay
- stunted growth
- constipation
Psychological:
- can lead to Obsessive Compulsive Disorder (OCD)
- can cause mood, anxiety or personality disorders
- perfectionism
- lowered sense of self worth
D. Curricular Modifications and Adaptations for Students with Anorexia Nervosa
Teachers are often one of the first people to notice if a student has an eating disorder like Anorexia nervosa so being familiar with the warning signs is vital.
Ways Teachers can help students with Anorexia Nervosa:
1. pay close attention to the students eating habits at school to see if they are skipping or dumping meals
2. contact student's parents to see if they are skipping meals at home as well.
3. notify school counsellors and physicians
4. refer them to a psychologist
In the classroom, teachers need to teach the students to respect one another. Make sure to punish students who tease others about their weight appropriately. Teachers can also design a lesson plan on the influence of media on body image, while stressing the importance of healthy eating.
PE teachers need to be aware that fainting is common for students with anorexia nervosa especially when they are participating a physically demanding task. PE teachers could also incorporate a healthy eating section in their lesson plans where they can discuss various eating disorders and stress the importance of eating healthy.
Emotional and Behavioral Disorders (EBD)
ReplyDeleteSpecific Topic: Behavioral Disorders
By Suma Rehman Secondary Science (Biology)
ANNOTATED BIBLIOGRAPHY
a) http://en.wikipedia.org/wiki/Emotional_and_behavioral_disorders
This is the Wikipedia site for Emotional and Behavioral Disorders. This site does not give very much information about EBD’s but does give many teaching strategies. It covers a wide range of strategies displayed in an easy-to-read format.
b) http://www.kidsbehaviour.co.uk/IdentifyingAndDiagnosingBehaviouralDisorders.html
This site specifically targets the identification and diagnosing of behavioral disorders. It has great information about this particular aspect of behavioral disorders but does not provide much information about other aspects, such as strategies to help a student who has a behavioral disorder.
c) http://www.as.wvu.edu/~scidis/behaviour.html
This site provides an abundance of strategies to deal with students who are diagnosed with behavioral disorders. For a teacher working with a child with a behavioral disorder, this site would be extremely helpful as it is easy to follow and specific to providing strategies.
d) www.nlm.nih.gov/medlineplus/childbehaviordisorders.html
This site is thorough and easy to navigate. It has sections for basic information (news, diagnosis, treatment) as well as research articles and extra resources. This site links to many other relevant sites as well.
2. CONTACT INFO
a) Vancouver Coastal Health Authority/ Provincial Health Authority
Sunny Hill Health Centre for Children
3644 Slocan Street
Vancouver, BC
V5M 3E8
Phone: 604 453-8300
Fax: 604 453-8301
b) Vancouver Community Mental Health Services (VCMHS)/
Vancouver Coastal Health Authority (VCHA)
Administrative Office
200-520 West 6th Avenue
Vancouver, BC
V5Z 4H5
Telephone: 604-874-7626
Fax: 604-874-7661
c) Fraser Health Authority
Fraser Health Assessment Network
2nd Floor, 9460 - 140th Street
Surrey, BC
V3V 5Z4
Phone: 604 587-4290
3. DIAGNOSING + HOW TEACHERS CAN IDENTIFY BEHAVIORAL DISORDERS
Identifying behavioral disorders can be challenging because all children behave inappropriately at times. Although the diagnosis must be made by a professional, listed below are certain things to look out for:
*temper tantrums
*disobedience
*intentional vandalism
*intentional aggravation
*blaming others for own faults
*lying
*running away from home or skipping school *assaulting
*bullying
*anger issues
A professional diagnoses a child by assessing the behaviors the child engages in, how often the child engages in these behaviors, and the intensity of the behaviors.
4. TEACHING A STUDENT WITH EBD
ReplyDeleteGeneral Tips:
*Have a routine
*Warn the student early of potential changes to routines
*Set logical consequences that correspond directly to the behavior
*Teach student to deal with issues, that normally cause behavior, appropriately
*Smaller groups are more easier to work with for a student who is diagnosed with EBD
*Differentiate instruction
*Have a calm spot - a spot where the child can refocus
*When assigning homework/assignments, give the student choices/alternatives
In a science classroom, let alone any classroom, if a behavioral disorder does show up it can have significant impacts. Below I will illustrate ways to enhance different aspects of teaching in a science classroom.
Lab work:
Because having a routine is quite essential when working with a child who is diagnosed with a behavioral disorder, labs can come as a shock. Labs are a major break in routine. A good way to deal with this would be to demonstrate the lab beforehand numerous times and have all equipment and procedures organized in an easy-to-understand format in order to avoid any frustration labs can potentially cause.
Learning concepts:
The key to learning concepts is to implement strategies of differentiated learning. It is vital that the student feels successful, hence making accommodations would be necessary. Also, instruction in smaller groups, if possible, would also prove to be a good strategy. The more people, the more distractions.
Group work:
Group work can be challenging as a student who exhibits a behavior can be disruptive, which in turn can cause him or her to isolate themselves. It is important to have a facilitator in a group setting, preferentially someone who is trained to handle behaviors. Another good strategy would be to put the student in the same group each time to avoid break in routine, as well as have the student work with students who understand the situation.
5. INTERESTING FACT
Celebrity dancer Karina Smirnoff has a behavioral disorder called ADHD.
Part #1
ReplyDeleteEmotional and Behavioral Disorders
Severe Depression (Chapter 6 ) Sept 29
Canadian Mental Health Association http://www.cmha.ca/bins/index.asp Describes Canadian public policy on mental health. Offers a support center with programs and services, discussion groups, and resources. Definitions of various disorders, as well as media coverage and events.
Help Guide. org: Teen Depression http://helpguide.org/mental/depression_teen.htm web site offers definitions and symptoms for Teen Depression Disorder. Outlines detailed methods of coping and communicating with teens, very practical and helpful resource.
Merck Online Medical Library http://www.merck.com/mmpe/sec19/ch300/ch300e.html Discusses Depressive Disorders in children and adults. Offers suggested symptoms and signs, discusses treatment. Offers patient and family support, donations, forums and advocacy.
Mood Disorders Society Canada http://www.mooddisorderscanada.ca/ A national, not for profit, consumer driven, voluntary health charity. Connects health workers, patients and families with dealing with depression, bipolar illness and other associated mood disorders.
TEENAGE DEPRESSION & SUICIDE - A Resource List http://www.thekeltyfoundation.org/depression-resources.htm Hosts various links to useful Canadian sites pertaining to teenage depression.
Local Contact Info:
B.C. Mental Health and Addiction Services
Child & Adolescent Programs & Services Contact Information:
Kelty Resource Centre Mental Health Building 2 BC Children’s Hospital Site Room P3-302 – 4500 Oak Street Vancouver, BC V6H 3N1
Local Phone: 604-875-2084 Fax number: 604-875-3688 Toll Free: 1-800-665-1822 E-mail: keltycentre@bcmhs.bc.ca www.bcmhas.ca/keltyresourcecentre
B.C. Mental Health and Addiction Services
Part #2
ReplyDeleteAdolescent Psychiatric Inpatient Unit http://www.bcmhas.ca/ProgramsServices/ChildYouthMentalHealth/ProgramsServices/AdolescentPsychiatricInpatientUnit/default.htm
Mailing Address: Adolescent Psychiatric Inpatient Unit BC Children’s Hospital Box 141 - 4500 Oak Street Vancouver, BC V6H 3N1 Contact Information: Phone: 604-875-2010 The Adolescent Psychiatry Inpatient Unit provides assessment and brief treatment to teenagers (12 through 17) who experience serious psychiatric symptoms such as psychosis, mood disorders, suicidal behavior, or anxiety states. The unit takes patients by referral only.
Characteristics
• Emotions—Children often feel sad, cry, or feel worthless.
• Motivation—Children lose interest in play activities, or schoolwork declines.
• Physical well-being—Children may experience changes in appetite or sleeping patterns and may have vague physical complaints.
• Thoughts—Children believe they are ugly, unable to do anything right, or that the world or life is hopeless.
Diagnosis Requires Clinical Evaluation.
Common symptoms include:
-A sad appearance
-Excessive irritability
-Apathy and withdrawal
-Reduced capacity for pleasure (often expressed as profound boredom)
-Feeling rejected and unloved
-Somatic complaints (e.g., headaches, abdominal pain, insomnia)
-Persistent self-blame
In some children with major depressive disorder, the predominant mood is irritability rather than sadness (an important difference between childhood and adult forms).
Other symptoms include anorexia, weight loss (or failure to achieve expected weight gain), sleep disruption (including nightmares), despondency, and suicidal ideation. The irritability associated with childhood depression may manifest as overactivity and aggressive, antisocial behavior.
Other mental disorders that can cause depressive symptoms (e.g., anxiety, bipolar disorders) must be considered. Some children who eventually develop a bipolar disorder or schizophrenia may present initially with major depression. Depression may also result from stressful or abusive social or home environment.
Modifications: For adolescents, usually antidepressants plus psychotherapy. Warning: some antidepressants increase risk of suicide in teens. Teacher/ Parents: Be understanding, encourage physical and social activity. Stay involved in treatment. Learn about depression. Offer support, be gentle but persistent. Listen with out lecturing. Validate feelings.
Emotional and Behavioural Disorders
ReplyDeleteAnnotated Bibliography:
Mental Health Canada
http://www.mentalhealthcanada.com/ConditionsandDisorders.asp?lang=e
This site is easily organized to find what you are looking for. A listing of different disorders allows you to find out more information about each. The site provides a specific delineation for some disorders: organizing depression for men from depression for women (for example). Very thorough information on each disorder. Allows you to easily search for a professional in your area.
Mood Disorders Society of Canada
http://www.mooddisorderscanada.ca/page/quick-facts
The most useful part of this site is the “Quick Facts” page- providing you with useful, introductory facts on mood disorders. ‘Consumer and Family Support’ page also had a good overview of the different disorders and resources to help accordingly.
Canadian Mental Health Association
http://www.cmha.ca/bins/index.asp
This site has a plethora of information on mental health. Particularly useful to us as teachers is a page on mental health problems for children. This has specific information on how children deal with family break-up, children’s fears and other children-specific problems.
Teen Mental Health
http://www.teenmentalhealth.org/
This sight is particularly useful to a secondary teacher as it is (as the name says) specific to teens. There is a page that pertains to ‘school mental health.’ It includes links handbooks for strategies and training for teachers.
Depression in Teenagers
http://www.depressioninteenagers.com/
An interesting, interactive site including “skate park” and “chill at the pond” as pages. Allows you to explore areas of depression from stress coping techniques to a maze that teaches you to spot symptoms of depression.
Contact Info:
Mood Disorders Society of Canada
3-304 Stone Road West, Suite 736 Guelph, ON
N1G 4W4
Tel: 519-824-5565 Fax. 519-824-956
Canadian Mental Health Association (CMHA)
Vancouver/Burnaby Branch
175 West Broadway
Vancouver, BC V5Y 1P4
Phone 604-872-4902
Info.vb@cmha.bc.ca
Youth at Risk of Suicide
Phone: (604) 872-3311 Toll Free: 1-866-661-3311 Hours: 24 hours TTY Service: (604) 872-0113 Toll Free TTY Service: 1-866-872-0113 Hours: 24 hours Web: http://www.crisiscentre.bc.ca E-mail: info@crisiscentre.bc.ca
Anxiety Disorders Association of Canada
514-484-0504
1-888-223-2252
Fax: Fax: 514-484-7892
Or by email:
Email: contactus@anxietycanada.ca
Specific Characteristics:
The following are symptoms of depression:
Frequent sadness, tearfulness, crying
Decreased interest in activities; or inability to enjoy previously favorite activities
Hopelessness
Persistent boredom; low energy
Social isolation, poor communication
Low self esteem and guilt
Extreme sensitivity to rejection or failure
Increased irritability, anger, or hostility
Difficulty with relationships
Frequent complaints of physical illnesses such as headaches and stomachaches
Frequent absences from school or poor performance in school
Poor concentration
A major change in eating and/or sleeping patterns
Talk of or efforts to run away from home
Thoughts or expressions of suicide or self destructive behavior
Modifications/Adaptations:
Early diagnosis and treatment are essential for depressed youth. If parents or teachers are unsure of the condition, a psychiatric examination can help to determine. Depression I and suicidal feelings are treatable mental conditions and are best to be diagnosed early. Teachers should be sure to be sensitive to noticing changes in student behaviour and suicidal threats should be taken seriously and brought to the attention of a professional. Work with the professional and the parents to determine what is the best form of action for the child. Create a safe environment for the student and be flexible (in terms of assignments and due dates) as needed
Katherine Dasler: PE and Social Studies
ReplyDeleteDepression
Annotated Bibliography:
Canadian Mental Health Association
http://www.cmha.ca/bins/index.asp?lang=1
The Canadian Mental Health Association is a nation-wide, charitable organization that promotes the mental health of all and supports the resilience and recovery of people experiencing mental illness. It includes information on many mental illnesses including depression. It provides information on how to get support with a links to programs and services, discussion groups and FAQs. It also lists media and events happening throughout Canada
Depression.com
http://www.depression.com/index.html
Depression.com is a website to inform people about depression. It provides information about understanding depression, including depression-related mood disorders, causes of depression and who gets depression. It also gives advice on how to treat depression, and how to live day by day with depression. The site also has links to web resources.
Canadian Mental Health Association – Mental Health and High School Curriculum Guide
http://www.cmha.ca/highschoolcurriculum/index.html
The Canadian Mental Health Association –Mental Health and High School Curriculum Guide: This site provides resources that are designed to support educators within Canadian secondary schools to address issues of mental health and mental illness in the classroom. The site is designed for educators who work with secondary school students across Canada. The site provides downloadable lessons on mental health that can be used in the classroom.
Centre for Addiction and Mental Health – Child, Youth, and Family Resources
http://www.camh.net/About_Addiction_Mental_Health/Child_Youth_Family_Resources/index.html
Center for Addiction and Mental Health is Canada’s largest mental health and addiction teaching hospital. It combines clinical care, research, education, policy development and health promotion to help transform the lives of people affected by mental health and addiction issues. The site has links providing information on mental health. It also has information on education and courses you could take as well as links to research and media and events that are happening.
Teen Depression
http://www.teendepression.org/index.html
Teen Depression is a site designed for troubled teens or parents of teens. It offers information on teenage depression, issues and other teen problems. It list information on how to prevent teen depression, types of depression, how to deal with depression and warning signs of depression. The site also provides a lot of information describing depression and how to get help.
Contact Agencies:
The Depression Group
Delta Hospital
5900 Mountain view Boulevard
Delta, B.C., V4K 3V6
Phone: 604-946-1121
Mood Disorders Association of British Columbia
202-2250 Commercial Drive,
Vancouver, B.C.,V5N 5P9
Phone: 604.873.0103
Email: info@mdabc.net
Canadian Mental Health Association: BC Division
#1200 – 1111 Melville Street
Vancouver, B.C., V6E 3V6
Phone: 604-688-3234
Mood Disorders Association of British Columbia
202-2250 Commercial Drive,
Vancouver, B.C., V5N 5P9
Phone: 604.873.0103
Email: info@mdabc.net
Characteristics of Depression:
ReplyDeleteDepression is a "whole-body" illness, involving your body, mood, and thoughts. It affects the way you eat and sleep, the way you feel about yourself, and the way you think about things. There are different types of depression which are distinguished by their prevalent features, duration and severity of symptoms. Without treatment depression can last for weeks, months, or years. Some of the symptoms of Depression are as follows:
•constant feelings of sadness, irritability, or tension
•decreased interest or pleasure in usual activities or hobbies
•loss of energy, feeling tired despite lack of activity
•a change in appetite, with significant weight loss or weight gain
•a change in sleeping patterns, such as difficulty sleeping, early morning awakening, or sleeping too much
•restlessness or feeling slowed down
•decreased ability to make decisions or concentrate
•feelings of worthlessness, hopelessness, or guilt
•thoughts of suicide or death
Curricular Modification and Adaptations
In a classroom I would make sure to take an interest in the student and show them that I care about their learning and success. I would make sure to include the student in all activities and possibly have a specific assigned buddy system so the student feels included. I would always use positive feedback and reassurance to the student about their academic performance. I would make the classroom an area where the student feels welcomed and accepted by creating a safe and respectable environment. I would also talk with parents and other teachers about the student and ask for advice on any strategies. Also I would monitor any behaviour changes and contact parents or administration and suggest treatment options if necessary.
Keli Wright – Visual Arts
ReplyDeleteAnorexia Nervosa
1. Annotated bibliography:
http://www.bced.gov.bc.ca/specialed/edi/1.htm - BC Ministry of Education page on Helping Students with Eating Disorders. Good site with lots of information for teachers.
http://www.bcchildrens.ca/Services/ChildYouthMentalHlth/ProgramsAndServices/ProvincialSpecializedEatingDisordersProgram/default.htm - BC Children’s Hospital, Provincial Specialized Eating Disorder Program.
http://www.heretohelp.bc.ca/publications/factsheets/eating-disorders - BC Partners for Mental Health and Addictions Information. BC Partners work is funded by BC Mental Health and Addiction Services, an agency of the Provincial Health Services Authority.
2. Contact info:
Provincial Specialized Eating Disorders Program for Children & Adolescents
P3 - Mental Health Building
BC Children’s Hospital
4500 Oak Street, Box 156
Vancouver, BC
Canada V6H 3N1
Main Reception: 604-875-2010
Fax for referrals: 604-875-2099
Looking Glass Foundation for Eating Disorders
9504 Erickson Dr
Burnaby, BC
V3J 1M9
Email: info@lookingglassbc.com
Phone: 604-569-2262
Fax: 604-986-6011
Jessie’s Hope Society
11739 223rd Street
Maple Ridge, BC Canada V2X 5X8
Suite 400 - 601 West Broadway
Vancouver, BC V5Z 4C2
(604) 466-4877 or 1-877-288-0877 (toll-free in BC)
info@jessieshope.org
3. Details on identifying a student with anorexia nervosa: Eats very little, and usually only from a narrow selection of food considered “safe”, Pays a lot of attention to creating and maintaining records like meal plans and calorie journals, Hoards food. For example, hides food in a locker or knapsack, significant weight loss in the absence of any related illness, wears layers of loose fitting clothing to hide the body, isn’t involved in social activities and becomes immersed in highly physical, sets unrealistically high goals and constantly strives for perfection, demonstrates changes in behavior like increased activity levels, that weren’t previously associated with the student’s personality. Preoccupied with food. Conversations, school projects, artwork, etc. may revolve around food themes, has difficulty concentrating, appears indecisive, considers self “fat,” but does not appear to be so, obsessed with self-control. Appears anxious, depressed, angry, irritable, defiant, stubborn or displays intense mood swings, expresses feelings of inadequacy, worthlessness, anxiety and loneliness, appears to be withdrawn and appears isolated, inflexible and resists changes to routines. The student may expresses feelings of failure with less than perfect school grades/marks. Weight loss is noticeable, often over a short period of time. Appears unusually thin, with little muscle or fat, complains of ongoing stomach problems, muscle cramps or tremors, skin is unusually dry or scaly, and yellow or grey in colour, fine hair growth on face or body, dull, brittle or thinning hair. Student is always tired and complains about feeling cold.
4. Since students with Anorexia Nervosa are generally quiet, driven students there shouldn’t been any classroom modifications needed. But teachers should try to provide a supportive and safe learning environment, one that does not contribute to the student’s obsessive attention to food, weight gain or body image. If a teacher suspects a student has anorexia they should talk to the school counselor and anyone else in the school/district that should know. If the student has talked to the teacher about the issue, recommend talking with the counselor, parents or a professional but still be supportive. Also try helping the student set some realistic goals about their body weight.
ReplyDelete5. The student with an eating disorder may experience anxiety attacks and have very low tolerance for stress. Outward signs of irritability or agitation, tears, or sudden withdrawal are signs that the student’s stress level is rising. At this point, teachers should do whatever is needed to defuse the situation by treating the student as they would any other manifesting similar behaviours, e.g., permit the student to take a break, lie down, go for a walk.
EPSE 317 Emotional and Behavioural Disorders
ReplyDeleteAnorexia Nervosa
By: Sara Wang
1. Annotated bibliography:
a. http://www.lambtonhealth.on.ca/youth/anorexia.asp
Community Health Services. County of Lambton. Canadian Site. General overview on youth issues of anorexia nervosa.
b. http://www.bced.gov.bc.ca/specialed/edi/5.htm
BC Ministry of Education: Special Education – Teaching Students with Mental Health Disorders: Resources for Teachers: Eating Disorders – Anorexia Nervosa. Contains list of indicators and characteristics that relates to anorexia nervosa.
c. http://health.lifestyle.yahoo.ca/channel_section_details.asp?text_id=1097&channel_id=1014&relation_id=34461
Yahoo! Canada Lifestyle. Series of steps of treating anorexia nervosa.
d. http://www.heretohelp.bc.ca/publications/factsheets/eating-disorders
Here to help, A BC information Resource for Individuals and Families Managing Mental Health or Substance Use Problems. Fact Sheets on Eating Disorders and Body Image.
e. http://www.womenshealth.gov/FAQ/anorexia-nervosa.cfm
womenshealth.gov. The Federal Government Source for Women’s Health Information. U.S. Department of Health & Human Services. Frequently Asked Questions on Anorexia Nervosa.
2. Contact info:
Office Coordinator - Tricia Smith
Looking Glass Foundation for Eating Disorders
9504 Erickson Dr
Burnaby, BC
V3J 1M9
Email: info@lookingglassbc.com
Phone: 604-569-2262
Fax: 604-986-6011
Eating Disorders Program
BC Children’s Hospital
D4-4480 Oak Street
Vancouver, BC
V6H 3V4
604-875-2200
Fax: 604-875-2271
3. Anorexia nervosa is an eating disorder in which the person has obsessive fear of gaining weight while the person is characterized by extremely low body weight and body image distortion. Individuals with anorexia nervosa tend to excessively exercise, starve voluntary and drug usage in order to maintain low body weight.
Some indicators include:
Physical: Noticeable weight loss, brittle thin hair, unusually thin
Emotional: Low self-esteem, mood swings, depression, isolated, fear of weight gain
Cognitive: Consider self as fat but is not, belief of thinness is all that matters
Behavioural: Selective eating, hides food but avoids eating
4. Some strategies for teachers for supporting students with anorexia nervosa include:
- Talk to the students and their parents about their daily routine
- Be considerate of the students’ emotion on body image and weight
- Discuss in class on how weight and body image should not be made fun of
- Help the students to set a reasonable goal
- Encourage support within classroom and outside classroom from friends, family and counsellor
- Avoid awareness of self weight and self body image by avoid mirrors and avoid weighing
Gideon Lin - English and Social Studies
ReplyDelete1) BC Mental Health & Addiction Services
Riverview Hospital
2601 Lougheed Highway
Coquitlam, British Columbia
V3C 4J2
Tel. 604-524-7000; fax 604-524-7016
Email: feedback@bcmhs.bc.ca
Forensic Psychiatric Hospital
70 Colony Farm Road, Port Coquitlam, BC, V3C 5X9
Tel. 604-524-7700; fax 604-524-7905
Child & Adolescent Mental Health & Addiction Services
Mental Health Building
4500 Oak Street, Vancouver, BC, V6H 3N1
Tell. 604-875-2345, or toll-free (in BC only) 1-888-300-3088
BC Mental Health & Addiction Services, an agency of the Provincial Health Services Authority, provides a diverse range of mental health services to people across BC, including:
Specialized tertiary mental health treatment services for adults and children;
Forensic psychiatric services;
Research & knowledge exchange;
Mental health promotion.
2) Canadian Mental Health Association, BC Division
Address: Suite 1200 - 1111 Melville Street
Vancouver, BC V6E 3V6 Canada
Phone: 604-688-3234
Toll-free phone (BC only): 1-800-555-8222
Fax: 604-688-3236
General Emails: info@cmha.bc.ca
Staff Emails: See our staff contacts page
Website: www.cmha.bc.ca
The Canadian Mental Health Association (CMHA), a nation-wide, volunteer organization, promotes the mental health of all, and supports the resilience and recovery of people experiencing mental illness. CMHA accomplishes this mission through advocacy, education, research and service.
We are working toward a future where...
Mental health has the same priority as all other matters in public policy and in the allocation of resources
There is no longer any societal stigma attached to any form of mental illness or to those who live with a mental illness
CMHA's Framework for Support is the accepted guiding model in the formulation of public policy and the provision of care
Communities encourage and support the creation of environments where nurturing of healthy minds and attitudes is an accepted ongoing priority
Support and assistance is provided in an appropriate, dignified and timely manner to all those who are experiencing a mental illness
Families and caregivers receive effective support in their important role in the provision of assistance to those in need of mental health care or help
We are committed to providing an environment that is free from racism, prejudice, discrimination and harassment. We strive to reflect the entire community in our structure (volunteer and staff) and to promote equal access to the services we provide.
3) Greater Vancouver Mental Health Service Society
VCMHS (Vancouver Community Mental Health Services) (604-874-7626)
Administrative Office
200-520 West 6th Avenue
Vancouver, BC
V5Z 4H5
Provides assessment, rehabilitation, and specialized services to adults and older adults with serious mental illness, and to children and youth with serious behavioural/emotional disorders, living in Vancouver. Emergency, residential, and specialized services, including home-based services, are also available. Office hours are 8:30 am to 5 pm Monday to Friday. Services are listed below under the following headings: mental health teams, specialized services, specialized services for adults, specialized services for children, specialized services for children and youth, specialized services for youth, and specialized services for youth and adults.
4) The F.O.R.C.E. Society for Kids Mental Health
ReplyDeletePhone: 604-878-3400
Email: theforce@bckidsmentalhealth.org
Mission Statement
To promote and influence change in intervention and equality of care in children's mental health.
Vision Statement
All families receive the appropriate care, support and resources needed for their children's mental health.
Privacy Statement
The F.O.R.C.E. Society for Kids Mental Health is committed to protecting the privacy of people whose personal information is obtained through responsible information management practices. Any personal information provided to The F.O.R.C.E. will only be used by authorized staff to fulfill the purpose for which it was originally collected, or for a use consistent with that purpose unless you expressly consent otherwise. We do not disclose your information to other public bodies or individuals.
5) Vancouver Island Health Authority Mental Health and Addiction Services
MAIL
Administration
Eric Martin Pavilion
2334 Trent Street
Victoria, BC V8R 4Z3
PHONE
(250) 370-8408
FAX
(250) 370-8578
VIHA's Adult Mental Health and Addiction Services offers a range of services from short-term crisis intervention to rehabilitation and housing and many options in between.
Our priority is providing appropriate accessible services for adults with serious mental illness and/or addictions. We provide services in the context of a wider support network including other government agencies, aboriginal health organizations, community partners, public agencies, friends and families.
Students with Emotional and Behavioural Disorder:
ReplyDeleteRoutine: Provide a structured routine with visual time clock. Auditory sound cues may be helpful in addition to visual cues to help students manage their time efficiently. Post schedule and refer to schedule on regular basis. Routines may take 6-8 weeks to establish or even more for this population of students.
Changes in Routine: Convey any changes of routine to students as soon as available. The sooner students are aware of changes the more time students have to adjust to the new routine.
Classroom Jobs Chart/Classroom Order Chart: Classroom jobs offer an opportunity for student to show responsibility. In order to ensure success, make sure students have an opportunity to experience every job. One suggestion is having a chart with each students name and according job. Every week rotate the jobs. The list can double as the order in which students line up or choose preferred activities. Students with EBD classification tend to be competitive and need specific procedures informing the order students line up and choose activities.
Logical Consequences: Students must fix what they break. If a student pushes over a desk, he or she must pick it up. If a student runs in the hall, she must practice walking the correct way. If the student talks during the lesson, student must make up the work on his time. Be consistent with consequences so students know what is expected of them.
Target Behaviors: After taking data on students observable behavior, determine which behavior or behaviors to direct attention. Work with student to develop a plan to replace undesirable behavior with a more suitable behavior. If student throws desks and pencils when angry, have student work on communicating anger to an adult or trusted peer and how to be assertive without being aggressive.
Small Flexible Grouping: Students with EBD may have difficulty establishing relationships with peers. Abusive language and other behaviors may interfere with learning. Smaller groups decrease distractions and student-to-teacher ratio. Differentiation of instruction is more manageable with smaller groups.
Audience: During a serious behavior episode, the most effective strategy may be to remove the audience. The audience typically is other peers but may be other adults. The audience can be removed by moving the student if he or she is willing. However, moving the audience may be necessary in some cases. Develop a procedure with your class which will function as an "everybody out" drill. Behaviors amplified with an audience may be reduced or complete stopped when an audience is removed.
Calm spot: Have a designated area of the classroom for students to calm down. This spot can be used pro actively to prevent behaviors. Alternatively, the spot may be used after a behavior occurs to give the student a chance to refocus.
Choices: Students may frustrate easily when doing work. Giving students an option of when to complete the work is a powerful tool. For example, a teacher may say, "You need to get this done today. Would you rather do it now or during your free time?"
Meena Mangat (English)
ReplyDeleteAnorexia Nervosa:
Annotated Bibliography: (Part 1)
http://www.medicinenet.com/anorexia_nervosa/article.htm
This website gives a detailed overview of anorexia, with up to date articles which are all easy to navigate. The first page has overviews of, “what is anorexia nervosa”, “who is at risk?”, “what causes anorexia”, “how is anorexia diagnosed”, etc... I would recommend this website for someone who is absolutely unknowledgeable about the condition, because there is a great, solid overview.
http://www.bced.gov.bc.ca/specialed/edi/5.htm
This website is from the British Columbian government, and it is specifically for teachers. It is a resource from where we can obtain the information of how to see if a student is possibly suffering from the disorder. Essentially, it outlines the high occurrence of anorexia amongst teens in high school, while outlining possible signs to look out for, which could show if a student is possibly struggling. The ‘signs’ are quite detailed, covering behavioral, cognitive, affective, and physical symptoms. It also writes about ‘distinguished characteristics’, which could further help the teacher make an educated assumption about his/her student and if in fact they are suffering from such a disorder.
http://www.cln.org/themes/eating.html
This website is very important. Essentially, it is a “theme page” of various resources which address the many facets of the condition. There is an overview, resources to a program called “dying to be thin”, which can be shown in classes, counseling outlets, symptoms to watch out for, etc...
http://www.nedic.ca/
This is a great Canadian resource, from where teachers, students, parents have the option of overlooking, with options of local aid. The website outlines ways in which you could get involved, how you may educated yourself/others, a newspaper to subscribe to, as well as a ‘resource library’, which has numerous links to articles, books, and neighbor websites.
http://www.health.nsw.gov.au/mhcs/publication_pdfs/6425/DOH-6425-ENG.pdf
This is a PDF resource, which although directed towards parents, is also very helpful for teachers. With that being said, it is a resource which teachers can extend to parents, who have a child that is dealing with the condition. Essentially, it is a fact sheet for parents, with contacts for how to deal with the disease, what to do if your child refuses help, etc...
Part 2, Local Resources
ReplyDeleteCanadian Mental Health Association, BC Division
Suite 1200-1111 Melville Street (Van, BC; V6E 3V6)
604-688-3234 (Toll Free: 1-800-555-8222)
info@cmha.bc.ca
Girls Support Group (Riley Park Community Centre)
50 East 30th Ave. (Van, BC: V5V 2T9)
604-257-8545
First Call First Call-BC Child and Youth Advocacy Coalition
202-1193 Kingsway (Van, BC: V5V 3C9)
604-874-9898
info@firstcallbc.org
Eating Disorder Parent Support Group
4480 Oak Street (Van, BC; V6H 3V4)
proles@cw.bc.ca
Part 3, English Teacher’s Identification Of Anorexia Nervosa In The Classroom
ReplyDeleteRegardless of teaching subject, or classroom, it is vital for teachers to take note of his/her students, in the most detailed possibility. It is important to take notes of trends: does the students always not bring their lunch? the student keeps losing weight...is there a pattern? the students seems to wear baggy clothes and seems to become more reclusive...again, is there a pattern? It is our role to ensure the safety of our students, and noticing patterns amongst them is a great way to maintain this safety.
Personally, I would dedicate lesson/curriculum time to teaching awareness of such conditions. Moreover, I would hold discussions of media pressures and the try my hardest to expose the excess of the celebrity and model/fashion industry. It is easy to view facades as reality, so I think it is important and effective to expose the tricks of the fashion/celebrity industry, as well as promote healthy and responsible role models. Either way, discussion is key.
Part 4, Bend the Media to be Positive.
ReplyDeletehttp://www.youtube.com/watch?v=iYhCn0jf46U
This is a youtube video which is made by the DOVE company, as a part of their campaign for ‘real beauty’. It is a 1:14 clip which shows a young model go through the process of makeup, hair extensions, airbrushing tactics, and lighting enhancements, before the ‘finished product’ is placed in a magazine. Although this is a clip, I think the message is strong and effective. It could serve as a hook before opening the floor to a discussion. It is definitely something I would utilize.
Moreover, there are many young celebrity figures who have openly admitted to batting anorexia. I would use their stories as places to find inspiration for the young students in my class. Again, it is about encouraging realistic role models over idealistic and unreal beauty.
Emotional and Behaviour Disorders
ReplyDelete1. Annotated bibliography:
A. http://www.cmha.ca/bins/index.asp
This is a general website for those with mental health disorders and professionals. The site provides specific information on mood disorders, anxiety disorders, eating disorders, attention deficit disorders, schizophrenia, suicide, psychosis, youth and self injury, violence and mental illness, employment and mental illness, education and mental illness, and men and mental illness. It also offers additional resources such as programs, support networks, and discussion groups as well as current research.
B. http://canmat.org
This is the Canadian Network for Mood and Anxiety Treatments website that provides various workshops, where to find help, and glossary of terms. It is a federally incorporated academically based non profit research organization linking healthcare professionals from across Canada.
C. http://www.camh.net
This is the Centre for addiction and mental health site which is Canada’s largest mental health and addiction teaching hospital. It provides combination of clinical care, research, education, policy development and health promotion to help transform the lives of people affected by mental health and addiction issues. It offers information and resources including services, treatment, and books.
D. http://www.behaviordisorder.org/
This is a website where the behaviour disorders are divided into age group; child, teen, and adult. This offers information on behaviour disorders, conduct disorders, and other behaviour problems. There are lots of articles about the warning signs, treatments and statistics on behaviour issues to educate the parents, and teachers.
E. http://www.teenmentalhealth.org/
This website provides information and resources for teens, families and educators. There are resources for educators to be used in the classroom which are really practical for us to use such as educational projects, school mental health, training programs, and virtual library. It also has links to blogs for the students to be honest with their symptoms and share their concerns.
2. Local contact info:
Canadian Mental Health Association
BC Division
#1200 – 1111 Melville Street
Vancouver, BC
V6E 3V6
Phone: 604-688-3234
Fax: 604-688-3236
BC Mental Health and Addiction Services
2601 Lougheed Highway
Coquitlam BC
V3C 4J2
Phone: 604-524-7000
Vancouver Coastal Health – Centre for Concurrent Disorders
255 East 12th Ave
Vancouver, BC
V5T 2H1
Phone: 604-255-9843
Fax: 604-251-4579
Mood Disorders Association of British Columbia
202-2250 Commercial Drive,
Vancouver, BC Canada V5N 5P9
Phone: 604.873.0103
Fax: 604.873.3095
Email: info@mdabc.net
3. Emotional and behavioural disorders (EBD) is used commonly in educational settings, to group a range of more specific perceived difficulties of children and adolescents. If you or someone you know develops the symptoms of mental illness, it is important to get it diagnosed and to start treatment as soon as possible. Mental illness is common and statistics show that one in every five Canadians will have a mental health problem at some point in their lives. The question about whether a child needs help should not depend on whether he or she has a diagnosis. A problem does not disappear simply because it is not severe enough to meet the criteria for a diagnosis. Parents should insist on a list of specific written recommendations for how to help their child as a result of any evaluation. There are lots of examples of emotional and behavioural disorders from DSM-IVR diagnostic criteria; adjustment disorders, anxiety disorders, obsessive-compulsive disorder, post-traumatic stress disorder, selective mutism, attention deficit/hyperactivity disorder, oppositional defiant disorder, conduct disorder, anorexia nervosa, bulimia nervosa, bipolar disorder, major depressive disorder, autistic disorder, schizophrenia, and seriously emotionally disturbed.
ReplyDelete4. It will be helpful to provide a structured routine with visual time clock for the children with EBD. Also auditory sound cues may be helpful in addition to visual cues to manage their time efficiently. Convey any changes of routine to students as soon as available. The sooner students are aware of changes the more time students have to adjust to the new routine. If the students break something, let them to fix what they have broken. If a student pushes over a desk, he or she must pick it up. If a student runs in the hall, she must practice walking the correct way. If a student talks during the lesson, student must make up the work on his time. As teachers, we need to be consistent with consequences so students know what is expected of them. As students with EBD may have difficulty establishing relationships with peers, give them smaller group activity as it decreases distractions. Also differentiations of instruction are more manageable with smaller groups. Students with EBD may frustrate easily when doing work. Giving students an option of when to complete the work is a powerful too.
Colin Brown (PE, Social Studies)
ReplyDelete97651079
317
http://www.counsellingbc.com/information/depression.html
Counseling BC is a great website which joints information for both professionals and the general public on depression. It also provides a good source for finding professionals if you are someone who may have depression.
http://www.mentalwellnessbc.ca/
More generally, the Mental Wellness center allows for individuals to locate local resources on different aspects of maintaining mental health. The website and association also provide an option to pick and sponsor a child to pursue higher education.
http://www.cmha.bc.ca/resources/bc_resources/deptreat
The Canadian Mental Health Association of BC is a great group that provides tons of resources for a range of mental health issues. Specifically for depression, the site offers information, stress tests, journals and a range of names and numbers that people can call for additional information and assistance.
http://www.phac-aspc.gc.ca/cd-mc/mi-mm/depression-eng.php
The Public Health Agency of Canada is a great resource for people who are looking at solid definitions of depression. While not an extensive website, it does provide links to other organizations as well as references that people may investigate further.
http://www.cpa-apc.org/index.php
The Canadian Psychiatric Association was founded in 1951 and is the national voluntary professional association for Canada's 4,000 psychiatrists. The website offers a great resource for people looking to find a psychiatrist who might be able to help them, as well as locating various support groups and ways to reduce both workplace and home/school associated stress.
Canadian Mental Health Association: BC Division
#1200 – 1111 Melville Street
Vancouver, B.C., V6E 3V6
Phone: 604-688-3234
Mental Wellness BC
604-630-6865
Changeways Program UBC
The Changeways Program (604-822-7153) is a psychoeducational group program for clients recently discharged from inpatient care for depression and anxiety disorders. There are also other mental health services available at the hospital.
UBC Hospital, Detwiller Pavilion
2255 Wesbrook Mall
Switchboard: 604-822-7121
Aunt Leah's Independent Life Skills Society
Serves youth who have issues of depression, substance abuse, and low self-esteem. A one-to-one worker supports each youth by building trust, helping them deal with challenges, and assisting them to reconnect with community support.
5696 Imperial Street
Burnaby
604-433-1204
Youth at Risk of Suicide
Phone: (604) 872-3311 Toll Free: 1-866-661-3311 TTY Service: (604) 872-0113 Web: http://www.crisiscentre.bc.ca
E-mail: info@crisiscentre.bc.ca
3. Depression is a brain chemical imbalance which has been characterized by a sever alteration in a person’s mood- swinging to the ‘low’ end of the spectrum. While there are subtypes of depression (Melancholic, Atypical, Catatonic, Postpartum, and Seasonal Affective Disorder), it is still a very serious condition. A person experiencing depression typically has an inability to experience pleasure where they otherwise would have, a very low mood that invades all areas of their life that may ruminate over time. They typically becoming preoccumpied with feelings of worthlessness, regret, guilt, self-hatred, etc. Often, people with depression may experience levels of psychosis and are prone to delusions and sometimes hallucinations. Insomnia is also common, with a loss of appetite, weight loss, fatigue, headaches and digestive problems.
ReplyDelete4. Adaptations for students with depression in Physical Education may be different than other mental illnesses. For instance, exercise has been clinically proven to be a safe alternative to pharmaceuticals in minor cases, therefore students should be kept active as often as possible for as long as possible (although this is the objective of PE more generally). Instructions should remain simple, yet specific as to exactly what the teacher is expecting the class to do, and students should be given positive-specific feedback to let them know that they are doing things correctly and encouraged when they do not. There should be an emotionally safe environment in the classroom that does not highlight any students specifically unless they choose to volunteer for demonstrations. Teachers should also identify what may dramatically alter a students mood so that the activity may be changed or adapted in the future to prevent the poor mood from reestablishing itself. If the depressed student chooses to misbehave in class, there should be a specific set of rules established beforehand that the entire class agrees on, and if necessary, the individual student may meet with the teacher to discuss solutions and corrections if the student misbehaves.
Nadine Bouliane
ReplyDeleteVisual Arts/ English
Emotional and Behavioral Disorders:
Websites:
Mental Health Canada
http://www.mentalhealthcanada.com/ConditionsandDisorders.asp?lang=e
Informative website with specific information on particular disorders, i.e. depression, eating disorders, and bipolar.
Teen Mental Health
http://www.teenmentalhealth.org/
Offers some educational resources for teens and educators on mental health issues. Plenty of pamphlets, facts, multimedia presentations on a range of mental health issues in a “teen savy” format. An excellent resource provided through the site is the “Mental Health and Highschool Curriculum Guide” that addresses specific issues relevant to educators.
University of Kentucky’s educational resource site.
http://www.state.ky.us/agencies/behave/bi/ss.html#targetedintensive
Provides a suggested lesson plan format for adapting to EBD student needs and some excellent resources on social skills training and other issues.
Council for Children with Behavioral Disorders
http://www.ccbd.net/
Houses a number of useful articles and teacher resources on working with adolescents with EBD including social skills training, behaviour management and peer tutoring.
Wiki site from the University of Manitobahttp://ltc.umanitoba.ca/wiki/Strategies_for_teaching_students_with_behavioral_disorders--Part_1_(A11 This site includes a general overview of ESB characteristics, and a useful page of strategies for teaching students with behavioural disorders
Contact Information:
Mood Disorders Association of British Columbia
202-2250 Commercial Drive,
Vancouver, BC Canada V5N 5P9
Phone: 604.873.0103
Fax: 604.873.3095
Email: info@mdabc.net
Canadian Mental Health Association
BC Division
#1200 – 1111 Melville Street
Vancouver, BC
V6E 3V6
Phone: 604-688-3234
Fax: 604-688-3236
Specific Characteristics Associated with EBD/ Details on Identification:
Children with Emotional and Behavioral Disorders often present characteristics of various conditions. Typically, EBD is identified in children who display externalizing and/or internalizing behaviours. External behaviours are often disruptive, repeated behaviours that can include acts of aggression, non-compliance and other anti-social acts (i.e. vandalism, lying). Internalizing behaviours include anxiety and social withdrawal. This child may seem remote or detached.
Curricular Modifications:
Students with behavioural problems generally show low self-confidence, causing them to act out of line, making positive reinforcement important for confidence improvement.
Teachers and education specialists should do a thorough assessment of a child’s strengths and weaknesses after which they can implement a modified curriculum using similar material from the regular curriculum.
Expose students with behavioural disorders to other students who demonstrate the appropriate behaviours.
Pre-establish consequences for misbehaviour.
Determine whether the student is on medication, what the schedule is, and what the medication effects may be on his or her in class demeanour with and without medication. Then adjust the teaching strategies accordingly.
Use time-out sessions to cool off disruptive behaviour and as a break if the student needs one for a disability-related reason.
Students with EBD experience difficulty with academic achievement and are reported to have below-average achievement in content area courses, deficits in basic academic skills, and deficiencies in study skills such as note-taking and test-taking.
Students with EBD need effective instructional intervention in both academic and social skills areas. The IEP for students with EBD should reflect individualized goals and objectives that are academically and/or socially relevant.
Objectives should be clearly stated in terms of student outcomes or performance and students should be provided with opportunities to practice increasing responsibility and independence
This comment has been removed by the author.
ReplyDeleteMENTAL AND EMOTIONAL DISORDERS
ReplyDeletePosted by: Anna Mendoza .
Annotated bibliography:
1. http://cirrie.buffalo.edu/encyclopedia/pdf/en/emotional_disorders_in_children_and_adolescents.pdf
A concise encyclopedia overview of what emotional disorders exist in children and adolescents, and a basic description of diagnosis and treatments (both effective and ineffective).
2. http://www.ncbi.nlm.nih.gov/pubmed/2918063 Academic article about a 15-year scientific study that describes how learning disabilities contribute to emotional disorders. Done by the Dept. of Psychology at UVic. Title: "The Relationship Between Learning Disability, Emotional Disorders, and Neuropsychology; Some Results and Observations."
3. http://www.ctserc.org/library/bibfiles/classroom-behaviors.pdf Yes, it's from the U.S., but it's a useful manual of readable (28 pgs.) length describing how to conduct classroom interventions for students with behavioural and emotional disorders. Put out by the Connecticut State Department of Education.
4. http://www.bced.gov.bc.ca/specialed/sped_res_docs.htm
And here is our very own link to all the documents on Special Education put out by the Ministry of Education in B.C. It has documents on Adaptations and Modifications, Transition Planning, a number of disorders and exceptionalities, and guidelines about equipment/facilities/in-school support.
5. http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp
Organized overview of mental health and emotional disorders in children and adolescents, including Anxiety Disorders, Depression, ADD/ADHD, Conduct Disorder, Bipolar Disorder, and Anorexia/Bulimia
b. Addresses and phone numbers
AnxietyBC
103-237 East Columbia St.
New Westminster, B.C. V3L-3W4
Tel: (604) 525-7566
info@anxietybc.com
ADAC/ ACTA
P.O. Box 117
Station Cote St-Luc
Montreal, Quebec H4V 2Y3
Tel: 514-484-0504
1-888-223-2252
contactus@anxietycanada.ca
BC Mental Health & Addiction Services
Riverview Hospital
2601 Lougheed Highway
Coquitlam, B.C. V3C 4J2
Tel. 604-524-7000
feedback@bcmhs.bc.ca
Child and Youth Mental Health Policy Branch
(for general inquiries)
Ministry of Children and Family Development
PO BOX 9731 STN PROV GOVT
VICTORIA, B.C. V8W 9S1
Telephone: 250 387-9749
Email: MCF.ChildYouthMentalHealth@gov.bc.ca
Canadian Mental Health Association
Suite 1200 - 1111 Melville St.
Vancouver, B.C. V6E 3V6
Phone: 604-688-3234
Toll free: 1800-555-8222
info@cmha.bc.ca
c. Characteristics of mental and emotional disorders (from http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp)
ReplyDeleteThese include:
1) Anxiety disorders (the most common among 9-17 year olds): phobias, generalized anxiety disorder, panic disorder, OCD (Obsessive-Compulsive Disorder), PTSD (Post-Traumatic Stress Disorder)
2) Severe Depression--affects 2% of children and 8% of adolescents. They often feel sad/cry, lose interest in play and schoolwork, have erratic sleeping and eating patterns, or believe that they are worthless or that life is worthless
3) Bipolar disorder: exaggerated mood swings, from extreme highs (manic phases) to extreme lows (depression). During manic phases, they may talk nonstop, need very little sleep, and/or show poor judgment. During depressed phases, their symptoms are similar to depression. Adults with bioplar disorder (1% of people) often experience their first symptoms in adolescence.
4) ADHD: student is unable to focus attention and is often impulsive and easily distracted. Affects up to 5% of children. They have difficulty remaining still, taking turns, and/or keeping quiet.
5) Conduct disorder: little concern for others or the rules of society; destructiveness, lying, theft, aggression, arson, vandalism. Affects 1%-4% of adolescents.
6) Eating Disorders: Intense fear of gaining weight and inability to believe one is severely underweight, even if that is the case. Can be a life-threatening situation. Anorexia/bulimia affects up to 3% of teenage girls and a much smaller % of boys. People with bulimia binge-eat and then induce vomiting or use laxatives to prevent weight gain. Eating disorders can also go hand-in-hand with obsessive exercise.
d. Curricular modifications for students with mental/emotional disorders:
-Don't attempt to change or suppress behavior if student's personal problems continue to cause suffering to the student, deep inside (there's no point in making them smile or behave if they continue to suffer)
-Ask school psychologist for FBA: Functional Behaviour Analysis
-Emotional/behavioural disorders are not merely attention-seeking behaviours, so ignoring them will not help
-Report abusive family lies if you come across them
-If a student is acting out, or is being violent: look relaxed, make yourself seem nonthreatening (e.g. sit down), speak slowly and softly
-Do not try to stop a student from wrecking an object--your (and other people's) physical safety is more important that objects
-If restraining a student, two people can be more gentle than one; do not get into wrestling matches
-Try to find out where behaviour disorders come from, collaborate with experts, and do not put too much academic pressure on the student
f. Famous people with emotional/behavioural disorders:
-American poet Anne Sexton was sexually abused as a child and committed suicide at 46; she suffered from anorexia and depression
-Christy Henrich (gymnast) was told in 1988 by a U.S. judge that she had to lost weight to make the Olympic team. She died of organ failure as a result of anorexia at age 22. She weighed only 60 pounds (or 47? sources differ). Her death brought the problem of eating disorders and women's gymnastics to the spotlight.
-Ludvig Von Beethoven and Vincent Van Gogh are thought to have had bipolar disorder, and Van Gogh schizophrenia
Amanda Dunbar--Secondary English
ReplyDeleteEMOTIONAL AND BEHAVIOURAL DISORDERS: EATING DISORDERS
The Provincial Specialized Eating Disorders Program at the BC Children’s Hospital:
http://www.bcchildrens.ca/Services/ChildYouthMentalHlth/ProgramsAndServices/ProvincialSpecializedEatingDisordersProgram/default.htm
P3 - Mental Health Building_BC Children’s Hospital
4500 Oak Street, Box 156
Vancouver, BC
Canada V6H 3N1
Main Reception: 604-875-2010
Fax for referrals: 604-875-2099
This is the place to start any search for information on eating disorders in BC. The Hospital offers an in-patient program, and the website has links to other agencies around the province and country dealing with ED issues. It also has a bunch of downloadable and printable pamphlets with information for people with ED’s and their families and friends, as well as a list of other resources.
The National Eating Disorder Information Centre:
http://www.nedic.ca/
ES 7-421, 200 Elizabeth Street
Toronto, Ontario M5G 2C4
Telephone 416-340-4156
Fax 416-340-4736
Toll-Free 1-866-NEDIC-20 (1-866-633-4220)
Email -- nedic@uhn.on.ca
This is a Canadian non-profit society based out of Toronto that has, among other resources, FAQ’s for friends and families of sufferers of ED’s, as well as sufferers themselves. These are written in clear, age-appropriate language for their target audiences.
Kelty Resource Centre:
http://www.bcmhas.ca/supportcentre/kelty/default.htm
Mental Health Building 2
BC Children’s Hospital Site
Room P3-302 – 4500 Oak Street
Vancouver, BC V6H 3N1
Local Phone: 604-875-2084
Fax number: 604-875-3688
Toll Free: 1-800-665-1822
E-mail: keltycentre@bcmhs.bc.ca
This is a provincial resource centre under the BC Mental Health and Addictions Services. Its role is to connect families of children and youth with mental health issues with the appropriate services and resources. The website lists upcoming events and links related to a variety of mental health issues, including ED’s.
Jessie’s Hope Society:
http://www.jessieshope.org/
Email: info@jessieshope.org
This is a provincial non-profit organization. There’s a lot of information on the site about Provincial Eating Disorder Awareness Week, coming up in February, as well as links to resources for youth and those connected with them. The links section includes phone numbers for the various hotlines and helplines offered in BC.
Looking Glass BC:
http://www.lookingglassbc.com/
Office Coordinator - Tricia Smith
9504 Erickson Dr_Burnaby, BC
V3J 1M9
Email: info@lookingglassbc.com
Phone: 604-569-2262
Fax: 604-986-6011
This is a support and advocacy organization made up of families and friends of sufferers and former sufferers of ED’s. They have contact information for counselors specializing in disordered eating, as well as local support groups, and information about upcoming events. They also have links to girl-positive websites and organizations that we might refer students to. Looking Glass BC runs a summer camp for girls with ED’s.
The term “Eating Disorders” (abbreviated “ED’s”) encompasses Anorexia Nervosa, Bulimia Nervosa, Compulsive Overeating, and the behaviours entailed in all these conditions. ED’s, like addictions, often co-occur with depression and anxiety disorders. Warning signs include sudden changes in weight, demeanor or style of dress, tiredness, and other signs of anxiety. Those at highest risk for ED’s are girls with high needs for control. They tend to be perfectionistic overachievers, and may show signs of mild OCD. Regardless of personality type, girls involved in dance, gymnastics, figure skating and other similar pursuits are also at higher risk.
Classroom accommodations shouldn’t be an issue aside from the necessity for students to make up work due to absence for treatment. Students in residential treatment programs may need to have notes and assignments sent to them in hospital.
Annotative bibliography for Jonathan Hughes. (social studies focus)
ReplyDeletea) http://www.cmha.ca/bins/index.asp?lang=1
Canadian Mental Health Association. This is a solid nationally based site with good broad and general information concerning issues of mental health. Diagnoses and other relevant tool towards identifying symptoms are prevalent throughout. Furthermore, this site includes links to discussion and support groups to help those afflicted. Overall, a good resource for teachers and those who want to help or those who needs diagnostic tools for someone they are concerned about.
http://www.hc-sc.gc.ca/hl-vs/mental/index-eng.php
Health Canada. This site is more broad in scope and focus than the one previously listed and covers a greater range of health related issues. However, it does has lots of information on mental health issues and could prove to be a valuable resource for teachers. There are good resources and tools to help those with emotional and behavioral disorders.
c)http://www.teenmentalhealth.org/pros_ep.php
Teen mental health. This site is similar to the previous two as it does not have a profit motive and appears to be altruistic and good nature in its intentions; therefore, the resources are hopefully reliable. Furthermore, this site is geared specifically towards teenagers and, as a result, it is a fantastic resource for teachers as the issues of focus are teen specific.
http://helpguide.org/mental/depression_teen.htm
Like the previous site, this one is oriented towards teens and has good diagnostic advice for depression and other issues related to depression. The teen specific nature of the site makes it ideal for teachers. Overall, a great resource for educators.
http://www.mooddisorderscanada.ca
A nationally organized link for mood disorders. This site is a good resource and very broad in scope. However, it covers the country and more specific sites might be a better bet. However, this site can still prove useful for teachers and educators as their is ways to ascertain information to help out those afflicted.
Links
ReplyDeleteYouth at Risk of Suicide Phone: (604) 872-3311 Toll Free: 1-866-661-3311 Web: http://www.crisiscentre.bc.ca E-mail: info@crisiscentre.bc.ca Anxiety Disorders Association of Canada 514-484-0504 1-888-223-2252 Fax: Fax: 514-484-7892 Or by email: Email: contactus@anxietycanada.ca
Mood Disorders Society of Canada 3-304 Stone Road West, Suite 736 Guelph, ON N1G 4W4 Tel: 519-824-5565 Fax. 519-824-956 Canadian Mental Health Association (CMHA) Vancouver/Burnaby Branch 175 West Broadway Vancouver, BC V5Y 1P4 Phone 604-872-4902 Info.vb@cmha.bc.ca
Sunny Hill Health Centre for Children 3644 Slocan Street Vancouver, BC V5M 3E8 Phone: 604 453-8300 Fax: 604 453-8301
Characteristics
excessively angry
bullying
excessive anxiety
excessive fears
emotional instability
low motivation
lack of enjoyment
lack of engagement, or inappropriate engagement, with others
bullying
vandalism
self-harm
harming object or animals
blaming
Curricular adaptations
Very challenging to diagnose as some behaviors are acceptable unit a certain point. Once detected and identified students should be professionally diagnosed by a counselor and or a psychologist. Depending on the diagnosis the teacher will have to work with the education team to bring the best care possible to the individual. Each circumstance will be different and each curricular diagnosis will be different as well. For example, some students will be able to participate in class a normal with a watchful eye of the teacher while others will need special aids and may not be able to take part in regular classroom settings. Essentially, the curricular adaptations will depend on the level and and diagnosis of each individual student.
Anxiety/Withdrawal Disorder
ReplyDeleteTim Kwan
/Helpful websites/
http://www.nimh.nih.gov/health/topics/anxiety-disorders/index.shtml
National Institute of Mental Health website on anxiety withdrawal disorders which include symptoms, diagnosis and treatment. Offers a range of information that allows for the teacher to better understand the disorder.
http://www.cmha.ca/bins/content_page.asp?cid=3-94
Similar to the American site, Canada has a site that has similar symptoms and diagnosis but offers Canadian resources that can be helpful for local resoures about anxiety withdrawal.
http://bodyandhealth.canada.com/channel_condition_info_details.asp?disease_id=9&channel_id=11&relation_id=10899
Canada.com offers a less formal and more user-friendly informational page on anxiety disorder. This website could be helpful for those who might need to refer a parent to understanding anxiety disorders.
http://www.anxietytreatment.ca/socialphobia.htm
Canadian website that focuses specifically on effect methods and treatments to working with anxiety disorder. It is written in paragraph form almost like an essay but it isn’t. The treatment options are formatted in table form which allows one to quickly glance and understand the treatment options. For to more academic user this page offers many research links and sources so those who are studying this disorder can find more academic research and information.
http://www.anxietycanada.ca/
Canadian website that provides a lot of information and educational as well as treatment resources located here in Canada. What I like most about this site is the resources it has. It has brochures and pamphlets about anxiety disorders.
Local Resources
Similar to Anxiety Canada, this BC website offers local resources to help with this disorder.
AnxietyBC.ca
103-237 East Columbia St.
New Westminster, B.C.
Canada V3L-3W4
(604) 525-7566
Mental health resources that has a site and forum for those seeking help online. Also has a section for local resources and can be contacted directly from the following.
The BC Partners
c/o 1200-1111 Melville Street
Vancouver, BC
V6E 3V6 CANADA
(604)310-6789
Vancouver Coastal Health has a resource clinic for those seeking to deal with anxiety and withdrawal issues.
Anxiety Disorders Clinic
500-575 W. 8th Ave.,
Vancouver BC V5Z 1C6
/Symptoms/
A student with anxiety/withdrawal system may be pulling themselves out of activities in the classroom because of extreme self-consciousness, self-esteem issues and are often are unsure of themselves. Internalized behaviours can include withdrawal, fear and anxiety, sadness, depression, sensitivity. Externally the student may be avoiding social situations, may relieve themselves from classroom activities and instruction. The student may be caught out of place and off-task when called upon in class.
The student may stutter and have increased fidgeting when they become uncomfortable in the classroom. In extreme cases a student suffering from anxiety may have a panic attack which causes them to have a shortness of breath, chest pains, sweat a lot, shake uncontrollably, have nightmares, become dehydrated, become aggravated, and become hyperactive. There are many symptoms a student can experience if they have anxiety disorder. They key to identifying this disorder is that symptoms revolve around social situations.
continued...
ReplyDelete/Classroom Adaptations for EBD/
Use an award system for completion of work with EBD students. Student’s may rebel if they feel that the punishment for incompletion or off-taskness is unjustified. Using an award system could prevent this problem. Remain positive with the student even during tense times, this may increase the health of the relationship between the student and the teacher which can encourage positive behavior. Of course this will only work if the student is consciously acting out.
As a socials studies teacher, it is important to recognize that an EBD exists which the student has no control over. ADHD and withdrawal anxiety are things that should be seen as something that you will work with and try to overcome. It is not something that should be punished for which is why the reward system is great.
Keeping the classroom consistent and structured is important when it comes to rules. Students can be allowed more time to think about how to deal with certain activities when they know what they will be expecting.
A student with an EBD may feel aggravated if too many new instructions come at the same time. In terms of teaching direct instruction is a simple way to avoid confusion. When a consequence is needed, it is important to make sure that the consequence is logical and makes sense to the student.
Again, it is important that the student does not feel that they are at the whim of whatever the teacher says are the rules, but that they understand that they have control over their actions. Again, the reward system is good tool to use instead of consequences.
For anxiety/withdrawal students, it may be useful to create a less restrictive classroom environment that allows the student to feel that there is less social pressure in the classroom. Encourage the student to enroll in activities that they are proficient at and gradually challenge the students creativity based on their skills. This may build self-esteem and mainstream them to specialize in their talents instead.
Bullying should never be tolerated as it is a major contributor to self-esteem issues and anxiety. During classroom presentations and activities that the student participates in, it may be beneficial to have the student go first to relieve the student of the pressure of “expectation” that can build up as the student is waiting for their turn to present. The teacher should speak to the student and have a system that allows the student know when they will be picked to answer a question so the student won’t be caught off guard which may increase anxiety.
Causes of Emotional and Behavioural Disorders
ReplyDelete-Biological
-Psychoanalytical
-Behavioural
-Phenomenological
-Sociological/Ecological
What constitutes an emotional or behavioural disorder:
• Behaviour that goes to an extreme, that is significantly different from what is normally expected.
• A behaviour problem that is chronic and does not quickly disappear
• Behaviour that is unacceptable because of social or cultural expectations
• Behaviour that affects the student’s academic performance
• Behaviour that cannot be explained by health, sensory or social difficulties.
These children typically display aggressive/acting-out behaviours, social deficits, inadequate peer relationships, hyperactivity/distractibility, lying, cheating, stealing, academic deficits, language disorders, depression and anxiety.
Internalizing and Externalizing Behaviours
These children are vulnerable in the sense that unless there is a serious effort to intervene on their behalf, they are prone to experiencing problems throughout their childhood and more likely to experience unemployment and poor physical and mental health as young adults.
Clinical classification
- developmental disorders
- organic mental disorders
- schizophrenia
Quay and Peterson classification
- Conduct disorder
- Socialized aggression
- Attention problems- immaturity
- Anxiety/withdrawal
- Psychotic behaviour
- Motor excess
Effective Instruction
• Provide structure and predictable routines
• Establish a consistent schedule with set rules and consequences and clear expectations
• Structured and consistent classroom environment while emphasizing positive social interaction
• Positive teacher-student interactions with adequate praise and systematic responses to problem behaviours
http://www.naset.org/799.0.html
http://www.chsrf.ca/final_research/ogc/boydell_e.php
http://www.cps.ca/english/Advocacy/MentalHealth.htm
http://ca.dir.yahoo.com/Health/Mental_Health/Organizations/
http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp
http://www.mentalhealthcanada.com/ConditionsandDisordersDetail.asp?lang=e&category=70
http://www.education.mcgill.ca/heathresearchteam/works.htm
Connie Lam James - English
ReplyDeleteEmotional and Behaviour Disorders - Schizophrenia: Part 1
1)a http://www.schizophrenia.ca/heimEnglish1.htm
This particular webpage takes you to the Schizophrenia society of Canada. The site can prove helpful because it not only explains some basic facts about the disorder but also has links leading to other sites that explain the disorder in fuller detail. The site exists as support, intending to “improve” the quality of life for those who are affected by Schizophrenia. The site is a host for a myriad of education material and links for support. It also provides access to “A Future with Hope,” a newsletter for those who are affected by Schizophrenia.
b) http://www.schizophrenia.com/
This site also speaks of its support for those with Schizophrenia. It is mainly made up of links to other sites that address one or more specific aspects of living with Schizophrenia. The whole website is filled with a whole myriad of information and links to information ranging from first aid for those affected by Schizophrenia to Schizophrenia support groups. The site is a little confusing when first looked upon as it is so extensively filled however if browsed carefully, can be quite useful. There are also links to discussion forums as well as video blogs created by those who are affected by the disorder.
c) http://www.phac-aspc.gc.ca/mh-sm/pubs/schizophrenia-schizophrenie/index-eng.php
This particular website is a sector of the Public Health Agency of Canada however as the title suggests that it is a “handbook,” it provides quite an extensive amount of information. Like the other sites, a broad overview of the disorder is provided. However, the handbook is also dedicated much to families of those who have Schizophrenia as well. (“A Handbook for Families”) This can prove especially helpful for those who might live with people who suffer from Schizophrenia, listing things such as emergency procedures and even home care such as the patient refusing to take medication. The site also provides recent research about the disorder and support for the families as well.
d) http://www.mentalhealth.com/dis/p20-ps01.html
This site can prove helpful as it is full of useful scientific information about Schizophrenia. It is very informative of such aspects of Schizophrenia from symptoms to this disorder to treatment and even familial or biological patterns of the disorder. I found the site a little hard to navigate as the site lists its information without having separate links to relevant pages within the website. Instead, all the information is on the one page and there is no bar in order to jump to certain subject areas. However, the site does provide an extensive list of research (these are provided by links to other sites or articles). Though some of the information seems a little academic and very scientific, it can said that a person who really wishes to research the disorder for himself, herself or on behalf of a family member would find a lot of information embedded within this one site.
e) http://www.bcss.org/
This site is specifically relevant because it applies for those who live within British Columbia. Again, much like the other sites listed above, it provides a broad overview of Schizophrenia and its symptoms. There is a lot of online support for this website for those who suffer from Schizophrenia as well as family members who wish to learn more; this is done through blogs and forums on the website. This site is particularly relevant to those in BC as there are many events listed that are local, with some involving information specific towards children.
Connie Lam James - English
ReplyDeleteEmotional and Behaviour Disorders - Schizophrenia: Part 2
2) Contact Information:
a)British Columbia Schizophrenia Society
Provincial Office
#201 – 6011 Westminster Hwy. (at Number 2 road)
Richmond, B.C. V7C 4V4 Canada
Email: bcss.prov@telus.net
Phone: 604.270.7841
Toll Free: 1.888.888.0029
Fax: 604.270.9861
b) You can reach the Family Support Centre
by phone or fax at 604-926-0856
or by email: info@northshoreschizophrenia.org
Our office and the Family Support Centre are located at:
205 - 1865 Marine Drive, West Vancouver, BC V7V 1J7
3) Some sites listed that signs of Schizophrenia can be detected of people with the disorder at an early stage. The list of symptoms is extensive but can involve social withdrawal or indifference, deterioration in social relationships, inability to concentrate or make decisions, deterioration in personal hygiene, a peculiar use of words or language structure. In many instances, there can be no logical flow in a conversation or you find the person in question might be speaking out loud or to no one in particular. It is specified however that none of the above symptoms by themselves indicate mental illness specifically however if a few of the symptoms are displayed, it is encouraged that medical help or assistance is considered. It is also specified that once you have determined that a particular person requires a medical physician, a record be kept of that person and their medical and/or other activities.
4)It is specified that people with Schizophrenia are often plagued by hallucinations. Many sites specify as well that that children with Schizophrenia often hallucinate as well. It is suggested that a teacher not focus upon a student every time they respond to their hallucinations, that a signal can be developed in order for the student to convey that they need to be alone. It is also suggested that students with such psychological disorders such as Schizophrenia sometimes require leaves of absences from hospitalization and that they might be receiving medication. In these circumstances, it is importance for the teacher to remain flexible, that deadlines for assignments and tests also be made flexible. It may be helpful for students to be accommodated when writing tests; for example, they might need to be isolated in order to minimize distraction. It is also suggested that structure be a key feature in a teacher’s classroom and that the student have set goals.
5)Some sites suggest that sometimes those who suffer from Schizophrenia might have a psychotic episode, or rather a severe break with reality. In these episodes, the person might be having hallucinations or delusions and they might even be incredibly frightening or dangerous; in some cases, the person might be hearing voices that are giving life-threatening demands. It is important at this moment not to shout or criticize the person if they appear not to be listening to you. Instead, try to remain calm and limit as many distractions as possible. It is important as well not to hover or be too close to the person and to also make calm statements about how the person is acting. Example: “You are confused.” These psychotic episodes would usually require hospitalization and contacting the person’s doctor or psychiatrist for immediate medical help. If the situation becomes particularly violent and the person begins acting upon the voices he or she seems to be hearing, it might be necessary to back away and call the police for further help as driving the person to the hospital yourself might prove dangerous for your own well-being.
6)District specific
7)Interesting Fact:
Schizophrenia might be different depending on whether the person is male or female. As an example, one site lists that the onset of Schizophrenia is typically earlier for males. This might then suggest a hormonal connection.
Pia Lastra Gomero
ReplyDeleteMy disciplines are: Spanish and Business Education
Emotional and behavior disorders: Schizophrenia is a serious mental illness affecting the brain. It is a psychotic disorder, which involves a loss of contact with reality, making it very hard for a person to distinguish between what is real and what is not. Schizophrenia greatly alters how a person thinks and perceives the world and consequently how they feel and behave.
1. Annotated bibliography:
a.http://www.schizophrenia.ca/heimEnglish1.htm The Schizophrenia Society of Canada through its web site informs all the services that those affected by schizophrenia and their families can access to improve their quality of life. To do so, this society support research, education and public policy.
b.http://www.bcss.org/ The British Columbia Schizophrenia Society is a web site that informs what kinds of support are in British Columbia for those affected by schizophrenia. Also, raises funds for research and advocates for better services.
c.http://www.von.ca/english/Education/MH_guide/Schizophrenia.pdf Article that provide the community health care provider with basic information about schizophrenia and its implications so they can provide appropriate care based on their training and expertise. It was published by Canada's largest, national, not-for-profit, charitable home and community care organization.
d.http://www.bcss.org/wp-content/uploads/schizophrenia-report_final_english2.pdf A national report about schizophrenia in Canada completed by the Executive Directors of the Schizophrenia Societies across Canada. This report is aimed to enhance awareness, encourage action, and policy changes to better serve the needs of the Canadian population, their families and caregivers.
e.http://www.schizophreniarounds.ca/cgi-bin/templates/body/accueil.cfm?displaySectionID=1218 A web site from the Department of Psychiatry University of Toronto. This site provides interested physicians throughout Canada with a unique window on the most current-scientific and clinical developments concerning the contemporary management and treatment of schizophrenia and related conditions.
2.Contact info:
ALBERTA
Schizophrenia Society of Alberta
(780) 427-0574 1-800-661-4644
ssaprovincial@interbaun.com
BC SCHIZOPHRENIA SOCIETY (BCSS)
PROVINCIAL OFFICE
201-6011 Westminster Hwy
Richmond, B.C. V7C 4V4
(604) 270-7841 or 1-888-888-0029
Bcss.prov@telus.net www.bcss.org
SCHIZOPHRENIA SOCIETY OF CANADA
50 Acadia Ave., Ste 205,
Markham, Ontario, M3C 2E9
(416) 415-8284 1-888-772-4673
info@schizophrenia.ca
WORLD SCHIZOPHRENIA FELLOWSHIP
124 Merton Street, Suite 507
Toronto, Ontario, M3C 2E9
(416) 445-8204 1-888-772-4673
info@schizophrenia.ca
3.If schizophrenia is suspected, diagnosis will be made by a psychiatric examining the following:
ReplyDelete•Person's family history
•Emotional history
•Current symptoms
•Presence of other disorders (differential diagnosis)
Often, physicians must wait to establish recurrence, chronicity, and intensity, especially with regard to negative symptoms. For these reasons, a physician's main goal in early diagnosis is to distinguish a person's disturbance from other conditions, including other psychotic disorders, organic disorders, and drug-related conditions.
4.A child with schizophrenia could have more productive lives, if he/she is provided with special education, vocational programs, tutors, structured environments, and lifelong care. To accommodate a student with schizophrenia, the teacher may
•Help to create a non-stigmatizing environment by raising awareness about mental health issues and encourage other students to be supportive.
•Modify the school program of the student affected with schizophrenia
•Break tasks down into smaller pieces, minimize distractions, have a plan to redirect the student to help him/her return to the task at hand.
•Assist the student with planning and organizational skills.
•Give short and concise directions.
5.A child with schizophrenia may develop secondary disabilities such as:
•Mental health problems (like depression or obsessive-compulsive disorder);
•Dropping out of, or disrupting, school;
•Trouble with the law;
•Chronic unemployment;
•Alcohol and drug problems; and
•Homelessness.
6.A famous person with schizophrenia is John Nash, winner of the Nobel Prize in Economics.
Emotional and behavioral disorders
ReplyDelete(Behavior issues)
A. Annotated bibliography
1. http://www.ccbd.net/
The council for Children with Behavioral Disorders (CCBD) provides lots of information, teacher resources, interventions strategies, and other good stuff.
2. http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance
the council for exceptional children website, The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents, USA based.
3. http://www.bced.gov.bc.ca/sco/resourcedocs/words_not_enough.pdf
A document from BC Ministry of Education which is written to help counselors to identify and help troubled students
4. http://www.mcf.gov.bc.ca/mental_health/mh_publications/Parent_Info_Bro_BC_Behaviour.pdf
Types of behavior problems (oppositional defiant disorder ODD and conduct disorder CD) and the ways to address them from BC Ministry of Children and Family Development.
5. http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp#11
The website of SAMHSA’S (National Mental Health Information Center provides a comprehensive resource with information on mental, emotional, and behavioral disorders and many links to explore further.
B. Local contact (community resources)
Crisis Intervention and Suicide Prevention Centre of BC 763 East Broadway Vancouver, BC V5T 1X8 Phone: 604-872-1811 Fax: 604-879-6216 Email: info@crisiscentre.bc.ca To book a school workshop: Email tyoung@crisiscentre.bc.ca or call 604-872-1811 ext 234
C. Children with emotional and behavioral disorders often demonstrate:
1. Environmental conflicts: aggression and/or self-injurious behavior such as fighting, bullying, violating rules, overactive, impulsive, stealing, truancy, and other socially maladjusted behaviors.
2. Personal disturbances: anxiety disorders such as crying and statements of worry. The student may withdraw socially. In addition, the student may exhibit excessive fear and anxiety.
3. Academic deficits in basic academic skills and educational achievement. Typically, the student performs below expected grade level.
4. Social deficits: students are unpopular and are actively rejected by their peers.
5. Irresponsibility: irresponsibility is common. Students will deny they did anything wrong and when confronted with evidence blame other students.
D. Strategies in the classroom:
1. Inform pupils of what is expected of them
2. Establish a positive learning climate
3. Provide a meaningful learning experience
4. Avoid threats
5. Demonstrate fairness
6. Build and exhibit self-confidence
7. Recognize positive student attributes
8. Time the recognition of student attributes
9. Use positive modeling
10. Structure the curriculum & classroom environment
Also consider:
(a) Seating arrangement and traffic rules,
(c) Involving the student in class activities,
(d) Using non-verbal cues, (raise the issue of "touching")
(e) Time Management,
(f) Cooperative learning.
Jessie Wren
ReplyDeleteResource Notebook:
Emotional Disorders (Depression)
Teaching Specialties: PE and Social Studies
a) http://www.raising-special-kids.com/emotional-disorders-general.html
Raising Special Kids is a website dedicated to helping parents raise kids with special needs. It is run by a parent of four special needs kids. There are different pages dedicated to certain disorders and one of them is emotional disorders. It provides brief descriptions of different types of emotional disorders including: Bipolar, anxiety, OCD etc. It may be useful for parents and teachers as a starting point for research and understanding.
http://www.cmha.ca/bins/content_page.asp?cid=3-86-87-90
The Canadian Mental Health Association website is a nation-wide, charitable organization that promotes and supports mental health of all and helps with resilience and recovery of people dealing with mental illness. This website deals will many mental disorders including: Depression, bipolar, seasonal affective disorder, OCD etc. There is also a section on “Education and Mental Illness” which provides information on challenges children with emotional/mental disorders face, which could be useful for teachers.
http://www.healthlinkbc.ca/kbase/topic/major/ty4640/descrip.htm
This is a Health Link BC website that is specific to Depression in Children and Teens. This website provides information on symptoms, causes, living with depression and how to diagnose it. This website specifically deals with symptoms in children and teens which would obviously be beneficial to teachers who may suspect a student is depressed.
http://www.depression-guide.com/child-depression.htm
The depression-guide website is devoted towards helping and assisting people who suffer from the depression, anxiety, ADHD and related disorders. It also tries to provide a support resource for family, friends and loved ones in learning about depression and other anxiety attacks related disorders. The website includes the latest information on depression (including anxiety, ADHD) signs and symptoms of depression, depression causes, diagnosis, and depression treatment and cure for teens, adults and children. We have also gathered important information on coping with the personal and social effects of a depression, which can become difficult without the proper knowledge. This could be used as a good resource for teachers as well as a way for a teacher to provide information for parents regarding depression.
http://www.behavioradvisor.com/Depression.html
This website is dedicated to Childhood Depression and is very informational. It has subsections on symptoms (verbal, and physical, eating, sleeping school etc.), causes, treatments etc. The one section that is most applicable to teachers is “A Quick Checklist for Teachers” which includes: academic signs, cognitive signs, social/behavioral signs and emotional signs.
b)Canadian Mental Health Association
1200-1111 Melville Street
Vancouver, BC Canada V6E 3V6
(604) 688-3234 or 1-800-555-8222 (toll-free in BC)
info@cmha.bc.ca
FORCE Society for Kids Mental Health Care
PO Box 91697
West Vancouver, BC
V7V 3P3
(604) 878-3400
theforce@bckidsmentalhealth.org
c) Depression is a mental health disorder that can affect the way you eat and sleep, the way someone feels about themselves, and the way they think about things. A depressive disorder is more than a passing mood. It is not a sign of personal weakness, and it cannot be willed or wished away.
ReplyDeleteA depressive disorder involves the body, mood, and thoughts. People who are depressed cannot "snap out of it" and get better. Without treatment, symptoms can last for months or years. Treatments such as antidepressant medications and psychotherapy can reduce and sometimes eliminate the symptoms of depression.
Some Signs Include:
•Persistent sad, anxious, or "empty" mood
•Feelings of hopelessness, pessimism
•Feelings of guilt, worthlessness, helplessness
•Loss of interest or pleasure in hobbies and activities that were once enjoyed, including sex
•Decreased energy, fatigue, being "slowed down"
•Difficulty concentrating, remembering, making decisions
•Insomnia, early-morning awakening, or oversleeping
•Appetite and/or weight loss or overeating and weight gain
•Thoughts of death or suicide; suicide attempts
•Restlessness, irritability
•Persistent physical symptoms that do not respond to treatment, such as headaches, digestive disorders, and chronic pain
d) For any classroom I would try to do the following to help a child who is depressed:
•Don’t ignore changes in behaviour and/or students because this shows that you do not care and can lead to further withdrawal and isolation by student
•Establish a safe environment for the student; do not draw unnecessary attention to student in terms of schoolwork and work habits
•Encourage and teach class to use positive self-talk and identification of strengths
•Be flexible with due dates of assignments and work load
•Be aware of medication that student may be taking for depression and any side effects that student might be experiencing (need to keep water bottle nearby for medication with lithium; need to go to the bathroom, etc.)
•Encourage and teach class to use positive self-talk and identification of strengths
•Schedule time to check in with student and talk to student through individual interviews
PE/English
ReplyDeleteEmotional and Behavioural- Depression
a. Annotated Bibliography:
http://www.cmha.ca/BINS/content_page.asp?cid=3-86-87 Canadian Mental Health Association: Provides information on many different types of mood disorders including the various types of depression (post partum, depression in youth, depression in the workplace, as well as bipolar disorder and seasonal affective disorder). Discusses signs, causes, treatments, ways to seek help and more.
http://www.depressioncanada.com/ Depression Canada: This site covers the description of depression, symptoms, medications and treatment. Lots of important details on how to recognize depression and very important information about treatment including side-effects of certain medications.
http://www.cfpc.ca/English/cfpc/programs/patient%20education/depression/default.asp The College of Family Physicians of Canada: Extensive information on causes, symptoms, diagnosis, treatment, psychotherapy, getting help, as well as more FAQs. A trustworthy source as all info has been screened by a panel of physicians from within Canada.
http://www.heretohelp.bc.ca/skills/managing-depression Here to Help; Managing Depression: This site provides information on not only managing depression but also info on how to manage related areas of concern such as substance abuse, mental disorders, and anxiety. Information is also available on how to help family and friends and managing mental well-being. A toolkit is available in different versions including interactive and PDF files which contain resources and strategies important for the ‘self-management’ of depression. The Toolkit allows for people with depression to follow modules in relation to their own needs. Works in conjunction with other toolkits created by the Mental Health Evaluation and Community Consultation Unit at UBC.
http://www.healthlinkbc.ca/kbase/topic/special/hw30709/sec1.htm HealthLink BC: Excellent site for information on diagnosis, background information, different types of depression (postpartum, teen, and bipolar), causes, symptoms, treatments, and what family/friends can do to help. Also includes other very useful information such as when to call a doctor, what increases risk, where to get help and other related information.
b. Resources:
Canadian Mental Health Association; Vancouver Branch
175 West Broadway
Vancouver, BC
V5Y 1P4
Tel: 604-872-4902
Fax: 604-872-5934
Email: info.vb@cmha.bc.ca
Web: http://www.bcaslpa.ca/
FORCE (Families Organized for Recognition and Care Equality)
PO Box 91697
West Vancouver, BC
V6V 3P3
Tel: 604-878-3400
Email: theforce@bckidsmentalhealth.org
Web: http://www.bckidsmentalhealth.org/
Mood Disorder Association of British Columbia
202-2250 Commercial Dr.
Vancouver, BC
V5N 5P9
Tel: 604-873-0103
Fax: 604-873-3095
Email: info@mdabc.net
Web: http://www.mdabc.net/
c. Depression is caused by a chemical imbalance in the brain, it is not a character flaw or a weakness. Though there are thought to be some links between depression and genetics, it is not proven to be the sole cause. People with depression may present with a variety of symptoms including but not exclusive to being withdrawn, sad, or upset, loss of interest, weight loss or gain, excessive sleeping/tiredness, lack of energy, irritability, restlessness, and feeling unworthy or guilty. Depression treatments vary from counseling, psychotherapy, or antidepressant medications. These can also be combined depending on what works best for the individual. Lifestyle changes may be necessary such as increased exercise levels.
ReplyDeleted. Physical Education/English Adaptations:
In a classroom setting, it is very important to make all students feel welcome and accepted. Having students working in groups or with partners may be beneficial for increased social interaction. This may be especially helpful if the student with depression likes working with particular students. I would be sure to monitor any changes in the student and keep a record of good and bad days for the student. I would also consult the student on this to see what they thought and see if they have any input into what they liked or didn’t like about the class, activity or day. With this in mind, I would remain in contact with the parents and counselor to keep all parties informed. The student could be given a particular role within the classroom that makes them feel needed and a part of the class community. They could be in charge of equipment in PE or in charge of the class fish or collecting and handing out all assignments and homework. Lots of positive reinforcement is necessary with little highlighting of students unless they volunteer themselves. The last thing we want to do is force the student away from PE as exercise can be so helpful in releasing positive “feel good” chemicals in the body. Exercise and activity can also help to encourage social interactions, positive self-esteem and body image, feelings of success, as well as teamwork. I would also try to work with the student to keep track of themselves. I would encourage them to evaluate how they think they did on a task, possibly in journal format where they could feel free to express themselves.
Schizophrenia
ReplyDelete1. Annotated Bibliography
a. http://www.schizophrenia.com/sznews/archives/003100.html
Schizophrenia.com. This website offers a daily news blog on schizophrenia. I found that this site WOULD have been great, keeping the public aware about what is going on with schizophrenia, BUT, unfortunately the last post on the blog was made almost two years ago. Nevertheless, the website is still rich in information from previous posts, including different articles, information on research, treatment centers, etc. The website also includes a search engine for the website, where the site can be searched if you are looking for specific information.
b. http://www.heretohelp.bc.ca/publications/factsheets/schizophrenia
Here to Help. This site offers information on mental health and substance abuse. It has a very informative page on schizophrenia, including access to some different websites for local resources. The website includes a BC School Resource Guide, so this site might be particularly helpful for teachers!
c. http://www.insideschizophrenia.com/
Inside Schizophrenia. This site is easily accessible, offering clear links for the resources the site offers, like information on what schizophrenia is, what are symptoms are, and treatment. As the website states, it “endeavors to answer many common questions about schizophrenia.” So, this site is great for people who are wanting some basic information on schizophrenia, as information is simply stated, and is not overwhelming in scope.
d. http://www.schizophreniadiaries.com/
Schizophrenia Diaries: true stories by real schizophrenics. I thought that this website was very cool; it’s helpful to hear from the perspective of a person with schizophrenia. I think this website provides the writers with agency, giving them a place to explain their experience. The site originally was based on the diary of man with schizophrenia, following his journal through his schizophrenic hallucinations, to gaining control over his schizophrenia through medication. The site now offers the journal entries of other people with schizophrenia, and is open to the public to submit their own journal entries to be published on the website.
e. http://www.healthlinkbc.ca/kbaltindex.asp
Healthlink BC. This site was so helpful for finding resources. It is very accessible, with clear instructions on how to search for whatever health resources you are looking for, like information on a certain illness, how to check if your symptoms fit that illness, and what resources are available for that illness in British Columbia. When I typed in “schizophrenia” in the resources search engine, the engine returned with a nineteen different resources in British Columbia.
2. Resources
ReplyDeletea. British Columbia Friends of Schizophrenics
201-6151 Westminster Highway,
Richmond, B.C.,
V7C 4V4
Tel: (604) 270-7821,7841 (24 hours),
FAX: (604) 270-9861
b. Art Studios
2005 44th Avenue E,
Vancouver,
V5P 1N1
(604) 871-9788
(Uses art to provide mental health and psychosocial rehabilitation/recovery to people with a diagnosed mental health illness.)
c. B.R.I.D.G.E.S
201-6011 Westminster Highway,
Richmond,
V7C 4V4
(604) 733-5812
(Helps people learn what will aid them in their journey to recovery and helps them to be part of their own treatment. Students learn about psychiatric diagnoses and about what mental health treatments work best.)
d. BC Schizophrenia Society Family Respite Program
201-6011 Westminster Highway,
Richmond,
V7C 4V4
(604) 608-0477
(Funding is provided for contracted services designed to provide respite (a break or rest) to a family member (such as the parent, spouse or child) who is providing unpaid care to a person with a mental illness.)
e. Early Psychosis Intervention Day Program
2255 Wesbrook Mall,
Vancouver,
V6T 2A1
(604) 822-7125
(Offers a day program for adults dealing with early psychosis, schizophrenia, or related disorders.)
f. Family and Friends Mental Illness Support Group
201-6011 Westminster Highway,
Richmond,
V7C 4V4
(Support group for those who have a family member with a mental illness.)
g. Kids in Control
201-6011 Westminster Highway,
Richmond,
V7C 4V4
(604) 270-7841
(The Kids in Control Support Group Program gives information, education and support to children eight to thirteen years of age who have a parent or older sibling with a serious mental illness.)
Description
ReplyDeleteSchizophrenia is a mental disorder where the person diagnosed may suffer from hallucinations and fragmented thinking. The hallucinations are often paranoiac. This “fragmented thinking” is a disorganization of thought, often appearing in speech, that can appear in different levels, from loss of train of thought, to a “word salad,” where the speaker puts words together that have no apparent meaning to the listener. These symptoms usually lead to social isolation, as the schizophrenic is paranoid from the hallucinations, separating him or herself from the world around him or her out of fear, and because the fragmented thinking makes it difficult to effectively communicate with others. Psychosis is also a symptom of schizophrenia, but is not exclusive to schizophrenia, as it is also a symptom of other mental disorders. In order for someone to be diagnosed, the person needs to exhibit the symptoms for a least one month during a six-month period of observable “disturbed functioning.” Schizophrenia is most commonly diagnosed during late adolescence and early adulthood. Other, less identifiable symptoms include: social withdrawal, irritability and dysphoria (an uncomfortable mood like sadness or anxiety).
Teaching Adaptations
It is important to set-up a strong line of communication with schizophrenic students; if they need time to be alone, they should feel comfortable expressing this to you. One article I read recommended preparing a special signal so that the student can quickly leave the class without drawing attention to him or herself, and so that the student feels safe in the classroom knowing that you are understanding of their needs. The student has no control over hallucinations, and may react to them in class with sudden movements or talking to a voice that others cannot hear. Do not draw attention to these reactions, further isolating the student from their peers.
Other
Approximately 1% of Canadians are schizophrenic, including 40,000 British Columbians. Schizophrenia is equally common in men and women. It has been suggested that schizophrenia runs through families, but I am unsure of whether this has actually been proven or not.
Emotional Behavior disorders-Conduct behavior
ReplyDeleteSin hye Park-Art
1.
1) http://www.aacap.org/cs/forFamilies
American Academy of Child and Adolescence Psychiatry: there are many issues discussed concisely in the website including conduct behavior. There are information for families to help the kids to cope with their mental illnesses. They provide child/adolescence psychiatrist contact information. It is a good website that has a lot of resources and contacts.
2) http://mentalhealth.samhsa.gov/
The website is a center for mental health services. It provides wide range of illnesses and their causes and treatment programs. There are mental health publications on treatment, violence, homelessness, youth violence prevention and so on. The information is easy to understand and concise. For conduct behavior, they provide systems of care, other fact sheets, advises for parents etc.
3) http://www.conductdisorders.com/
The website provides details of diagnosis of conduct behavior. Nice article about the treatment “cognitive behavior approaches to treating children and adolescents with conduct behavior”. The website supports parents with conduct disorder children. The website works as a space for a community for those parents.
4) http://www.focusas.com/
Focus adolescent services is a website for adults and children to bring information, support and resources about teens and family issues. There is a helpline that you can call 410-3414216. They provide outdoor programs for younger and older kids. They provide concise information about conduct disorder. The important words are linked, so you can look up definitions. (eg. run away from home, suicidal thoughts, mood disorders and so on)
5) http://www.aafp.org/
American Academy of Family Physician. There is a publication about conduct disorder and its diagnosis and treatment in primary care in this website. You can find DSM-IV Diagnostic criteria for conduct disorder and case studies. You can also read about pharmacotherapy for conduct disorder (stimulants, depressant and so on), etiology, and subtypes.
2.
1) Who is risk at conduct behavior?
Students who experienced early maternal rejection, separation from parents, without an adequate alternative caregiver, early institutionalization, family neglect, abuse or violence, parental mental illness, parental marital discord, large family size, poverty.
2) Exhibited Behavior: Aggression to people and animal (bullies, threatens others, initiates physical fights, has used weapons that cause physical harm to others, physically cruel, steals, forces someone into sexual activity), destruction of property (fire setting, destroys other people’s property), deceitfulness, lying, stealing (shoplifting, lies to obtain goods, breaking into someone’s car, house), serious violation of rules (run away from home, stays night outside)
3) Coexisting conditions: mood disorder, anxiety, PTSD, substance abuse, ADHD, learning problems, thought disorders, suicidal thoughts, depression, poor relations with peers and adults, sexually transmitted disease, problems with the law.
4) Intervention: Family physicians (counseling parents: Structure children's activities and implement consistent behavior guidelines. Enforcement of curfews, Parental monitoring of children’s activities, communication technique, reward for desirable behavior, daily routine with child, pharmacotherapy for children)
3. Classroom adaptation
1) School based treatment program: these program allows students to reintegrate into a regular classes. Encourages students’ strength, interests, potential. Provides students to have skills in particular area.
2) Behavior management techniques using a consistent approach to discipline with positive reinforcement. Be fair but be firm, give respect to get respect. Avoid confrontation and power struggles. Provide a positive and encouraging classroom environment.
http://specialed.about.com/od/disabilities/a/Conduct.htm
3) I found a video http://www.videojug.com/interview/conduct-disorders-and-education
Katie Higgins
ReplyDeleteResource Notebook EPSE 317
Anxiety Disorders
A.1) http://www.anxietycanada.ca/english/childhood.php Anxiety disorders Association of Canada promotes research, treatment and management of anxiety disorders. It provides info on the different types of anxiety disorders, including childhood anxiety.
2) http://www.mentalhealthcanada.com/ConditionsandDisordersDetail.asp?lang=e&category=70#211 Mental Health Canada has descriptions of particular mental, emotional, and behavioral disorders that may occur during childhood and adolescence. They list treatment, support services and research as well as other resources and links.
3) http://www.camh.net/ The centre for Addiction and Mental Health provides clinical care, research, education, policy development and health promotion. They specifically have a section for child, youth and family resources online and there are helplines available as well.
4) http://www.mooddisorderscanada.ca/index.php Mood Disorders Society of Canada is a not for profit organization that provides people with mood disorders with a voice at the national level to improve access to treatment, promote research, shape program development and government policies, to improve the quality of life for people affected by mood disorders. It is a source for information about the disorders and a place to post and read forums.
5) http://www.anxietybc.com/ Anxiety BC provides self-help information and programs, as well as resources for parents and caregivers. Our mission is to increase awareness, promote education and improve access to programs. There is information about workshops and seminars to attend throughout the province as well as links to other reliable resources.
B.1) http://www.bcmhas.ca/supportcentre/kelty/default.htm Kelty Resource Centre is a provincial resource centre working to link children, youth and their families with appropriate resources in all areas of mental health and addictions. Mental Health Building 2, BC Children’s Hospital, Room P3-302, 500 Oak Street, Vancouver, BC V6H 3N1, 604-875-2084, Toll Free: 1-800-665-1822
2) http://www.paniccenter.net/ offers personalized, interactive tools that have helped thousands of people challenge and overcome their anxiety and panic. Join an online community and receive online treatment.
3) http://www.ableclinic.ca/index.htm The ABLE Developmental Clinic is a private multidisciplinary clinic providing assessment, treatment and consultation for children and youth experiencing difficulties with attention, behavior, learning, and emotion. #6 - 15243 - 91st Avenue, Surrey, BC V3R 8P8, 604.584.3450 (also an office in west van)
C. A child may be suffering from a childhood anxiety disorder if physical and/or emotional symptoms become difficult to manage, or a child’s ability to function in a variety of situations like school, extra curricular activities, friendships, etc. becomes compromised. Symptoms can include stomachaches, dizziness, sweating, racing heart, sleep difficulties, muscle tension, headaches, as well as avoiding certain situations (such as social situations, speaking in front of class, peer oriented activities). Some children may have panic attacks or phobias of specific situations or things (such as water, dogs, spiders, etc).
ReplyDeleteD. Anxiety may not affect a student’s academic abilities, but it can affect their ability to learn. There should be a safe and quiet place for students to go when they become anxious or find a situation stressful. Calming activities, such as listening to music or reading a book they enjoy, can distract students and alleviate some of the symptoms of anxiety. Provide time for students to adjust or prepare for classes, or changes in activities. Communicate with the student to discover what situations make he or she anxious, and what strategies help them. Breathing activities such as yoga could also be incorporated into the classroom. Break large assignments down into smaller ones and list activities of the class on the board so students are aware of what’s to come. Have students work in small groups instead of speaking in front of the entire class. Avoid calling on the student out of the blue if it causes them stress to speak in front of everyone.
Obsessive Compulsive Disorder (Emotional and Behaviour Disorders)
ReplyDelete- Sarah Nicolai-deKoning (secondary social studies)
Part 1:
WEBSITES:
1. http://www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/OCD/ocd_resources.html
The Centre for Addiction and Mental Health has a helpful webpage containing resources about OCD including books, websites, and associations. It would be helpful if there was an annotated bibliography for the books mentioned on the site, but the book references are still a fine source of information. This website is a good starting point for research/ further reading on OCD.
2. http://obsessivecompulsiveanonymous.org/
Obsessive Compulsive Anonymous (OCA) runs a basic website for people with OCD. The group is made of people who want to share “Experience, Strength, and Hope with each other that they may solve their common problem and help others to recover from OCD. The only requirement for membership is a desire to recover from OCD”. The site is based in America, but provides resources about Canadian OCA groups and where they meet, as well as information if someone wishes to start their own support group. The website also provides brief information about OCD as well as section on “Suggested Tools for Recovery”. It is a simple website but its legitimacy comes from the fact that it has been created by real people affected by OCD.
3. http://www.heretohelp.bc.ca/publications/factsheets/ocd
The Here to Help website provides a basic fact sheet on OCD as well as an extensive list of obsessions/ compulsions that often characterize OCD. The website is based in british Columbia and so has links to local organizations and resources. The site also has a link to a “School resource guide” which is a resource for school professionals in BC containing information related to mental health promotion, mental illness and/or substance use.
4. http://www.ocfoundation.org/
The OCD Foundation is an international non-profit organization whose members are people with OCD and related disorders, their families, friends, professionals and other concerned individuals. The Foundation seeks to educate people about OCD and its website provides a wealth of resources including where to find a doctor who can treat OCD, and how to locate OCD support groups in one’s area. You can also locate a local OCD speaker who can speak with your students/ teaching staff about the disorder.
5.http://kidshealth.org/teen/your_mind/mental_health/ocd.html
As a secondary teacher-candidate, I found this website helpful as it deals with information pertaining specifically to teenagers in language teens can understand. The site is hosted by kidshealth.org and contains information about OCD, a personal account from a teen with OCD, and tips/ advice about seeing a therapist. It would be an excellent place to refer students if they are doing a research project on OCD, or if you are trying to help your students understand the disorder because one of their classmates suffers from it.
CONTACT AGENCIES/ SUPPORT GROUPS:
AnxietyBC
103-237 East Columbia St.
New Westminster, BC V3L-3W4
T: 604-525-7566
F: 604-525-7586
Email: info@anxietybc.com
OCD Support Group (Lower Mainland)
2-2773 Barnet Highway
Coquitlam, BC
Contact: Truman Spring
T: 604-522-8513
Open To: Parents of children with OCD ... and individuals with OCD
Meeting Times: 2nd Tuesday of each month, 7-9 pm
OCD Support Group (Vancouver)
Contact: Arty Wong
T: 1-604-325-6290
- general support for people with OCD and family
- free, no referral needed
Anxiety Disorders Association of BC (ADABC)
103-237 East Columbia Street
New Westminster, BC V3L 3W4
T: 604-525-7566
F: 604-525-7586
E-mail: info@anxietybc.com
Website: www.anxietybc.com
Part 2:
ReplyDeleteCHARACTERISTICS:
OCD is an anxiety disorder characterized by extreme obsessions and compulsions. Obsessions are the mental component of OCD. Obsessions are thoughts/images/ impulses that repeatedly plague the victim. Compulsions are the behaviours/rituals that people with OCD engage in to relieve the stress of their obsessions.
Obsessions can include: (from http://www.anxietytreatment.ca/obsessive.htm)
• Contamination (e.g., fears of germs, dirtiness, chemicals, AIDS, cancer)
• Symmetry or exactness (e.g., of belongings, spoken or written words, the way one moves or completes actions)
• Doubting (e.g., whether appliances are turned off, doors are locked, written work is accurate, etc.)
• Aggressive Impulses (e.g., thoughts of stabbing one’s children, pushing loved ones into traffic, etc.)
• Accidental Harm to Others (e.g., fears of contaminating or poisoning a loved one, or of being responsible for a break in or a fire)
• Religion (e.g., sexual thoughts about a holy person, satanic thoughts, distressing thoughts regarding morality)
• Sexual (e.g., thoughts about personally upsetting sexual acts)
Compulsions can include: (from http://www.anxietytreatment.ca/obsessive.htm)
• Washing and Cleaning (e.g., excessive showering, hand washing, house cleaning)
• Checking (e.g., locks, appliances, paperwork, driving routes)
• Counting (e.g., preferences for even or odd numbers, tabulating figures)
• Repeating Actions or Thoughts (e.g., turning lights on and off, getting up and down in chairs, re-reading, re-writing)
• Need to Ask or Confess (e.g., asking for reassurance)
• Hoarding (e.g., magazines, flyers, clothing, information)
• Ordering and Arranging (e.g., need for things to be straight, sequenced, or in a certain order)
• Repeating Words, Phrases, or Prayers to Oneself (e.g., repeating "safe" words or prayers)
Part 3:
ReplyDeleteCURRICULAR MODIFICATIONS/ ADAPTATIONS:
This section is long, but it provides excellent tips. Strategies are from Dr. Leslie E. Packer- http://www.tourettesyndrome.net/Files/tips_ocd.pdf
• Allow more time for completing tasks and tests. Other testing accommodations may include testing in an alternate location, providing breaks during testing, and allowing the student to write directly on the test booklet (see below). In some cases, you may need to allow the student to take tests orally.
• For students with compulsive writing rituals, consider limiting handwritten work. Common compulsive writing rituals include having to dot i's in a particular way or retrace particular letters ritualistically, having to count certain letters or words, having to completely blacken response circles on test forms, and erasing and rewriting work until it looks perfect. Scantron forms may be particularly problematic for a student who feels that s/he has to perfectly darken in each circle -- in such cases, a test accommodation would be to have the student circle their answers or record their answers in the test booklet. If writing lecture notes is problematic, the student may need to tape record lectures or the teacher may need to arrange for providing the student with a hard copy outline of the lecture notes. Alternatively, if the student's compulsions are not triggered by keyboarding, have the student use a notebook computer or word processor to record lecture notes.
• For students with compulsive reading rituals, consider limiting the amount to be read or breaking it up into chunks. If reading rituals and intrusive thoughts are severe, consider going to books on tape or recording the material for your student to listen to. In some cases, having someone else read aloud to the student may work, but older students may feel frustrated and demoralized by that.
• If the student has perfectionist traits, they may stay up all night working and reworking an essay or paper. Talk to the parent to find out if this is happening so that you don't inadvertently reinforce the problem by complimenting the student on the 'perfect' work. If the problem is severe, you may need to contract with the student as to how much reworking is allowed or you may need to establish a system whereby they turn their work in at the end of the school day and not take it home as 'homework.'
• During a quiet discussion, consult with the student and inquire as to what support he or she needs from you. Ask whether gentle refocusing and redirection would be welcomed. By working collaboratively with your student, you will find out what techniques help your student and what may trigger emotional responses. Keep in mind that it will be extremely difficult, if not impossible, for the child to interrupt or stop a ritual once it has begun.
This comment has been removed by the author.
ReplyDeletePart 4: (CURRICULAR MODIFICATIONS/ ADAPTATIONS continued...)
ReplyDelete• Try to reduce triggers to compulsive rituals, if possible. If you know that a student will "have to" engage in a ritual if they see the pencil sharpener, can you put the sharpener out of sight? If they "have to" touch people, can you take one step back so that the intensity of the trigger is reduced for them?
• Be alert to peer problems or teasing or harassment associated with compulsive rituals. If the student is being ridiculed for their rituals or obsessive fears,consider conducting a peer education program on OCD. The OC Foundation has a 45-minute film called "The Touching Tree" that may be appropriate for younger students.
• Conference privately with the student when they are not "stuck" to figure out some "graceful exit" excuses that they or you can use to help them get out of the classroom without attracting peer attention. Consider giving the student a “permanent pass” that they can use to leave the classroom without calling attention to himself or herself if they need to go speak with the counsellor or to take a walk to help get “unstuck.”
• If the student is having trouble retrieving information or facts that they have learned, a "free recall" procedure where you simply ask a question and they have to answer is likely to underestimate the extent of their knowledge. Using multiple choice questions or providing a word bank will increase their
ability to show you what they know.
• The educational team, in collaboration with the student, parents, and outside treating professionals should determine how to handle late assignments. Some sources recommend always allowing students with OCD to submit assignments late without penalty, but if there is too little structure or limits, the student may not be able to get themselves to turn the work in. This, too, needs to be
handled on a case-by-case basis.
OTHER:
Below is a link to a short, helpful PDF about OCD provided by the Anxiety Canada organization.
http://www.anxietycanada.ca/english/pdf/OCDen.pdf
Depression
ReplyDeleteBy: Magdalena Misiak
Part 1
1. Annotated bibliography:
a. http://www.helpself.com/directory/depression.htm
- this website is a compilation of different links that lead to articles, support chats and forums, a weekly newsletter, resources and treatment information.
b.http://www.vancouverhypnotherapy.org/OvercomeDepression.html?gclid=CJDQ1crkiJ4CFRlcagodISGGnA
- this is a website on how to overcome depression. There are discussion forums as well as helpful links to other websites for those who suffer from depression and for those who know a loved one who is suffering from depression. This website mainly focuses on hypnotherapy and how it may be used to help people deal with depression.
c. http://www.health.com/health/condition-article/0,,20189160,00.html
- this is a wonderful website which gives many links to other websites on depression. This particular website gives you the definition of depression, talk therapy, antidepressant drugs, other treatments, postpartum depression, bipolar disorder, caring for a depressed person, and depression and the elderly.
d. http://www.healthcentral.com/depression/websites.html
- this website gives you the latest news and in depth information on depression, how to find support, and gives the latest depression news (with respect to depressed pregnant women suffering more from the flu, scientists seeking tests for antidepressant responses, and processed food which may boost depression risks)
e. http://www.nimh.nih.gov/health/topics/depression/index.shtml
- this is the National Institute of Mental Health website which “transforms the understanding and treatment of mental illness through research.” This is a website which will give you in depth information on depression with respect to signs and symptoms, treatment getting help: local services, and other related information.
Depression
ReplyDeleteBy: Magdalena Misiak
Part 1
1. Annotated bibliography:
a. http://www.helpself.com/directory/depression.htm
- this website is a compilation of different links that lead to articles, support chats and forums, a weekly newsletter, resources and treatment information.
b.http://www.vancouverhypnotherapy.org/OvercomeDepression.html?gclid=CJDQ1crkiJ4CFRlcagodISGGnA
- this is a website on how to overcome depression. There are discussion forums as well as helpful links to other websites for those who suffer from depression and for those who know a loved one who is suffering from depression. This website mainly focuses on hypnotherapy and how it may be used to help people deal with depression.
c. http://www.health.com/health/condition-article/0,,20189160,00.html
- this is a wonderful website which gives many links to other websites on depression. This particular website gives you the definition of depression, talk therapy, antidepressant drugs, other treatments, postpartum depression, bipolar disorder, caring for a depressed person, and depression and the elderly.
d. http://www.healthcentral.com/depression/websites.html
- this website gives you the latest news and in depth information on depression, how to find support, and gives the latest depression news (with respect to depressed pregnant women suffering more from the flu, scientists seeking tests for antidepressant responses, and processed food which may boost depression risks)
e. http://www.nimh.nih.gov/health/topics/depression/index.shtml
- this is the National Institute of Mental Health website which “transforms the understanding and treatment of mental illness through research.” This is a website which will give you in depth information on depression with respect to signs and symptoms, treatment getting help: local services, and other related information.
Part 2
ReplyDelete2. Local contact info:
a) Vancouver Hypnotherapy
T: 778 772 5821
E: vanbc1963@yahoo.com
Suite 720
999 West Broadway
Vancouver, BC
V5Z 1K5
b) Aunt Leah’s Independent Life Skills Society
5696 Imperial Street
Burnaby
604-433-1204
b) Changeways Program UBC
UBC Hospital, Detwiller Pavilion
2255 Wesbrook Mall
Switchboard: 604-822-7121
c) The Depression Group
Tel: 946-1121
Delta Hospital
5900 Mountain View Boulevard, Delta
3.The online Medical Dictionary defines depression as “a state of being depressed marked especially by sadness, inactivity, difficulty with thinking and concentration, a significant increase or decrease in appetite and time spent sleeping, feelings of dejection and hopelessness, and sometimes suicidal thoughts or attempts to commit suicide.”
When we look at the definition above if is important for us to realize that not all people may have these symptoms. Each person is very different and may have one symptom and not the other, or they may have an extreme case or a very mild case.
• Depressed mood for more than 2 weeks
• Loss of interest or pleasure in almost all activities
• Irritability or anger
• Changes in appetite or weight (weight loss not due to dieting or exercise)
• Sleeping too much or too little (sometimes, people seek help for sleeping problems that turn out to be signs of depression)
• Decreased energy or physical activity; even small tasks seem overwhelming and require too much effort (e.g., students may complete homework at a level less than they can do and/or may not turn in completed work)
• Feelings of worthlessness, guilt, and low self-esteem
• Difficulty thinking, concentrating, or remembering
• Difficulty getting necessary things done, such as homework
• Difficulty making decisions, often unable to make relatively minor decisions
• Negative thoughts about self, the world, or the future
• Repeated thoughts of suicide, including planning or attempting
• Tired and listless
• Feeling blah and seeming to have no feelings at all (i.e., feeling empty)
• Reports "Not caring about anything"
• Increased or decreased appetite
• Interpret minor day-to-day events as personal failures or defects
• Blaming self for things that are not his or her fault
• Statements that others would be better off if he or she were dead
• Believes that he or she is ugly and unattractive
• Decreased personal hygiene and self-care efforts
• Excessive crying or weepiness over relatively small things
Part 3
ReplyDelete4. As teachers, it is important for us to recognize that depression will effect our students in all area’s, not just one classroom. For example, a student with Dyslexia may have more trouble in English than in PE, whereas a student with depression will be effected not only in one class. As prospective teachers, we hold the ability to mould our lesson plans to each students’ individual needs and learning requirements. Listed below are areas which we, prospective teachers, can improve and focus on when dealing with students with depression:
We should develop a relationship with our students
We should approach our depressed students and try to develop a relationship where they will feel comfortable enough to work on developing their skills and collaborating with their classmates. We shouldn’t be afraid to approach our students, even though we may not feel comfortable to do this in the beginning. By approaching our students we will be helping them out because many times these students are seeking someone who cares about them even though they may not show it. We should be aware about punishments, sarcasm, and other negative techniques. By doing this we will only further our students’ feelings on incompetence and low self-esteem, thus, we may accidentally deepen their depression.
We should remember that these students are not choosing to be depressed.
It is important for us to know that our students with depression are yearning to feel better and do just as well and make the grade. We should give extra help or support to these students, rather than criticism, punishment, or indifference. We should also consider different ways which we can give them this extra support and attention all the while recognizing that our student may be doing the best they can do with their depression.
We should consider making adjustments or accommodations in assignments or tasks.
We should not lower the expectations for our students with depression or give them unearned grades; however, we should be more than willing to give our students more time, break assignments into smaller sections for them, offer after school help and help them set up schedules and study habits, and we can also pair them with their classmates which express interest in helping.
We should provide opportunities for success.
These opportunities range from arranging experiences that the student(s) with depression can be successful and be recognized for their good work. We should also arrange nice activities and give opportunities so they can be successful in leadership. This will make this student with depression feel accepted as part of their class and it will show how we, their teacher, value them as a person and as our student. \
We should be wiling to seek help from support personnel.
As future teachers it is a good idea if we meet with our school psychologist, counselor, or social worker to get suggestions of what to do for specific students. Each case is different and requires individual planning.
5. Famous people with Depression:
• Louie Anderson - comedian, actor
• Oksana Baiul - ice skater
• Marlon Brando - actor
• Barbara Bush - former First Lady (US)
• Truman Capote d. - writer
• Drew Carey - actor, comedian
• Jim Carrey - actor, comedian
• Winston Churchill d. - Prime Minister (UK)
• Dick Clark - TV personality (US)
• Kurt Cobain d. - musician
• Ty Cobb d. - pro baseball player
• Calvin Coolidge d. - US President
• Billy Corgan - musician
• Dennis Crosby d. - actor
• Sheryl Crow - musician
• Rodney Dangerfield - comedian, actor
• Sandra Dee - actress
• Ellen DeGeneres - comedienne, actress
• Audrey Hepburn d. - actress
• Anthony Hopkins - actor
• Janet Jackson - musician
• Billy Joel - musician
• Elton John - musician
• Franz Kafka d. - writer
• Courtney Love - musician
• Marilyn Monroe d. - actress, singer
• Alanis Morissette - musician
• Dolly Parton - musician
Lisa Bye (PE and Socials)
ReplyDeleteResource Notebook entry: Emotional and Behaviour Disorders (Schizophrenia)
A. Bibliography:
1. http://www.schizophrenia.com/ - A non-profit community providing in-depth information, support and education related to schizophrenia, a disorder of the brain and mind. This site includes discussion forums, information, blogs, and ways to get involved in donating. This site has a lot of information that covers everything that has do with with schizophrenia.
2. http://www.nimh.nih.gov/health/topics/schizophrenia/index.shtml - The National Institute for Mental Health’s website on schizophrenia. Contains a brief description of the mental condition and ways to deal with it. It also provides resources on who to contact and where to get more information and help for schizophrenia.
3. http://www.mentalhealth.com/dis/p20-ps01.html - This is the internet mental health website. This site again has a lot of useful information about schizophrenia. Also provides many links in reference to help, research, information, and diagnosis.
4. http://www.rethink.org/about_mental_illness/who_does_it_affect/children_and_mental_illness/schizophrenia_in.html - This Rethink website discusses schizophrenia in children with regards to signs, causes, and misdiagnosis of schizophrenia in children. A good site to look at for information related to children with schizophrenia.
5. http://www.aacap.org/cs/root/facts_for_families/schizophrenia_in_children - The American Academy of Child and Adolescent Psychiatry. This site provides more information on child with schizophrenia. Again helpful for teachers dealing with schizophrenic children in their classrooms.
B. Contact Information:
1. http://www.northshoreschizophrenia.org/ - North Shore Schizophrenia Society. Family Support Centre: suite 205, 1865 Marine Drive, West Vancouver, open between 9:30 a.m. and 5:00 p.m., Monday to Friday. Please call us at 604-926-0856.
2. http://www.bcss.org/ - British Columbia Schizophrenia Society. Provincial Office
#201 – 6011 Westminster Hwy. (at Number 2 road) Richmond, B.C. V7C 4V4 Canada
Email: bcss.prov@telus.net Phone: 604.270.7841 Toll Free: 1.888.888.0029 Fax: 604.270.9861
3. http://www.schizophrenia.ca/heimEnglish1.htm - Schizophrenia Society of Canada. Schizophrenia Society of Canada
4 Fort Street
Winnipeg, MB R3C1C4
Tel:1-204-786-1616 Toll Free: 1-800-263-5545
C. Schizophrenia characteristics:
ReplyDeleteSchizophrenia is a chronic, severe, and disabling brain disease. Approximately 1 percent of the population develops schizophrenia during their lifetime more than 2 million Americans suffer from the illness in a given year. Although schizophrenia affects men and women with equal frequency, the disorder often appears earlier in men, usually in the late teens or early twenties, than in women, who are generally affected in the twenties to early thirties. People with schizophrenia often suffer terrifying symptoms such as hearing internal voices not heard by others, or believing that other people are reading their minds, controlling their thoughts, or plotting to harm them. These symptoms may leave them fearful and withdrawn. Their speech and behavior can be so disorganized that they may be incomprehensible or frightening to others. Available treatments can relieve many symptoms, but most people with schizophrenia continue to suffer some symptoms throughout their lives; it has been estimated that no more than one in five individuals recovers completely. This is a time of hope for people with schizophrenia and their families. Research is gradually leading to new and safer medications and unraveling the complex causes of the disease.
D. Modifications and Adaptations for Physical Education:
Although schizophrenia is rare in children it can be seen in adolescents. These teenagers may be kept out of school or put into special education programs. If a teacher does have them in her class than it is important to understand that they may become upset or scared if they have a schizophrenic episode. It is important to be understanding and listen to the student if they happen to have an episode in your class. Some studies have shown that creative therapies can be helpful for those suffering with schizophrenia. Encouraging students to find a physical activity that they enjoy instead of placing them into a Physical Education class might be more beneficial for them. P.E. might not be a suitable option if they student is suffering many terrifying symptoms.
Jo-Anne McKee
ReplyDeleteEnglish
Emotional Disorders: Depression/ Suicide (1 of 2)
1. Annotated Bibliography
Canadian Mental Health Association
http://www.cmha.ca/bins/index.asp?lang=1
A nation wide not-for-profit site that addresses various mental illnesses, offering detailed information and support systems. There is a brief section for Children with Depression, and though the site is not aimed towards teens it does provide a great deal of medical information about depression.
Teen Mental Health
http://www.teenmentalhealth.org/pros_ep.php
An excellent site specifically aimed at teen depression. I found a great amount of information about depression as it relates to teens, links to information about different medications and a global mental health initiative that advocates developing a strategy of support for teens and their families. The site is hosted by the Adolescent Mental Health division of Sun Life Financial.
Canadian Network for Mood and Anxiety Treatment
http://canmat.org/resources/depression/index.html
This site covers a range of mental disorders such as anxiety, bipolar, and depression. A section on ‘complications of mood disorders’, which discusses suicide and substance abuse, I found to be useful. This site is aimed at educating the public as well as continuing research through clinical trials and other professional education initiatives such as various workshops throughout Canada. From a teacher perspective, this site offers both research supported information and a link to resources for those affected.
Mind Your Mind
http://www.mindyourmind.ca/index.html
This site is a youth created and driven hotspot of ‘factoids’, and as they phrase it, an online community place to “Breathe. Groove. Inspire.”. The graphics, organization and types of information conveyed, I suspect, is extremely attractive to youth. I found the inclusion of music and various media as tools to combat depression profoundly insightful: instead of bombarding youth with studies written by academics, they can come to this site and hopefully become engaged. Thus, the site can help sufferers in the act of informing them rather than help being in the form of information alone. The section headings included Personal Stories, Mind Tools and Help, which had links for friends or for sufferers. The appearance and language of this site is extremely accessable, and the information is intelligent and useful. I will incorporate this site in my classroom.
Depression in Teenagers
http://www.depressioninteenagers.com/
Is an interactive site, I felt like I was playing a computer game, with calming graphics and soothing colours. Visitors enter through a park and click on the tree of wisdom, a secret garden or maze. Included are mediation techniques and resources to professional help. It is written and supported by psychologists, and has a very chilled ambience feel to it. I get the sense that a younger teenaged audience would be drawn to it, but perhaps an older youth would not feel as if they were taken seriously if directed to this site.
The Patrick Dennehy Foundation
http://www.thekeltyfoundation.org/index.html
This is non-profit foundation dedicated to preventing depression-related suicide in youths through education, and removing the stigma associated with mental health. I found this site particularly inspiring, and was reminded that all youths are suseptable to depression regardless of academic or athletic ability, or socio-economic class. The site has many links to resources, programs and events.
(2 of 2)
ReplyDelete2. Contacts
Canadian Mental Health Association BC
Division #1200 – 1111 Melville Street
Vancouver, BC V6E 3V6
Phone: 604-688-3234
Crisis Intervention and Suicide Prevention Centre of BC
763 East Broadway
Vancouver, BC V5T 1X8
Phone: 604-872-1811
Email: info@crisiscentre.bc.ca
Josh Platzer Society for Teen Suicide Prevention and Awareness
3294 West 37th Ave
Vancouver, Bc V6N 2V4
Phone: 604-263-9831
Mood Disorders Association of British Columbia
202-2250 Commercial Drive,
Vancouver, BC Canada V5N 5P9
Phone: 604.873.0103 Fax: 604.873.3095
Email: info@mdabc.net
Crisis Lines in British Columbia
Provincial Suicide Helpline
1-800-SUICIDE(784-2433)
Crisis Intervention & Suicide Prevention Centre of BC, Regional Distress Line
(Serves Vancouver, North Vancouver city & district, Bowen Island, West Vancouver, Burnaby; Toll Free Number serves Powell River, Sunshine Coast, Squamish, Whistler, Pemberton and Howe Sound)
604-872-3311Toll free: 1-866-661-3311
S.U.C.C.E.S.S. Chinese Help Lines
Cantonese: 604-270-8233
Mandarin: 604-270-8222
Greater Coquitlam Crisis & Information Line
(Serves Coquitlam, Port Coquitlam, Port Moody, Pitt Meadows, New Westminster, Belcarra, & Anmore)
604-540-2221
Fraser Valley Regional Crisis Line
(Serves Mission, Abbotsford, Chilliwack, Agassiz / Harrison, Hope, Yale & Boston Bar)
604-820-1166 Toll Free:1-877-820-7444
3. Details on Identification
Symptoms may include:
• Changes in feelings, demonstrating signs of being unhappy, fearful, rejected, helpless, hopeless, lonely or rejected
• Physical changes such as complaints of headaches, general aches or a lack of energy; may also have difficulty sleeping, or eating problems, or feel tired all the time
• Behavior changes may include crying easily and often, showing less interest in sports and academics, or other recreational activities; may overreact, have sudden irrational outbursts
• In a classroom, a depressed student may begin to withdraw from the social community, have difficulty concentrating and marks may worsen. Furthermore, in an English class teachers may see mention of dark thoughts, loneliness and even suicide in writing samples
4. Curricular Modifications
Talk to all students, using names and asking about their lives when you can – depression causes feelings of loneliness and rejection so if teachers include all students in discussions and make small gestures that show care and attention, they can make a difference. Depression also alienates people from society, so bringing the world into the classroom, applying curriculum to ‘real world’ scenarios is also helpful. If a teacher suspects a student is suicidal, it is imperative that they contact a counselor to get that student immediate help.
5. Other Interesting Facts
Celebrities such as Brooke Shields have come forward sharing their stories with depression, which has worked towards removing the stigma around post partum.
Emotional and behavioral disorders – Anxiety/withdrawal
ReplyDeletea)
Mood disorders association of British Columbia
http://www.mdabc.net/
Website for a non-profit organization dedicated to providing support, education and hope of recovery to those living with a mood disorder or other mental illness. Focus on building awareness and understanding in communities throughout the province. Provides online support groups.
Music Therapy Association of British Columbia
http://www.mtabc.com/page.php?56
Association website gives information on the benefits of music therapy for children and adolescents experiencing emotional and behavioral disorders. Provides links for additional resources as well as how to find a music therapist.
Anxiety Disorders Association of British Columbia
http://www.anxietybc.com/
Website for non-profit organization working to increase awareness about anxiety disorders. Promotes education of the general public, affected persons and health care providers. Focus on increasing access to evidence based resources and treatments. They also organize informative workshops throughout the lower mainland.
Social Anxiety Disorder.net
http://www.socialanxietydisorder.net/
Website dedicated to social phobia and anxiety disorder. Dedicated educating, informing, and providing self help to those affected by social anxiety or in contact with those who are. Includes a section on Social Anxiety in Schools.
Journal of Emotional and Behavioural Disorders
http://ebx.sagepub.com/
Online archive of Sage publications journal on Emotional and Behavioural Disorders. Features and online archive of articles dating back two decades. Many articles deal with education and classroom issues.
b)
ReplyDeleteKelty Resource Centre
Mental Health building 2
BC Children’s Hospital
Room P3 – 302 -4500 Oak Street
Vancouver, BC
V6H 3N1
604-875-2084
Provincial resource centre working to link children, youth and families with appropriate resources in areas of mental health and addiction. Provides resources and parent peers workers.
Canadian Mental Health Association
1200 - 1111 Melville Street
Vancouver, BC V6E 3V6
Tel: 604-688 3234
Provides a wide range of specialized mental health programs and services tailored to meet the needs of the communities they service.
Mood Disorders Association of British Columbia
202 – 2250 Commercial Drive
Vancouver, BC
V5N 5P9
Tel: 604-873-0103
Walk in Clinic for Mood Disorders Association of British Columbia
c)those affected by anxiety/withdrawal are typically self-conscious, reticent and unsure of themselves. Their self-concepts are typically quite low which causes them to retreat from immediate activities. They are anxious and frequently depressed. This category is not mutually exclusive and these students may also exhibit characteristics from other categories such as conduct disorder, socialized aggression, attention problems, psychotic behavior or motor excess. These students still exhibit emotional or behavioural problems after receiving supportive educational and counseling services. Their problems cannot be attributed to physical, sensory or intellectual deficits. Many different factors can contribute to anxiety/ withdrawal including biology, childhood trauma, behavioural issues, phenomenology and sociological and ecological factors. They may exhibit social deficits, inadequate peer relationships, depression and anxiety, academic deficits, language deficits, “internalizing” behaviours, talk of suicide or suicide attempts. These behaviours inhibit the child’s ability to build and maintain social relationships with peers, teachers and adults. They may arouse negative feelings in others, alienating schoolmates and adults. Their behaviours significantly impair the child’s ability to succeed in school and society.
ReplyDeleted)Curricular mods include the “First Step to Success” program which suggests providing appropriate structure and predictable routines. It is important to establish a consistent schedule with set rules, consequences and clear expectations. You should foster positive teaching with a focus on student interaction with adequate praise and systematic responses to problem behaviours. You should frequently implement instructional sequences that promote high rates of academic engagement. You should create a classroom environment where independent work is limited and sufficient time is allotted for establishing positive social interaction. There could be a social skills assessment done for the child and instruction in this area could be offered. Development of classroom rules and procedures could be created in conjunction with the students. The classroom and the curriculum should be accessible, especially in regards to issues of social isolation.
http://sites.google.com/site/polonijo/home/resource-package-5---bipolar
ReplyDeleteEmotional and Behavioural Disorders (Depression)
ReplyDeleteBy Lisa Leippi
Secondary Science (Biology)
1. Annotated Bibliography
a. Canadian Mental Health association
http://www.cmha.ca/bins/index.asp
A Canadian site and the oldest continuing voluntary health organization. Contain background info on many mental illnesses and support links.
b. Teen Depression
http://helpguide.org/mental/depression_teen.htm
A non-profit resource. Offers advice for partents and teachers. and tips for understanding, signs and symptoms to look for.
c. The Kelty Patrick Dennehy Foundation
http://www.thekeltyfoundation.org/index.html
A website dedicated to the memory of Kelty Patrick Dennehy. Facts and info about teen depression. Links to getting help and how to get help.
d. Youth in BC
http://youthinbc.com/
A great site full of info, geared towards teens, but full of local links and content.
e. Understanding teen depression
http://youthdevelopment.suite101.com/article.cfm/understanding_teen_depression
A site for parents and teachers. Offers info and facts.
2. Contact Info
Canadian Mental Health Association
BC Division
#1200 – 1111 Melville Street
Vancouver, BC
V6E 3V6
Phone: 604-688-3234
Fax: 604-688-3236
The Depression Group
Delta Hospital
5900 Mountain view Boulevard
Delta, BC
V4K 3V6
Phone: 604-946-1121
KERRY or GINNY DENNEHY
Phone: 604.938.0588 Whistler, BC, Canada
Post mail: P.O. Box 35, General Delivery,
Whistler, BC Canada V0N 1B0
3. Depression in teens can look different than in adults. If they are unusually withdrawn, or irritable and moody for a long period of time. Other signs would be difficulty concentrating, lack of enthusiasm and motivation, restlessness, always seeming sad. It's easy to mistake symptoms of depression for teens just being teens. Symptoms of depression in teens will vary from teen to teen.
4. Classroom adaptations.
- Accommodate, with homework, and tests, don't criticize.
- Allow the student to get marks outside of the classroom, reward their strengths
- Give extra time for tests
- Have large projects broken up into small manageable sections to avoid the student from feeling overwhelmed.
5. Depression is very serious, and there is a risk of suicidal behaviour. It is important that you seek help immediately if you suspect there is a chance of this.
Amn Litt
ReplyDeleteEPSE 317(309)
Attachment Disorders:
Attachment disorder is a broad term that can be applied to disorders of mood, behaviour, and social relationships. It occurs when a child’s bond with its primary caregiver(s) is disrupted or prevented from forming very early in life (generally by age 3 or perhaps 5). Instead of forming a secure, nurturing bond with a mother and/or father in a safe environment, a child is exposed to severely confusing, frightening, and isolating emotional experiences that can present themselves in either one or several of the following forms: a caregiver who is unable to provide for the child; death or trauma in the family; abuse or neglect; constant changes in caregivers (this often happens to foster children); institutional care. These factors do not always lead to the development of an attachment disorder but can depending on the age, circumstances, and mental and emotional makeup of a particular child. Children with attachment disorders may have trouble learning, trusting others, making friends, be excessively clingy, have difficulty initiating or appropriately responding to social interactions, be overly aggressive, act out, suffer anxiety or depression, have poor self-confidence, avoid closeness and emotional connections, or be developmentally delayed. The result of these behaviours is often that, in their efforts to avoid any further painful experiences, people with attachment disorders will act in ways perceived as abusive or defiant and, in doing so, will help to create further turmoil and stress in their home lives. Children with this disorder can sometimes be misdiagnosed with ADHD or autism.
Curricular Adjustments:
The best way to help children with attachment problems become fully functioning individuals is to address whatever issues they are facing in their personal lives. Therefore, it is vital that teachers work very closely with a child’s parents or foster family (since many such children are found in the foster system) and counsellors. The child’s family needs to assess their home situation and, with help from a professional, decide on changes and strategies that they can implement to make their home a more encouraging environment for their child. Parents also need to understand that things will not improve overnight and that they may very well feel overwhelmed and need support from friends, family, teachers, counsellors, and perhaps even mental health professionals. At school, children should not have extra pressure or negative attention placed upon them in class and they should not be allowed to dictate the atmosphere of the classroom because they will inevitably try to avoid any meaningful contact with others. The classroom must be made to feel safe and nurturing and teachers ought to implement, as best as possible, any strategies that the child is being exposed to at home so that the child can recognize some consistency in his life and, hopefully, become more secure in his surroundings and less unwilling to connect to people, act out, and so forth. A child with attachment issues cannot simply be “fixed” but, rather, needs to be encouraged and guided in the right direction and provided with a positive environment where it is possible for him to change
Relevant Websites:
ReplyDelete1) Evergreen Psychotherapy Center: Attachment Treatment & Training Institute
http://www.attachmentexperts.com/index.html
This is the site for Denver based treatment center for attachment disorders but it also offers information on what attachment disorders are, how they can be treated, how they manifest in people of different age groups, and access to a number of resources for people that want to learn more about this condition.
2) The Attachment Disorder Site
http://www.attachmentdisorder.net/
This site is run by the adoptive mother of a child with attachment disorder. It gives detailed information on their family’s struggles with the disorder and how they managed to find effective help for their child and themselves. There’s a blog and subsections on adoption issues, parenting, and school issues.
3) Adoptive Families Association of BC
http://www.bcadoption.com/site_page.asp?pageid=45
Since many kids with attachment disorder are adopted, this site can be useful for because it gives potential adoptive parents information on the adoption process and the potential challenges they may face raising an adopted child. There’s also a section devoted to links to websites for people who want to learn about attachment issues.
4) Attachment & Trauma Network
http://www.radzebra.org/
This site has a lot to say about the nature of good and bad attachments, methods of treatment for attachment disorders, a list of some therapists who treat attachment disorders, and information on other disorders that can occur concurrently with attachment disorder.
5) Medline Plus
http://www.nlm.nih.gov/medlineplus/ency/article/001547.htm
This is an online health information site operated by the U.S. National Library of Medicine and the U.S. National Institutes of Health. It provides facts on attachment disorder, causes, symptoms, treatment, exams and tests that can be administered to the child, and advice on prevention, possible complications, and when to contact a medical professional.
Contact Agencies:
B.C. Children’s Hospital
Infant Psychiatry Clinic
BC Children’s Hospital
Box 141 – 4500 Oak Street
Vancouver, BC V6H 3N1
Phone: 604-875-2010
Fax: 604-875-2099
Sunny Hill Health Centre for Children
3644 Slocan Street, Vancouver
www.bcchildrens.ca/sunnyhill
Phone: 1-888-300-3088
Adoptive Families Association of B.C.
200 - 7342 Winston Street
Burnaby, BC, V5A 2H1
Phone: 604-320-7330
Fax: 604-320-7350
The F.O.R.C.E. Society for Kid’s Mental Health
P.O. Box 91697,
West Vancouver, B.C., V7V-3P3
Phone: 604-878-3400
Email: theforce@bckidsmentalhealth.org
Vancouver Coastal Health
http://www.vch.ca/banner_menu_items/contact_us/
Mail: Vancouver Coastal Health Corporate Office
11th Floor, 601 West Broadway
Vancouver, BC V5Z 4C2
Phone: 604-736-2033; 1-866-884-0888
Email: feedback@vch.ca
Annotated Bibliography
ReplyDelete1. http://www.ccbd.net/ - The council for children with behavioural disorders. They specialize in offering support for those who work with children who have behavioural disorders. They have a teacher support category where useful information on many different issues is covered such as grant money support and academic, behavioural, and emotional support interventions.
2. http://www.as.wvu.edu/~scidis/behavior.html - This website was created by educational professionals who have experience working with specific disorders in children, in this case emotional and behavioural disorders. They offer information on strategies for teaching children with these disorders as well as advice from people who have experience in these issues.
3. http://www.cmha.bc.ca/ - The Canadian mental health association. They have information on specific types of metal illnesses leading to emotional and/or behavioural problems. Each disorder is broken down and examined individually. They have tons of information regarding symptoms, prevention, and support networks.
4. http://www.wrongdiagnosis.com/e/emotional_disorders/intro.htm - This is an independent medical information provider. They stick to medically sound and proven techniques. The section on emotional and behavioural disorders features information on classification, getting diagnosed, and a huge resource of on-line textbooks regarding this disorder.
5. http://www.naset.org/emotionaldisturbance2.0.html - This website is the national association of special education teachers. This is a great resource for not only special ed. teachers but for all teachers in general. It features lots of information regarding accommodation and modifications for children with a variety of special needs, in this case emotional and behavioural disorders.
Addresses and Phone Numbers
The CEDRIC Centre
307-1005 Broad Street
Victoria, BC V8W 2A1
Telephone: 250-383-0797
The Canadian Mental Health Association
1200-1111 Melville Street
Vancouver, BC V6E 3V6
Telephone: 604-688-3234
Natural Health Care and Natural Healing
Suite 2A - 2563 Penrhyn Street
Victoria, BC V8N 1G2
Telephone: 250-590-5828 (clinic)
Specific Characteristics
ReplyDeleteEmotional and behavioural disorders include any disorder that affects emotional wellbeing. Some examples are anxiety disorder, depression, anhedonia, bipolar disorder, and eating disorders. It is estimated that one in five children have an emotional disorder of some kind. There is debate on the causes of certain emotional disorders; it greatly depends on the type of disorder. Take depression for example; a child may have a genetic predisposition towards depression however if the trigger points aren`t there he/she will likely not be affected. If the trigger factors are in place it is likely the student will be affected by this disorder. Anxiety disorder is becoming more and more common. It can range from mild anxiety to full blown panic attacks. Generalized anxiety disorder, OCD, and PTSD would fall under this category. Some of the signs are:
Depression
• The child is often sad, crying, or feels worthless
• The child may not try or not be motivated to be successful
• The child may experience insomnia or changes in eating patterns
• The child will often feel tired and fatigued.
Anxiety Dissorder
• Unrealistic fears
• May appear withdrawn
• A constant state of hyper-awareness
• A panic attack may have all or some of the following symptoms: Dizziness, cold/sweaty palms, feeling disorientation, heart palpitations, etc.
Curriculum modifications
Each case is going to be different so while some of these techniques may work for some students they may not work for others. It is often a good idea to find the student who is struggling with an emotional or behavioural disorder someone who has overcome whatever challenges they are facing. If it is strictly a behavioural issue, the student could pair up with another student who is exhibiting appropriate behaviour. The student might need changes to his/her schedule to accommodate their needs. Sometimes direct instruction may help. “Time outs” may also be used effectively. Enforce classroom expectations. Provide a learning environment where the students feel safe. Good behaviour should be praised immediately. As a teacher it is especially important to be patient with students who are acting up; usually there is a reason. If a student is suffering from an anxiety disorder, the counsellor should become involved to help find if there is something in particular that is triggering the attacks. If it is a generalized anxiety disorder, the student needs to be taught appropriate coping techniques.
1. Cutting and the Pedagogy of self-disclosure: about cutting in the classroom. http://books.google.ca/books?id=PtIB0rrUVGsC&pg=PA139&lpg=PA139&dq=Cutting+in+the+classroom&source=bl&ots=ULTUMwDYha&sig=Nmx866P2FMKHruQuLJB0B7Lheq0&hl=en&ei=tqvLSpr_AYGsswP77cSHAQ&sa=X&oi=book_result&ct=result&resnum=1#v=onepage&q=Cutting%20in%20the%20classroom&f=false
ReplyDeleteEmotional behaviour site with resources, information and links to other sources : http://www.wrongdiagnosis.com/e/emotional_disorders/intro.htm
What is an emotional or behavioural disorder? Article on the disorder http://www.pacer.org/parent/php/PHP-c81.pdf
Emotional and behavioural disorders in the classroom http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
2. Jericho Counselling
Suite 400 – 601 West Broadway
Vancouver, BC, V5Z 4C2
Phone: 604-434-5727
E-mail: info@jerichocounselling.com
Centre for Suicide Prevention
Suite 320, 1202 Centre Street S.E.
Calgary, AB T2G 5A5
Phone: 403-245-3900
Fax: 403-245-0299
Mood Disorders Association of British Columbia
202 – 2250 Commercial Drive
Vancouver, BC V5N 5P9
Tel: 604-873-0103
Fax: 604-873-3095
Email: mdabc@telus.net
Website: www.mdabc.net
3.
• Disruptive to classroom activity.
• Impulsive.
• Inattentive, distractible.
• Appears pre-occupied.
• Disregards all classroom rules.
• Poor concentration.
• Extreme resistance to change and transitions.
• Speaks out, repeatedly.
• Is aggressive.
• Bullies and intimidates others.
• Regular truancy from school.
• Dishonest, consistently blames others.
• Low self esteem.
• Unable to work in groups.
• Engages in self injurious behavior.
• Has no regard for personal space and belongings.
• Persistently tries to manipulate situations
4.
• Develop consistent behavior expectations.
• Involve the student in setting academic and personal goals.
• Engage in role playing situations.
• Communicate with parents so that strategies are consistent at home and school.
• Set limits and boundaries.
• Apply established consequences immediately, fairly and consistently.
• Acknowledge and reinforce acceptable behavior.
• Avoid confrontation and power struggles.
• Provide a highly structured classroom environment.
• Clearly post rules and expectations.
• Establish a quiet cool off area.
• Provide and teach opportunities for the student to use self control/self monitoring techniques to control behavior.
• Teach self talk to relieve stress and anxiety.
• Teach and provide time for relaxation techniques.
• Establish cues as reminders for inappropriate behavior.
• Redirect to avoid situations that may increase anxiety levels.
• Remain calm and aware of your body language when addressing the student.
• Provide a positive and encouraging classroom environment.
• Use a study carrel.
• Use visually stimulating material for assignments/learning presentations.
• Use specialized technology and software.
• Develop and use behavior contracts.
• Give frequent feedback.
A.
ReplyDeleteAnnotated Bibliography:
(a) http://helpguide.org/mental/schizophrenia_symptom.htm
I selected this website because it is a very good introductory website for schizophrenia syndrome. It has a basic definition, relevant information on symptoms and issues that surround schizophrenia
(b) http://www.mayoclinic.com/health/schizoaffective-disorder/DS00866
I chose this website because again it has a lot of good general information about schizophrenia and the symptoms and behavioral issues. This website also has information about testing and diagnosis as well as some possible treatment drugs and therapy choices.
(c) http://www.schizophrenia.ca/heimEnglish1.htm
I chose this website because it was the Schizophrenia society of Canada website and I felt it was relevant to have a Canadian resource available. This website also has many available resources for people with schizophrenia to access directly from the website.
(d) http://www.schizophrenia.ca/heimEnglish1.htm
This website has many different resources available in the forms of studies and articles that relate to schizophrenia. It has more scientific information that may be helpful for a teaching inquiring about the disorder. It may also be beneficial for parents if they are curious about the syndrome and studies on the syndrome.
(e) http://www.mentalhealth.com/dis/p20-ps01.html
This website had the most extensive information on schizophrenia that I saw. It had an in depth description of all the possible symptoms that occur pre diagnosis, early symptoms, and all the various levels of psychosis that occur with schizophrenia.
B)
Local/Provincial:
British Columbia Schizophrenia Society
Vancouver/Richmond
604-247-1884
Richmond BC
Federal:
Schizophrenia Society of Canada
100 - 4 Fort Street
Winnipeg, MB R3C1C4
Tel: 1-204-786-1616
Toll Free: 1-800-263-5545
Fax: 204-783-4898
C)
Schizoaffective disorder is a condition in which a person experiences a combination of symptoms such as hallucinations or delusions and also mood disorder symptoms, such as mania or depression.
As with many disorders the symptoms of schizophrenia vary from person to person. Generally people with schizophrenia will experience some version of psychotic symptoms like : hallucinations, disorganized thinking, paranoid thought. They may also experience depression or manic moods. People with schizophrenia may be very antisocial and socially secluded. The symptoms tend to cycle repeatedly in people with schizophrenia.
Some of the most common symptoms were,
• Strange or unusual thoughts or perceptions
• Paranoid thoughts and ideas
• Delusions — having false, fixed beliefs
• Hallucinations, such as hearing voices
• Unclear or confused thoughts (disorganized thinking)
• Bouts of depression
• Manic mood or a sudden increase in energy and behavioral displays that are out of character
• Irritability and poor temper control
• Thoughts of suicide or homicide
• Irrelevant or incoherent speech
• Catatonic behavior — lack of response, sometimes with an extreme agitation that's not influenced by the environment
• Deficits in attention and memory
• Lack of concern about hygiene and physical appearance
• Changes in energy and appetite
• Sleep disturbances, such as difficulty falling asleep or staying asleep
D)
In a physical education setting accommodating a student with schizophrenia might be particularly difficult. If that student is having feelings of depression they will most likely not be motivated to participate in the activities that the teacher has prepared. It is important that the teacher is aware of the students disorder and can then accommodate that students needs. Physical education has been proven to increase the release of positive endorphins during and after bouts of high level activity. If it was possible to get the student to actively participate they may benefit from the positive effects of the physical exercise.
Schizophrenia
ReplyDeleteJeremy Crema (Home Economics)
a) Annotated bibliography:
- http://www.bcss.org/
British Columbia Schizophrenia Society. Information page that answers frequently asked questions There are lists of monthly support groups and it provides information on children and adults, early psychosis intervention, printable resources videos and many more. There is also online support networks for families with questions.
- http://www.schizophrenia.ca/homeEnglish1.htm
Schizophrenia Society of Canada.Information regarding education, support programs, public policy. A valuable resource. Would be of interest to the general public and people with Schizophrenia.
- http://www.phac-aspc.gc.ca/mh-sm/pubs/schizophrenia-schizophrenie/index-eng.php
Information provided on Schizophrenia by Public Health Agency of Canada. This is a handbook for families. It includes resources on how to define it, support for those with schizophrenia, hospitalization and treatment, diagnosis, discharge, independent living, research, recommended readings and many others. It is intended for the general public and people with Schizophrenia.
- http://docs.google.com/gview?a=v&q=cache:flL08q5d7ZQJ:www.llbc.leg.bc.ca/Public/PubDocs/bcdocs/357302/mdmo_english.pdf+schizophrenia+bc+ministry+education&hl=en&gl=ca&sig=AFQjCNHsF0EqOmns0D5VnaSXiRVqgnL92Q
The Early Psychosis Initiative (EPI) shows the importance of early and effective treatments for Psychosis. The site contains information on psychosis, possible damages to psychosocial development and the brain, potential warning signs. It is meant for thegeneral public, educators and people with Schizophrenia.
- http://www.cmha.ca/bins/content_page.asp?cid=3-100
Canadian Mental Health Association. Provides general basic information on symptoms, theories on causes and treatments. Easy read. Has icons to format letter sizes and easy printing. This site also has information on related topics: Suicide, Psychosis, Violence and Mental illness, Employment and Mental illness, Education and Mental illness and Men and Mental illness.
b) Local contact information:
- Canadian Mental Health Association
1200-1111 Melville Street
Vancouver, B.C
V6E 3V6
(604) 688-3234
info@cmha.bc.ca
- North Shore Schizophrenia Society
205-1865 Marine Drive
West Vancouver, B.C
V7V 1J7
(604) 926-0856
info@northshoreschizophrenia.org
- British Columbia Schizophrenia Society
#201-6011 Westminster Highway
Richmond, B.C
V7C 4V4
(604) 270-7841
bcss.prov@telus.net
Part 2
ReplyDeletec) Identification:
Schizophrenia is a neurological disorder that affects young people usually between the ages of 16 to 25. The disorder impairs cognition, often making it difficult to tell what is real and what is not real.
Early signs of Schizophrenia are:
- deterioration of personal hygiene
- depression
- odd behaviour
- sleeping excessively or inability to sleep
- social withdrawal, isolation, reclusiveness
- hyperactivity or inactivity or alternating between the two
- inability to concentrate or to cope with minor problems
- fainting
- cutting themselves
- signs of suicide
- excessive writing without meaning
- decline in academic or athletic interests
- forgetting things
- extreme reactions to criticism
- inability to express joy
- inappropriate laughter
- unusual sensitivity to external stimuli, ie light or sound
- drug or alcohol abuse
- prevents clear thinking and rational response
- thoughts may be slow to form or come extra fast or not at all
- person may jump from topic to topic, seems confused, difficulty making decisions
- thinking may be coloured by delusion
- thoughts about being persecuted
- believe they have all power, capable of doing anything, invulnerable to danger
- sensory messages to the brain from the eyes, ears, nose, skin and taste buds become confusing: hallucinations
- often hear voices
- hypersensitivity to sounds, tastes, smells
- sense of touch may be distorted
There are no easy tests for the disorder, therefore, the diagnosis is based on the symptoms
-the doctor must work closely with the individual and trust the observations.
Part 3
ReplyDeleted) Curricular Adaptations:
- Prepare yourself with facts
- early intervention and effective new medication lead to better medical outcomes for the individual
- Bring the illness to the open
- discuss Schizophrenia in class: reduces discrimination and injustice associated with the illness
- Be alert to early warning signs of Schizophrenia
- if early signs seen, consult with family and help student receive an assessment
In class
- check student’s cognitive assessment, set realistic goals for academic achievement and extra-curricular activities
- establish regular meetings with family for feedback on health and progress
- encourage other students to be kind to extend their friendship. Some may act as peer support
- if student has disordered thinking, help to sort out what is relevant and what is not.
- teach planning skills. Write things down and make sure the student is aware of expectations.
- be flexible.
- help student set reasonable goals
- be accepting, caring, supportive; provide a safe environment for student
- break tasks into smaller pieces, minimize distractions, have a plan to redirect the student to return the task at hand
- establish a structured and consistent classroom environment
- teach social skills and promote good social relations: modeling, direct instruction, prompting, positive practice
- physical accommodations: arranging traffic patterns to lessen contact and disruptions; arrange student desks to facilitate monitoring of all students at all times
- positive behaviour supports (PBS): emphasizes proactive, preventive strategies and early intervention
- behaviour management: teach self-control mechanisms
- appropriate support should be present: special education personnel, psychologists, counselors, mental health service providers
- help to create a non-stigmatizing environment by raising awareness about mental health issues and encourage other students to be supportive.
- modify the school program of the student affected with schizophrenia
- break tasks down into smaller pieces, minimize distractions, have a plan to redirect the student to help him/her return to the task at hand.
- assist the student with planning and organizational skills.
- give short and concise directions.
e) Specific Procedures
Specific procedures will be warranted on a need basis. Individuals conditions may vary, but for the most part there are no life threatening factors that a teacher would need to be prepared for.
Hannah Wong ( English )
ReplyDelete1 and 2.
DSM-IV 300.4 Resources: Annotated Bibliography and Recourses combined:
a) http://www.psychologists.bc.ca./referral.html
This BC Psychological Association is a great tool for people who want to find a suitable registered psychologist in their area. One aspect I found helpful, after visiting a plethora of shady grabby psychologist sites after searching “depression Vancouver’, is you can customize your search for a psychologist by gender, area, and availability (night time etc). As a teacher, it is very important to me that students can find help in a language that they are comfortable in, given that Vancouver is so multicultural, this site lets the client specify what language they prefer. The results listed, include the name, address, phone number and website of the registered psychologists:
I looked up as a client: adult, depression
I specified I wanted: a female, a Cantonese speaker, and a Christian
2 Results:
Dr. Yuk Shuen Sandra Wong Ph.D.
Unit 337- 2184 West Broadway Regent Medical Building Vancouver
and 230-7360 Westminster Hwy Richmond
and 206-8556 120th Street Surrey
ph.: 604-221-8071 other-ph: 778-999-3578 (website was a dead link)
Dr. Audrey Ho Dept of Psychology 4480 Oak Street Vancouver
and Kerrisdale Professional Centre Suite 262- 2025 42nd Avenue Vancouver
ph.: 604 266-7982
b) http://www.cmha.ca/BINS/content_page.asp?cid=3-86-87
I chose the Canadian Mental Health Association because it has an updated website with concise information laid out in a clear manner. It also has chapters in other mental disorders. It clearly explains how long depression might last as well as signs and symptoms urging the depressed person and their friends to get help as soon as possible. It also has information regarding other branches of depression, post partum, bipolar and SAD.
Various CMHA branches are located in each province, the ones in BC are listed on this page http://www.cmha.ca/BINS/loc_page2.asp?cid=58-85&cmp_id=657&lang=1
Here are a few I picked out:
British Columbia Division
1200 - 1111 Melville Street
Vancouver, BC V6E 3V6
Phone: 604 - 688 3234
Fax: 604 - 688 - 3236
info@cmha.bc.ca
http://www.cmha.bc.ca/
Richmond Branch
7351 Elmbridge Way
Richmond, BC V6X 1B8
Phone: 604 - 276 8834
Fax: 604 - 276 0342
info@cmha-rmd.com
http://www.cmha-rmd.com
Vancouver/Burnaby Branch
175 West Broadway
Vancouver, BC V5Y 1P4
Phone: 604 - 872 4902
Fax: 604 - 872 5934
info.vb@cmha.bc.ca
http://www.vb.cmha.bc.ca
c) http://www.depressioncenter.net/wbdat/
The Depression Center site has web resources related to cognitive behavioural treatment groups, as well as online support forums. One thing I found really interesting was an online diagnostic survey for a variety of mood disorders including tests for anxiety, bipolar, agoraphobia, panic attacks and depression. At the end of the test users have a choice of printing the results and sending a copy to their physician as well.
Here is an excerpt of what they are about:
The Depression Center (DC) eHealth program, first launched in January of 2001, has been continually enhanced through a methodology that involves input from our clinical advisors, experts in technology and program members. We adapt behavior-change exercises used in traditional treatment programs to suit the dynamic and personalized nature of the Internet, and combine them with online social networking tools.
Through a bit more digging I found their base one in California, and the other in Toronto:
V-CC Systems Inc.
1266 Queen Street West, Suite 8
Toronto, Ontario M6K 1L3
Canada
Telephone (toll-free): 1-866-257-9626
Telephone (outside N. America): +1-416-644-8476
Fax: (416) 644-8477
d) http://www.health.gov.bc.ca/library/publications/year/2002/depressionstrategy.pdf
ReplyDeleteThis government document is an extensive overview of depression that would be helpful for teachers, doctors and anyone who wants a macro view on depression and it’s effect on BC. It is surprisingly easy to read for a government report, and some of the highlights that I have learned are :
- medication for depression is often administered at a dosage too low to take effect
- doctors are often referring patients to psychotherapy and other types of ‘help’ that have not yet sufficiently been proven to be successful.
- ( I think that doctors need to be better educated, and this document also suggests this, as well as allowing that the patients are probably a contributing factor to these non traditional psychotherapy practices because they want a quick fix or the advertisement for such treatments are really successful and tempting. )
- Depression diagnosed before the age of 25, is likely to reoccur, and if treated unsatisfactorily, can lead to severe depression later on. The implications for teachers here will be discussed later on. **
e) http://www.byparents-forparents.com/parenting/treating-teen-depression.htm
This site is designed for parents and aimed at prevention and treatment. Many of the sites I found allude to divorce, breakup or reforming of family units, or even adolescent break ups as situations that can lead to depression. This site has been by far the most extensive regarding the causes: bullying, divorce, marriage, break ups, deaths etc. Up dated articles and research aimed at helping adolescents are neatly arranged and annotated. Teachers reading this site would develop a better understanding of what to look for as well as possible causes and learn that not enough is being done to help kids suffering from depression. *More on what to look for below:
3. Details of Identification:
ReplyDeleteIn Adolescents:
*Frequent sadness or crying – possibly demonstrated by wearing dark clothing, writing poems or journal entries with morbid themes, or listening to music with dark themes
• Hopelessness – pessimism about the future, failure to maintain basic hygiene, giving up at school
• Less interest in previously enjoyable activities – dropping out of school, sports, clubs, or other activities
• Boredom or apathy – skipping school, low motivation, lack of energy
• Isolation from friends or family – avoiding social gatherings, spending excessive time alone, refusing to talk about issues, difficulty maintaining friendships
• Low self-esteem – feeling guilty, rejected, or insufficient, extreme feelings of unworthiness
• Irritability or anger – lashing out at family members, acting sarcastic or critical, rejecting the efforts of others
• Frequent complaints of physical illness, such as headaches and stomach aches
• Academic underachievement – poor grades, skipping school, dropping out, difficulty concentrating on schoolwork
• Change in eating or sleeping patterns – sleeping all day, staying up all night watching television, gaining or losing weight
• Running away from home
• Self-destructive behaviour or comments about suicide – statements of intent to commit suicide, preoccupation with death, drug or alcohol abuse, self-injury or cutting
As a teacher, I’d look for a sudden change in student behaviour, I might be on the look out for cutting or overly alarming journal assignments handed in. People who would be involved in identification would be:
Family, Friends, Teachers, Counsellors, General Practitioner, Psychologist
4 and 5 Curricular Modifications and Specific Procedures:
- be patient
- listen to students
- allow them extensions if needed
- choose empowering the student with materials in classroom
- involving the class in empathy- volunteering or working with programs that help other people to foster feelings of being a involved in something greater than themselves and empowering them by allowing them to be a positive force. For it example it could be a simple reading program with the elementary school.
- use humour in class
- refer them to the school counsellor
When dealing with a depressed student, realize you are not responsible for being their therapist, but you are obligated to report attempted suicide, thoughts of committing suicide or even wanting to harm other people. Do not argue with them about incongruent thoughts, and try to ‘fix them” with suggestions, seek to ask questions: how are you coping? What happened? Have you been sleeping enough? What is 3 small steps you want to do to make yourself feel better today?
Unfortunately depressed students don’t get IEPs so it is up to the teacher to be patient and understanding as many of the students who suffer from depression, won’t reach out or even realize that they are depressed.
6. Comorbid areas:
Anxiety disorders and depression
Long standing chronic illnesses such as cardio vascular disease and diabetes are also noted to be quite frequent in depression.
Most of the information I have listed is for major depression, if a student has dysthymia ( low grade depression for 2+ years ) then it is likely that if left untreated it could develop into a major depressive episode especially if they are young ( teens or even under the age of 25 )
Bipolar disorder is depression with mania.
Substance abuse is sometimes a result of self medication, or can trigger depression.
7. Famous People who once suffered from depression:
Jim Carrey, Drew Carry, Vincent Van Gogh, JK Rowling,
Minorities:
Iris Chang, Chinese American writer and historian ( wrote the massacre of Nanking )
Beyonce
Jung Da Bin, a Korean actress
An interesting list can be found at : http://en.wikipedia.org/wiki/List_of_people_with_depression
Maurika Nallainathan
ReplyDeleteTeaching Subjects: English and ESL
Mental Health: Depression
1.) Annotated Bibliography
a) http://www.cmha.ca/bins/index.asp?lang=1
• This website is very detailed and contains information about a variety of emotional and mental disorders. The section on depression outlines the characteristics of depression, causes, treatment, and what family and friends can do to help individuals with depression. The section on children and teens and depression is vey helpful. It contains a programs and services section which has some great contact info and programs to consider.
b) http://www.mcf.gov.bc.ca/mental_health/teen.htm
• This is BC Ministry of Family and Children’s Development’s website on teen depression. Once again, it is very useful as it contains a 60+ page web-book which can be given to students who you think are depressed or even use for a class lesson on depression. It is also useful to teachers who don’t have a lot of time because it is simple and easy to read.
c) http://www.teendepression.org/index.html
• This website is aimed at teenagers who are depressed. It contains useful information about characteristics of depression, treatment, prevention, types of depression, etc.
d) http://www.kidshelpphone.ca/en/home.asp
• This is a great website to recommend to teens who you suspect may be depressed. While it is focused on all teenage issues, it is very useful. Teens can contact counselors though this website and can ask them questions through a messaging forum. They can also write and share stories of their experiences with depression as well as teenage issues. The “Get Informed” section is excellent; it contains detailed information and advice about a variety of teenage issues including bullying, health (including puberty and sexuality), school, violence and abuse, dating, family life, etc. For example, the bullying section is sectioned off by age level. In the 13 and up section, there is book recommendations, videos, how to deal with bullying, etc.
e) http://www.healthlinkbc.ca/kbase/topic/major/ty4640/descrip.htm
• I recommend this website for parents whose child is depressed. It has an excellent FAQ section as well as easy-to-read information about depression. It also has a section on assessment which is crucial for parents. This section details assessment methods and who are assess depression.
2.) Numbers and Addresses for Contact Agencies and Support Groups
ReplyDeletea) CMHA: Vancouver-Burnaby Branch
175 West Broadway
Vancouver, BC, V5Y 1P4
Phone: 604-872-4902
Fax: 604-872-5934
E-mail: info.vb@cmha.bc.ca
Web Site: www.vancouver-burnaby.cmha.bc.ca
b) Kids Help Phone
Phone: 1-800-668-6868
Website: http://www.kidshelpphone.ca/en/home.asp
c) Mood Disorder Association of British Columbia
202-2250 Commercial Dr.
Vancouver, BC V5N 5P9
Tel: 604-873-0103
Fax: 604-873-3095
Email: info@mdabc.net
Web: http://www.mdabc.net/
3.) Characteristics of People with Depression:
- eating too much or too little
- sleeping too much or too little
- feeling worthless, helpless, and/or hopeless
• may say something which indicate lack of self-esteem, self-blame, and self-dislike
• feeling angry, sad, guilty, worried, lonely, rejected, etc.
- thinks about suicide and death
- lack of energy and motivation
- difficulties concentrating
- lack of interest in things
- avoiding people
- drastic drop in grade/lack of effort in school work
- sudden outbursts (both tears and anger) and over-reactions to small incidents
- substance abuse
4.) Curricular Modification and Adaptations in English Classes
- check the essays and writings they write to determine whether they are suicidal or just depressed
• as an English teacher, I will frequently encounter essays and pieces of writing which may indicate that a student is depressed. If so, I will have to bring this to a counselor as well as collect other samples.
- allow them to go to a counselor whenever they need to during class time
• keep an eye on the student to check their moods and interaction with other students
- be in constant contact with parents and counselors
- give positive reinforcement and create a safe learning environment
• support the student, listen to what they have to say, etc. (but keep in mind that a counselor is there for the student to talk to as this can be an emotional toil)
Jordan Turner
ReplyDeleteEPSE 317
Emotional and Behavioral Disorder: Depression
A) Annotated Bibliography
http://www.behaviordisorder.org/
In this website behavior disorders are divided into age group; child, teen, and adult. They offer information on behavior disorders, conduct disorders, and other behavior problems. There are lots of articles about the warning signs, treatments and statistics on behavior issues to educate the parents, and teachers. Easy to navigate and a solid ‘websites to visit’ page.
http://www.counsellingbc.com/information/depression.html
Counseling BC is a good source for finding professionals if you are or know someone who may be suffering from depression. It is a great website with information for both professionals and the general public on depression.
http://www.depression.com/
This website attempts to give the tools for understanding and treating depression. It also provides information on positively getting through depression in it’s ‘day by day’ section where it explains that Depression will not just go away overnight. There is also a section on this website called ‘Look, Listen, & Learn,’ which features images, suggestions and examples. I question the Medication section, though, because it sort of comes of as a commercial for the antidepressant Wellbutrin XL. Apart from that, this is a good website resource.
http://www.healthyplace.com
This site is provides articles about depression, and as well as gives personal accounts of people’s experiences with depression. HealthyPlace.com also provides a lengthy definition, causes, signs and symptoms, and treatment methods for depression.
http://www.depressioncanada.com/
Depression Canada gives a description of Depression, symptoms of Depression, and ways of treating depression by medically and in terms of lifestyle choices. It has solid resource for teachers who want to understand what depression is, the symptoms, or how to treat them. It’s one of the only sites that Ive found that tries to cover it’s own ass by putting a, “this material is not intended for self diagnostic” disclaimer front and center on its home page. That’s thinking!
http://www.hc-sc.gc.ca/hl-vs/mental/index-eng.php
This website has a section of children and adolescent health that also provides links to: child-hood health and safety, healthy schools, and parenting. It contains a lot of generalist information good for superficial searches and knowledge. The Health Canada Website is a solidly massive resource with a lot of information about many different types of mental illness and general health information for certain age groups. Has French and English Translations! A very Canadian government website in that it’s a little confusing and not overly flashy.
Pt. 2
ReplyDeleteB) Addresses and phone numbers
Contact Information for Vancouver based CounsellingBC
Counsellingbc.com email: info@counsellingbc.com ** See below
Telephone Contact: (604) 729-6059
Depression and Bipolar Support Alliance (DBSA)
730 North Franklin Street, Suite 501
Toll-free: (800) 826-3632
http://www.dbsalliance.org
Healthyplace.com
David Roberts
Phone: 210-225-4388
email: media AT healthyplace.com
Jericho Counseling
OFFICE PHONE: 604.434.5727
Reception will take your call during regular office hours Monday – Friday. After hours your call will be redirected to the confidential voicemail of Clinical Director, Dawn Schooler
EMAIL: info@jerichocounselling.com
Please send a confidential email that will go directly to the Clinical Director. You will receive a response within 24 hours.
ADDY: Vancouver Office
Suite 400 – 601 West Broadway,
Vancouver, BC,
V5Z 4C2
C) Specific Characteristics of Depression:
-Symptoms of Depression may include:
Prolonged sadness or unexplained crying spells
Significant changes in appetite and sleep patterns
Irritability, anger, worry, agitation, anxiety
Pessimism, indifference
Loss of energy, persistent lethargy
Feelings of guilt, worthlessness
Inability to concentrate, indecisiveness
Inability to take pleasure in former interests, social withdrawal
Unexplained aches and pains
Recurring thoughts of death or suicide
Things for Teachers To Look for In Students that they Suspect are Depressed.
-loss of interest and enjoyment in activities that student previously enjoyed
-disengagement in class and drop in grades (late arrivals and absences)
-difficulty concentrating in class; easily distracted
-loss of energy and feeling tired (changes in sleeping patterns)
-drastic change in personality, including becoming more withdrawn and/or emotional
-excessive anxiety or irrational fears
-socially withdrawn; difficulty or disinterest in working with others
-emotional instability (becomes angry easily or cries easily)
-frequently mentions unhappy thoughts or suicide during class discussion or in writing
-low motivation to complete schoolwork and gives up easily
-increased sensitivity to criticism; very self-critical
D) Curricular Modifications:
Some possible strategies:
. creating an inviting classroom
. teaching organizational strategies
. instructional strategies
. teaching problem-solving strategies
. building a support network
. teaching goal setting
. counseling-related strategies
. working with parents
. understanding medical/clinical treatment
Teachers under no circumstances should attempt to diagnose depression. They instead should notate their observations of students behavior if they suspect depression for later use by a councilor.
G) Suggestions of Note:
!!!Warning!!! Some antidepressants increase risk of suicide in teens.