Mental Health in Young People “M O M”
(Mind over Matter)
Co-funded by the Erasmus+ Programme of the European Union
"The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.".
SOCIAL
MAP OF EUROPE
participants
PROJECT
RESEARCH OF THE PROJECT
THE PEOPLE OF THE PROJECT
MOBILITIES
The Isle of Wight College - Newport
Training Material
Gausdal vgs Pierre de Coubertinstre GausdalØ
Programme
Museum - Art Exhibition at school
at school - Survey at school
Tallina Polutehnikum
Umberto Dorus
MEDIA
The
THE
Programme
Presentations Art
Teamwork
- Tallinn Programme Presentations Working together Lecture: Mr
Geerts Final Survey SOCIAL MEDIA 3 4 7 11 19 21 22 23 85 87 98 99 100 101 CONTENTS 24 66 67 68 81 82 84
Follow us on our social networks to find more material
Mind over Matter
@momerasmusplus
Erasmus+
MoM
SPAIN PORTUGAL FRANCE ITALY UNITED KINGDOM IRELAND NORWAY DENMARK BELGIUM SWITZERLAND THE NETHERSLANDS GERMANY MALTA LUXEMBOURG School coordinator Roar Bakke NO Gausdal vgs Pierre de Coubertin GB The Isle of Wight College Map of Europe Project coordinator Janet Stevens FR Lycee Condorcet School coordinator Corinne Hoffert IT I.I.S. "P. SRAFFA" School coordinator Mariella Brunazzi
MOLDAVA SLOVAKIA SWEDENFINLAND ESTONIA LITHUANIA LATVIA SERVIA CROATIA BOSNIA HERZEGOVINA POLAND BELARUS UKRAINE ROMANIA BULGARIA GREECE CYPRUS NOTHERN MACEDONIA ALBANIA MONTENEGROKOSOVO HUNGARY EE School coordinator Vasileios Bazanis GR Geniko Lykeio Arfaron The participants School coordinator Ege Meister Tallinna Polütehnikum
2020 - 1 - UK 01 - KA 229 - 079092_3 2020 - 2022 Mind Over Matter ver atter Mental Health in Young People 2020 - 2022 COORDINATOR The project
project objectives
Identify the key triggers for mental health issues in young people aged 15+.
Recognise how and why these issues manifest themselves in young people.
Compare data concerning the triggers and how they manifest themselves across partner institutions.
Equip teachers and other school and college staff with the tools to recognise vulnerable students and advise them how and when to seek help.
Develop student ambassadors to work with their peers to help them to recognise the issues and challenges that face them and discover the mechanisms which might help them to address these challenges the best.
project
Develop a range of materials and resources for teachers, staff and students to use to help young people overcome these issues early leaving and under-achievement.
1. 2. 3. 4. 5. 6. The
Our
Concrete results are
A research document comparing the information found by the partners and results of two pilots developed from students surveys in each year of the project.
A staff training session to equip them with the skills to support their students.
A students training session to equip them with the skills to help their peers.
Student helplines in each partner school.
An eBook containing our research, outcomes of the training sessions, tools which can be used to support students with mental health issues across the key triggers and a link to useful websites and our video.
project
A video of a performance by students with a transcript which can be performed in other schools. A MOM event to conclude our pilot studies.
1. 2. 3. 4. 5. 6. 7. The
RESEARCH oF the Project
1.Overall,onascaleof1 5,where1is‘notatall’and5is‘completely’,howwould you rateyourself againstthefollowing?
How satisfiedareyouwithyourlifestyle?
atall
How happydid youfeelyesterday?
Notatall
2.Whatmakesyoufeel goodaboutyourlife?
3.Whatmakesyoufeel anxious(ifanything)?
4.Whatmakesyoufeel down(if anything)?
5.Inthelasttwoweeks...
Ihavefeltoptimisticaboutthefuture.
Answer
Noneofthetime Rarely Someofthetime Often
Allofthetime
Ihavefeltrelaxed.
Answer
Noneofthetime Rarely Someofthetime Often
Allofthetime
Ihavebeen thinkingclearly.
Answer
Noneofthetime Rarely Someofthetime Often
Allofthetime
Towhatextentdoyou thinkthethingsyoudoin lifeareworthwhile?
atall
How anxiousdid youfeelyesterday?
atall
Ihavefeltuseful
Answer
Noneofthetime Rarely Someofthetime Often
Allofthetime
Ihavedealtwellwith problems.
Answer
Noneofthetime Rarely Someofthetime Often
Allofthetime
Ihavefeltclosetootherpeople.
Answer
Noneofthetime Rarely Someofthetime Often
Allofthetime
IW College Student Wellbeing Survey 2021
Answer Not
2 3 4 Completly
Answer Not
2 3 4 Completly
Answer
2 3 4 Completly
Answer Not
2 3 4 Completly
Ihavebeen abletomakeup myownmindaboutthings.
Answer
Noneofthetime Rarely
Someofthetime Often
Allofthetime
6.Thereissomeonearound tohelpmewhenIfeelanxiousordown.
Answer
Yes No Don’tknow
7.Thereissomeonearoundwhoreally appreciates me.
Answer
Yes No Don’tknow
8.Ihavegainedconfidenceinthelastyear.
Answer
Gainedconfidence
Sameasusual
Lostconfidence
Don’tknow
9.Whatdoyou dotohelpyoufeelbetterwhen youfeelstressedoranxious?
Exercise goforawalkorarun,forexample
Talktosomeone afriend,parent,teacher
Goonlineandtalktofriends
Spendtimealone
Overindulge smoke,eatordrinktoomuch
Dosomethingcreative drawing,makingsomething,etc.
Selfharm
Practicemindfulness
Spendtimealone
Noneoftheabove
Other
justbeinghere Answer 1 2 3 4 5 10.How importantarethefollowingin helpingyouwhenyoufeellikeyoucan’tcopeon ascaleof1-5(with 1notbeingimportantatall and5beingveryimportant)? Thecollege-schoolin general Specificpersonatcollege-school (teacher, PPA,LSA,etc.) Answer 1 2 3 4 5 Parentorcarer Answer 1 2 3 4 5 Friends Answer 1 2 3 4 5 Familydoctor Answer 1 2 3 4 5 Youthworker/socialworker Answer 1 2 3 4 5 Family Neighbour Answer 1 2 3 4 5 brother,sister, grandparents, Answer 1 2 3 4 5 aunt,uncle,cousin Pets Answer 1 2 3 4 5 Child Line Answer 1 2 3 4 5 Onlinesupportnetworks Answer 1 2 3 4 5
Parentorcarer Answer 1 2 3 4 5 Specificpersonatcollege(teacher, PPA,LSA,etc.) Answer 1 2 3 4 5 11.Whichof thefollowingwouldyouliketobeabletogo toforhelpbutdon’tfeelyoucan? Tickallthatapply. Thecollegein general- justbeinghere Answer 1 2 3 4 5 Friends Answer 1 2 3 4 5 Familydoctor Answer 1 2 3 4 5 Youthworker/socialworker Answer 1 2 3 4 5 Family brother,sister, grandparents, Answer 1 2 3 4 5 Neighbour Answer 1 2 3 4 5 Pets Answer 1 2 3 4 5 Child Line Answer 1 2 3 4 5 aunt,uncle,cousin Onlinesupportnetworks Answer 1 2 3 4 5
12.Whatmakessomeoneusefultoturn toforsupport?
13.Whatsupportwouldyoulikewhenyoufeellikeyoucan’tcope?
14.Pleasegiveexamplesof typesofactivitiesyoudotoimproveyourmood.
15.Whichof thefollowingwouldyouliketotrytohelpyouimproveyourmood? Pleaserankwith1beingleastlikelytodoand5beingthemostlikelytodo.
Connect arrangetodo somethingnewwithyourfriendsorfamilymemberorjoin a clubtomeetnewpeople.
Answer Leastlikely 2
Mostlikely
Takenotice-takeadifferentroute/journeytocollegetotrysomethingdifferentortake alongwalk.
Answer Leastlikely 2
Mostlikely
Learn -tryanew activity likelearningtodostreetdance,judoorplayingan instrument.
Answer Leastlikely
Mostlikely
Give-offertogiveupsomeofyourtimetohelpaneighbouroryourgrandparentor volunteer.
Answer Leastlikely
Mostlikely
3 4
3 4
2 3 4
2 3 4
Beactive-goforalongrun orjoinasportsclub orgym.
Answer Leastlikely
Mostlikely
16.Whatyearareyoustudyingin College?
Answer Year1 Year2 Year3 Notsure
17.Whatgenderdoyou identifyas?
Answer Woman Man Non binary Prefernottosay
18.Doyouhaveadisability?
Answer Yes, physicaldisability Yes,learningdisability No Notsure Prefernottosay
19.Ihaveamentalhealth conditionthathasbeendiagnosedbyamedicalprofessional (e.g.doctor, therapist) Yes No
20.Howwouldyou describeyourreligiousbeliefs?
Answer Noreligion Christian Muslim Prefernottosay Other
21.Howwouldyou describeyourethnicbackground?
Answer Whitebritish Whiteother Mixedethnicreligion Prefernottosay Other
2 3 4
Janet Stevens (project coordinator) The Isle of Wight College Newport- The Isle of Wight-GB
- 2022
Vasileios Bazanis Geniko Lykeio Arfaron Arfara-GR
Mariella Brunazzi I.I.S. “P. Sraffa” Crema - IT
Ege Meister
Tallinna Polutehnikum Tallinn - EE
The People of the project
The People of the project
Roar Bakke
Corinne Vetsch Hoffert Lycee Condorcet Belfort - FR
Gausdal videregående skole, Pierre de Coubertin Østre Gausdal-NO
24
2020
MOBILITIES
The Isle of Wight College
Newport th nd18 - 22 October 2021
Programme for the week
KINGDOM
Training Material
UNITED
ADHD attention deficit disorder [attention deficit disorder] NOUN attention deficit disorder (noun) · attention deficit disorders (plural noun) · ADD (noun) attention deficit hyperactivity disorder (noun) · attention deficit hyperactivity disorders (plural noun) · ADHD (noun) 1. any of a range of behavioural disorders occurring primarily in children, including such symptoms as poor concentration, hyperactivity and learning difficulties. TEST YOUR KNOWLEDGE •h ps://kahoot.it/challenge/08451 325?challenge-id=a5f8cbf1-68a24104 a76c 6f5e6ee75367_1615816078614 MYTHS HOW DOES IT FEEL TO HAVE ADHD HOW CAN ADHD MAKE YOU FEEL? • Hurt Feelings • Frustra on • Exhaus on • Exaspera on • Let down • Depression • Fear, Shame, Guilt • Despair • Outcast • Alone • Worthless • Don’t belong • Unloved • Never Good enough SIGNS AND SYMPTOMS IN CHILDREN AND TEENAGERS The main signs of ina en veness are: having a short a en on span and being easily distracted making careless mistakes for example, in schoolwork appearing forge ul or losing things • being unable to s ck to tasks that are tedious or me consuming appearing to be unable to listen to or carry out instruc ons constantly changing ac vity or task • having difficulty organising tasks Hyperac vity and impulsiveness The main signs of hyperac vity and impulsiveness are: being unable to sit s ll, especially in calm or quiet surroundings • constantly fidge ng • being unable to concentrate on tasks excessive physical movement excessive talking being unable to wait their turn • ac ng without thinking • interrup ng conversa ons li le or no sense of danger These symptoms can cause significant problems in a child's life, such as underachievement at school, poor social interac on with other children and adults, and problems with discipline RELATED CONDITIONS IN CHILDREN AND TEENAGERS WITH ADHD Although not always the case, some children may also have signs of other problems or condi ons alongside ADHD, such as: anxiety disorder which causes your child to worry and be nervous much of the me; it may also cause physical symptoms, such as a rapid heartbeat, swea ng and dizziness opposi onal defiant disorder (ODD) this is defined by nega ve and disrup ve behaviour, par cularly towards authority figures, such as parents and teachers conduct disorder this o en involves a tendency towards highly an social behaviour, such as stealing figh ng, vandalism and harming people or animals • depression • sleep problems finding it difficult to get to sleep at night, and having irregular sleeping pa erns • au s c spectrum disorder (ASD) this affects social interac on, communica on, interests and behaviour epilepsy a condi on that affects the brain and causes repeated fits or seizures Toure e's syndrome a condi on of the nervous system, characterised by a combina on of involuntary noises and movements ( cs) learning difficul es such as dyslexia DEMOLISHING THE MYTHS
SYMPTOMS IN ADULTS In adults, the symptoms of ADHD are more difficult to define. This is largely due to a lack of research into adults with ADHD As ADHD is a developmental disorder, it's believed it cannot develop in adults without it first appearing during childhood. • But it's known that symptoms of ADHD o en persist from childhood into a person's teenage years and then adulthood. Any addi onal problems or condi ons experienced by children with ADHD such as depression or dyslexia, may also con nue into adulthood. • By the age of 25, an es mated 15% of people diagnosed with ADHD as children s ll have a full range of symptoms, and 65% s ll have some symptoms that affect their daily lives. The symptoms in children and teenagers are some mes also applied to adults with possible ADHD CONT: But some specialists say the way in which ina en veness, hyperac vity and impulsiveness affect adults can be very different from the way they affect children • For example, hyperac vity tends to decrease in adults, while ina en veness tends to get worse as the pressures of adult life increase. • Adult symptoms of ADHD also tend to be far more subtle than childhood symptoms. SOME SPECIALISTS HAVE SUGGESTED THE FOLLOWING AS A LIST OF SYMPTOMS ASSOCIATED WITH ADHD IN ADULTS: carelessness and lack of a en on to detail con nually star ng new tasks before finishing old ones poor organisa onal skills • inability to focus or priori se • con nually losing or misplacing things • forge ulness restlessness and edginess difficulty keeping quiet, and speaking out of turn CONTACT ME IF YOU WOULD LIKE SUPPORT USING THIS PRESENTATION VYKKE GILL, CURRICULUM MANAGER VYKKE.GILL@IWCOLLEGE.AC.UK CONT: • blur ng out responses and o en interrup ng others mood swings, irritability and a quick temper inability to deal with stress extreme impa ence • taking risks in ac vi es, o en with li le or no regard for personal safety or the safety of others for example, driving dangerously • Related condi ons in adults with ADHD AS WITH ADHD IN CHILDREN AND TEENAGERS, ADHD IN ADULTS CAN OCCUR ALONGSIDE SEVERAL RELATED PROBLEMS OR CONDITIONS. One of the most common is depression. Other condi ons that adu ts may have alongside ADHD include: • personality disorders condi ons in which an ind vidual differs significantly from the average person in terms of how they think, perceive, feel or relate to others • bipolar disorder a condi on affec ng your mood, which can swing from one extreme to another • obsessive compu sive disorder (OCD) a condi on that causes obsessive thoughts and compulsive behaviour The behavioural problems associated with ADHD can also cause problems such as difficul es with rela onships and social interac on. NAME THE FAMOUS PEOPLE WITH ADHD 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ADHD AS A SUPERPOWER Handling crises well Green cites research that those with ADHD having more theta brain waves. These are the signals produced by the brain as it goes into sleep mode. Generally a crisis will snap those without ADHD into a brain overload condi on. But the ADHD brain instead moves to a more normal mode. Thus, when others are in crisis, those with ADHD can be cool, calm and under control. Crea vity Again Green cites studies that indicate a higher propensity for crea vity and innova on among those with ADHD. Researchers suggest that the higher presence of theta waves in the ADHD brain, in a state of relaxa on, makes the subconscious mind more accessible, along with high crea vity and insight. Strong intui on Normal brains perform a great job of filtering sensory informa on. This helps improve our personal signal to noise ra o and make sense of the world. The ADHD brain can be overwhelmed with sensory informa on and struggle with execu ve func oning tasks that help manage the overload. But those with ADHD are o en able to no ce things that others naturally filter out. Which is why many of them will swear they are intui ve, almost psychic, at picking up certain things. They are, in fact, detec ng many things others will miss Quick study Someone with ADHD who is interested in something and mo vated to learn about it, will o en be a quicker study shunning procedure, protocol and systems that don’t seem to work. In these circumstances, they can be less risk averseand less resistant to change. Hyper focus When engaged in something they like, those with ADHD can demonstrate a powerful ability to focus and avoid distrac on. This runs counter to the usual stereotype of the easily distracted ADHD brain. HOW WOULD YOU RELEASE THE ADHD SUPERPOWER ?
WHAT IS AN ANXIETY DISORDER? • In a perfect world, everyone would cope with life just ne, and no one would be anxious or worried. But the truth is, we do not live in a perfect world and everyone experiences life in different ways. • Of course, everyone feel anxious sometimes, which can be good when you need to take care or if there is danger nearby, being anxious can also help you hurry when things need to be done. • However, some of us are anxious even when we are not in danger, and life seems to be going well. The "take care" thoughts, the "danger" warnings, and the "hurry" urges get out of control and become monsters in our own minds. ANXIETY CAN VARY IN SEVERITY FROM MILD UNEASINESS THROUGH TO A TERRIFYING PANIC ATTACK. IT CAN VARY HOW LONG IT LASTS, FROM A FEW MOMENTS TO MANY YEARS An Anxiety disorder differs from normal anxiety in the following ways: • It is more severe • It is long lasting • It interferes with the person's work or relationships. Anxiety can manifest itself in a variety of ways: physical, psychological and behavioral https://youtu.be/WWloIAQpMcQ How to cope with Anxiety TED Talk. Olivia Remes GENERAL SYMPTOMS OF ANXIETY PHYSICAL EFFECTS • Palpitation, chest pain, rapid heartbeat (cardiovascular) • Hyperventilation, shortness of breath (respiratory) Dizziness, headache, sweating tingling and numbness (neurological) Choking dry mouth, nausea, omiting diarrhea (gastrointestinal) Muscles aches and pains (neck, shoulder lower back), restlessness shaking (musculoskeletal) PSYCHOLOGICAL EFFECTS • Unrealistic and/or execessive fear and worry (about past or future ents) Mind racing or going blank • Decreased concentration and memory Difculty making decisions Irritability, Impatience, Anger Confusion • Restlessness or feeling on edge, Unwanted unpleasant repetitive thoughts BEHAVIOURAL EFFECTS A oidance of situations • Repetitive compulsive behaviour excessive checking, continual seeking of reassurance • Distress in social situations Urges to escape situations that cause discomfort (phobic behavior) THE GOLDBERG ANXIETY SCALE This is a test for anxiety levels commonly used by medical professionals , as part of a wider assessment, this can be used to assess how strongly anxiety impacts on a person life 1. Have you felt keyed up or on the edge? 2. Have you been worrying a lot? 3. Have you been irritable ? 4. Have you had any difculty relaxing ? 5. Have you been sleeping poorly ? TYPES OF ANXIETY DISORDER ACUTE STRESS DISORDER (ASD) ACUTE STRESS DISORDER CAN DEVELOP AFTER A DISTRESSING OR CATASTROPHIC EVENT THIS EVENT MAY INVOLVE ACTUAL OR THREATENED DEATH OR SERIOUS INJURY OR ABUSE (SEXUAL/PHYSICAL/EMOTIONAL) POST TRAUMATIC STRESS DISORDER (PTSD) POST TRAUMATIC STRESS DISORDER CAN DEVELOP AFTER A DISTRESSING OR CATASTROPHIC EVENT THIS EVENT MAY INVOLVE ACTUAL OR THREATENED DEATH OR SERIOUS INJURY OR ABUSE (SEXUAL/PHYSICAL/EMOTIONAL) ST TRAUMATIC STRESS DISORDER OBSESSIVE COMPULSIVE DISORDER THIS FORM OF ANXIETY DISORDER IS THE LEAST COMMON BUT IT IS A VERY DISABLING CONDITION.,OBSESIONAL THOUGHTS ARE RECURRENT THOUGHTS IMPULSES OR IMAGES THAT THE PERSON CANNOT DISPEL..THESE THOUGHTS ARE UNWANTED AND INAPROPRIATE AND CAUSE MARKED ANXIETY IN THE PERSON. ARE YOU STRESSED? ANXIETY AND US "MIND OVER MATTER ERASMUS PROJECT" EMMANUEL FERDINAND THE ISLE OF WIGHT COLLEGE THE GOLDBERG ANXIETY SCALE 6. Have you had headaches or neck aches? 7. Have you had any of the following: trembling, tingling, dizzy spells, sweating, urinary frequency or diarrhoea? 8. Have you been worried about your health? 9. Have you had difculty falling asleep? Score 1 point for each. Most people have some of these symptoms(the average number of symptoms experienced by adult is 4).The higher the score, the more likely it is that a person will experience disruption in their daily life About 12% of adults get a score of 8 or more on this scale A person with a high score may have an anxiety disorder TYPES OF ANXIETY DISORDER GENERALISED ANXIETY DISORDER (GAD) THE MAIN SYMPTOM OF GENERALISED ANXIETY DISORDER IS OVERWHELMING ANXIETY AND WORRY PEOPLE WITH GAD EXPERINEC PHYSICAL AND PSYCHOLOGICAL SYMPTOMS OF ANXIETY OR TENSION MORE DAYS THAN NOT AND THESE CONTINUE FOR AT LEAST SIX MONTHS THIS TYPE OF ANXIETY IS DIFFICULT TO CONTROL. PANIC DISORDER A PERSON WITH A PANIC DISORDER HAS PANIC ATTACKS , AND IS AFRAID THAT A PANIC ATTACK MIGHT OCCUR. A PANIC ATTACK IS A SUDDEN ONSET OF INTENSE APPREHENSION , FEAR OF TERROR.THESE ATTACKS CAN BEGIN SUDDENLY AND DEVELOP RAPIDLY.ONCE A PERSON HAS ONE OF THESE ATTACKS THEY OFTEN FEAR ANOTHER ATTACK AND MAY AVOID PLACES WERE ATTACKED HAVE OCCURRED PHOBIAS A PERSON EXPERIENCING PHOBIAS AVOID OR RESTRICT ACTIVITIES BECAUSE THEY HAVE A SPECIFIC FEAR.THIS FEAR APPEARS PERSISTENT EXESSIVE AND UNREASONABLE.COMMONLY FERAED SITUATIONS INCLUDE LEAVING HOME, CROWDS OR PUBLIC SPACES,SPEAKING IN PUBLIC, TRAVELLING ON BUSES TRAINS OR PLANES SOCILA EVENTS.( ANIMAL PHOBIAS AGROPHOBIA,SOCIAL PHOBIA, SPECIFIC PHOBIA)
Autism
Famous People with Autism
What is Autism?
Autism is a lifelong developmental disability, which affects how people communicate and interact with the world. Those on the autistic spectrum have difficulties with communicating and interacting with other people:not speaking at all, needinglonger to processing information or not understanding facial expressions
People with autism also engage in repetitivebehaviours , doing or thinkingthe same thinkeither for fun or to cope with anxiety
Unexpectedchanges, no matter how small, can be very distressing
Sensoryoverloadnoise, smells, touch, bright lightscan become very painful andoverwhelming
People with autism often havevery focusedinterests and hobbies and some may even be referred to as a super savant due to their knowledgeof a particular subject.
The world can be scary and hard to understand and send people into physical and emotional meltdowns or shutdowns
of impairments'
Current facts and statistics about Autism
Autism Spectrum Disorder
Autism is a spectrum. This meanseverybody with autism is different.
Some autisticpeopleneed littleor no support. Others may need help24/7
This also means that everyone withautism at Collegehas different needssome mayneed no additional support in the classroom, some made need extra time or things explained again, some may havean LSAtoprovide this supportfor them, and some may not beable to take part in mainstream classroomeducation and go toPathways.
Autism Spectrum Disorder
Helping Students with Autism at College
Given everyone's differentneeds, there will be differentways to support students.
Due to the ratio of diagnosis for boys to girls, we may see fewer girls withautism. It is unclear the reason forthese differences, butit is believed tobe because girls can mask orshield their traits, are betterat mimicking acceptablebehavioursand have more sociallyacceptablehobbies, e.g., sitting quietlyand reading.
The collegeenvironment can bemade more autismfriendlywith simple adjustments to reducesensoryoverload.
The collegecan also be a very challenging place for some studentswith autism and thosewith autismarethree times more likely to be excluded from school.
OtherConditions
Those
learning needs,mental health issues or a learning disability in addition to their autism, for example: ADHD,dyslexia and dyspraxia
A learning disability making it hard to process new or complexinformation orfinding
hard to learn a new skill.
Over a third of autistic adults have reported a serious mental health problem such as anxiety,depression or OCD due to their social isolation and repetitivebehaviours
College
We should be aware of this
order to be able to spot these signs and
support.
ToolforusewithStudentswithAutism
Whilst thistoolwill hopefullybe invaluable for students onthe autistic spectrum, there would be no harm in also using it for an ice breaker exercise for those students newto College.
The toolis calleda PersonCentredPlan and starts with a Pupil Profile(their like and dislikes), some personal details,information to supporttheir learning and activities, what'simportant to them,their preferred structure and routine and the names ofthosepeoplein theirlives.
It can be filled out by them if they are ableto or either withsupportat home, or with their LSAin the classroom.
We will now go through one in more detail.
HOW WE CAN SUPPORT STUDENTS WITH AUTISM AT COLLEGE AND BEYOND
'Triad
Difficulties withsocial interaction social skills are difficult and finding ithard to understand,communicate and recognisehow other peopleare feelingand managing their own feelings. Difficultieswith social communicationstruggling with verbal and nonverballanguage, not understanding jokes, sarcasm, bodylanguage or idioms. Difficultieswith social imagination finding ithard to imagine what others are thinking or alternatives to their own routines, rigid thinking and narrowed interests.
More than 1 in 100 peopleare autistic in theUK; that isabout 700,000 adults and children More men and boysare currently diagnosedas autistic than women and girls ata ratio of 3:1 On average, it takes just over three and a half years from first raising concerns togetting adiagnosis ofautism for a child.(That is 3.6 years of a child notgettingthe supportthey need at schooland college) Just 16% of autistic adultsare estimated to be in fulltimepaid employment
on the autistic spectrum may also be afflictedwith additional
it
as
staff in
offer
AnyQuestions?
SourcesandAdditionalReading
https://www.highspeedtraining.co.uk/hub/autismfemales/ https://www.nice.org.uk/guidance/cg142/chapter/Introduction https://www.clinicalpartners.co.uk/foradults/autismandaspergers/symptomsof autism#:~:text=These%20include%3A,to%20change%20or%20narrowed%20interests https://www.autism.org.uk/adviceandguidance/topics/mentalhealth/anxiety/professionals https://www.spectrumnews.org/news/autismssexratio explained/ https://thegirlwiththecurlyhair.co.uk/
Contactmeifyouwouldlikesupportin usingthispresentation
Arielle EltonWalters,Business SupportOfficerEngineering arielle.eltonwalters@iwcollege.ac.uk
This presentationincludes presenter notes on each slide
SourcesandAdditionalReading
https://www.autism.org.uk/ https://www.autism.org.uk/adviceandguidance/whatis autism https://www.autism.org.uk/adviceandguidance/whatis autism/thehistoryof autism https://www.nhs.uk/conditions/autism/what is autism/ https://www.nhs.uk/conditions/autism/otherconditions/ https://www.scie.org.uk/autism/adults/mainissues/described https://www.beyondautism.org.uk/ http://www.autismtopics.org/t3%20autism%20triad.html
SourcesandAdditionalReading
https://carolgraysocialstories.com/
https://www.autism.org.uk/adviceandguidance/topics/strategiesandinterventions/strategiesandinterventions https://www.beyondautism.org.uk/wpcontent/uploads/2020/07/Backto schoolresourcepack.pdf
https://www.beyondautism.org.uk/wpcontent/uploads/2020/07/PCPtools.pdf
https://www.beyondautism.org.uk/wpcontent/uploads/2020/07/An exampleof a socialstory.pdf
https://www.beyondautism.org.uk/professionals/resources/
https://www.autism.org.uk/adviceandguidance/topics/communication/communicationtools/socialstoriesandcomicstrip coversations https://learningforapurpose.com/2018/03/22/50socialskillsfor teens/#:~:text=%2050%2B%20Social%20Skills%20for%20Teens%20%201,waiting%20in%20a%20line%2025%20patience%20More% 20
Depression
Symptoms of depression
Depression symptoms may vary among people but generally can include:
• Tiredness and loss of energy
• Sadness that doesn’t go away
• Loss of self confidence and self esteem
• Difficulty concentrating
• Very strong feelings of guilt or worthlessness
• Finding it hard to function at work/college/school Loss of appetite
• Physical aches and pains
• Not being able to enjoy things that are usually pleasurable of interesting
• Thinking about suicide and death
• Selfharm
• Feeling anxious all the time
• Avoiding other people, sometimes even close friends
• Feelings of helplessness and hopelessness
Depression symptoms can vary in severity, from mild to moderate to severe depression.
Sleeping problemsdifficulties in getting off to sleep or waking up early
If these symptoms of depression are experienced for most of the day every dayfor more than two weeks, you should seek help from your GP
Depression Depression i predominant mental health problem worldwide
• Most people, young people as well as adults, feel low, sad or `blue’ occasionally this is a normal reaction to experiences that are stressful or upsetting.
• When these feelings continue over a period of time, or take over and get in the way of your normal daily life, it can become an illness.
• This illness is called `depression’.
• Depression is one of the most common emotional problems around the world; the good news is that it is also one of the most treatable. In fact, 80% of people who receive treatment for depression go on to have a better quality of lifethey feel better and enjoy themselves in a way that they weren’t able to before.
Depression
Depression is a common mental health problem that causes people to experience low mood, loss of interest or pleasure, feelings of guilt or low worth,selfdisturbed sleep or appetite, low energy, and poor concentration.
Depression
There is no one single factor that will lead to the onset of depression. Genes and family tendencies can determine whether someone is likely to be more susceptible to depression but there are also many other factors that can act as potential triggers which may prompt depression; one of which is that of the pressure of modern life on young people.
Symptoms of depression
Cycle of depression
Social media links
• In our modern society, young people are fed information wh pressure on them to meet needs that are often unrealistic. They inundated with images as to how they are meant to l are meant to have and how they are meant to behav the assumption that this is important to life.
• If young people feel that they do not meet the images that are portrayed to them via the media or peers, they can often feel different, that they are not good enough or disadvantaged which, if not dealt with appropriately, can lead to depression as well as problems with self esteem, and confidence.
Causes of depression
Depression is a complex condition, and its causes are not fully understood. However, various contributing factors can lead to depression. These can include:
• Biological factorsfor example, genetics or experience of physical illness or injury
• Psychological or social factors experiences dating back to childhood, unemployment, bereavement, or life changing events such as pregnancy
• Having a longstanding or lifethreatening illness, such as heart disease, back pain or cancer, has been associated with an increased risk of depression.
Causes of depression
• Depression is one of the most common types of mental illness
Although it's hard to feel optimistic when you're depressed, there is lots of support available to help support people to feel better
• Depression is thought to occur in about 1 3% of children and young people. Anybody can suffer from depression and it affects people of all ages, ethnicities, and social backgrounds.
• It is more common in older adolescents, particularly teenage girls, but can affect children of any age.
Supporting someone with depression
Don’t ignore worrying signs, hoping they’ll go away Trust your gutyoufeelingknow when something’s
If you are concerned about a student's immediate safety, that they might do something to seriously hurt themselves
Terms for depression in young people
•Depressed
•Down and out
•Mopey
Getting support
Medication
Common treatmentapproaches for depression include talking therapies and medication.
Talking therapies
Another treatmentoption for depression is to take antidepressants. These can be taken on their own or inconjunction with talking therapies.
Talking therapies involve speaking in confidence to a trained professional about problems or issues that may be causing concern. Types of talking therapies include cognitive behaviouraltherapy (CBT), counselling and psychotherapy, and your GP can advise you aboutwhich approach you may find most helpful.
There are various types of availableantidepressants and you can speak with your GPabout what mightsuit you best. If one medication does not work, you may be prescribed something else. It is important thatyou take the medicine for the length of time recommended by your GP
Other options
Your treatmentapproach will be informed by the severity of your depression. Those with mild to moderate depression may benefit from talking therapies whilst people experiencing moderate to severe depression may find antidepressants or combination therapy to be more appropriate.
There are other treatment options beyond medication and talking therapies. For instance, people with mild depression might find exercise, selfhelp or mental health apps to be helpful
If you have depression, it is important to speak with your GP or care provider for more detail and to discuss which treatmentmay be most you.
Stress and depression
Support and coping methods–5 things
Sleep
•Around 8 to10 hours' sleep is recommended for teensfor their body and mind to fully rest.
•Writing"toado" list for the next day before bed canorganiseyour thoughts and clear your mind of any distractions
Diet
•Choose a well balanced diet
•Making healthy choices about your diet can make you feel emotionally stronger You're doing something positive for yourself, which lifts your esteem.self
•Agood diet helps your brain and body work efficiently, too Aim to have a balanced diet that includesmain food groups
•Blah •Emo
https://mhfaengland.org/mhfacentre/resources/address your stress/stresscontainerresourcedownload.pdf
Exercise
•Even moderate exercise releases chemicals in your brain that lift your mood.
•It can helpsleepyoubetter, have morekeepenergy your heart healthy
•Being depressed can leave you feeling low in ener which might put you off being more activ
•Choose an exercise that you enjoy. If it helps, do it with a friend or listen to music
Hobbies and interests
•Doing things that you enjoy is good for your emotional wellbeing.
•Simple activities like watching sports with a friend, having a soak in the bath or meeting up with friends for coffee can all improve your day
•Doing something you're good at, such as cooking, dancing or painting, is a good way to enjoy yourself and have a sense of achievement.
Relationships
Good relationshipsare important for your mental wellbeing.They can:
•Help you to build a sense of belonging and selfworth
•Give you an opportunity to share positive experiences
•Provide emotional support and allow you to support others
•Talking thingshelpsthrough you to release tension, rather t keeping it inside. It helps strengthenyour relationships and connect with people.
MoodTracking
Mindfulness
Support
References
• Depression information https://www.mentalhealth.org.uk/a to z/d/depression
• https://youngminds.org.uk/findhelp/conditions/depression/
5 things NHS https://www.nhs.uk/mentalhealth/selfhelp/guidestoolsandactivities/five steps to mentalwellbeing/ Trust your intuition graphic https://society6.com/asjaboros
• The black dog World Health Organization (WHO) https://www.youtube.com/watch?v=XiCrniLQGYc
Contact me if you would like support in using thispresentation
• Emily Venables, Lecturer Photography
• emily.venables@iwcollege.ac.uk
Eating Disorders Handout
Rosie Barnard Isle of Wight College Mind Over Matter (MOM) Proje2022
Anorexia Nervosa
Anorexia:
• Is a serious mental illness where people are of low weight due to limiting how much they eat and drink.
Someone may develop “rules” around what they feel they can and cannot eat, as well as things like when and where they’ll eat.
• Anorexia can affect anyone of any age, gender, ethnicity or background
As well as limiting how much they eat, they may do lots of exercise, make themselves sick, or misuse laxatives to get rid of food eaten. Some people with anorexia mayexperience cycles of bingeing (eating large amounts of food at once) and then purging.
Weight and shape may be a big factor in someone with anorexia’s sense of self worth. This can lead to them checking their body regularly, or else trying to avoid scales and mirrors.The way people with anorexia see themselves is often at odds with how others see them they often have a distorted image of themselves, and think they’re larger than they really are They experience a deep fear of gaining weight, and will usually challenge the idea that they should.
• Sometimes, someone’s symptoms may not exactly match everything a doctor checks for to diagnose anorexia for example, they may be a weight considered “normal” for their age, sex and expected development. Depending on the exact symptoms, they might be diagnosed with atypical anorexia or another form of other specified feeding or eating disorder (OSFED) This is just as serious and can develop both into or from anorexia. Its just as important that people suffering with OSFED get treatment as quickly as possible
It is very important to recognise that any one person can have one or more of these reasons behind their avoidance or restriction of food and eating at any one time. In other words, these examples are not mutually exclusive.This means thatARFID might look quite different in one person compared to another
Because of this,ARFID is sometimes described as an ‘umbrella’term it includes a range of different types of difficulty Nevertheless, al people who developARFID share the central feature of the presence of avoidance or restriction of food intake in terms of overal amount, range of foods eaten, or both
Other key aspects ofARFID are that it can havea negative impact on the persons physical health and as well as on their psychological wellbeing When a person does not take in enough energy (calories), they are likely to lose weight. Children and young people may fail to gain weight as expected and their growth may be affected with a slowing in height increase.
When a person does not have an adequate diet because they are only able to eat a narrow range of foods, they may not get essential nutrients needed for their health, development and ability to function on a day to day basis. In some people, serious weight loss or nutritional deficiencies may develop which need treatment. In people whose food intake is very limited, nutritional supplements may be prescribed In some cases a period of tube feeding may be recommended if physical risk is judged to be high.
ARFID
Rosie Barnard Isle of Wight College Mind Over Matter (MOM) Project 20212022
Being limited in terms of what they can eat often causes people to experience significant difficulties at home, at school or college, at work and when with friends.
Their mood and day to day functioning can be negatively affected. Many people withARFID find it difficult to go out or to go on holiday, and their eating difficulties may make social occasions difficult to manage.
They may find it difficult to make new friends or establish close relationships as social eating occasions are often part of this process.
ARFID is different from anorexia nervosa, bulimia nervosa and related conditions: inARFID, beliefs about weight and shape do not contribute to the avoidance or restriction of food intake.
Adiagnosis ofARFID would not be given at the same time as one of these other eating disorders, although it could precede or follow
Adiagnosis ofARFID would also not be given if there is another clear reason for the eating difficulty, such as a medical condition that results in appetite loss or digestive difficulties.
Avoidant Restrictive Food Intake Disorder ARFID
Avoidant restrictive food intake disorder more commonly known asARFID, is a condition characterised by the person avoiding certain foods or types of food, having restricted intake in terms of overall amount eaten or both.
Someone might be avoiding and/or restricting their intake for a number of different reasons.The most common are the following:
They might be very sensitive to the taste, texture, smell, or appearance of certain types of food, or only able to eat foods at a certain temperature. Thiscan lead to sensory based avoidance or restriction of intake
They may have had a distressing experience with food, such as choking or vomiting, or experiencing significant abdominal pain. This can cause the person to develop feelings of fear and anxiety around food or eating, and lead to them to avoiding certain foods or textures. Some people may experience more general worries about the consequences of eating that they find hard to put into words, and restrict their intake to what they regard as ‘safe’foods. Significant levels of fear or worry can lead to avoidance based on concern about the consequences of eating
In some cases, the person may not recognise that they are hungry in the way that others would, or they may generally have a poor appetite. For them, eating might seem a chore and not something that is enjoyed, resulting in them strugglingto eat enough. Such people mayhave restricted intake because of low interest in eating
Anyone of any age can haveARFID. It occurs in children, teenagers and adults.
People withARFID can lose weight and become very underweight, their weight may be in a “normal” range, or they may gain weight or have high weight (particularly if their diet is restricted to foods that are high in calories).
ARFID can be present on its own, or it can co occur with other conditions; those most commonly co occurring withARFID are anxiety disorders, autism,ADHD and a range of medical conditions.
The eating difficulties someone withARFID has, can have been present for a very long time, in some cases almost as long as they can remember In other people it might have a more recent onset.
Binge Eating Disorder
Rosie Barnard Isle of Wight College Mind Over Matter (MOM) Project 20212022
Binge eating disorder (BED) is a serious mental illness where people eat very large quantities of food without feeling like they’re in control of what they’re doing.
It can affect anyone of any age, gender, ethnicity or background, and evidence suggests it is more common than other eating disorders.
People with binge eating disorder eat large quantities of food over a short period of time (called binge eating).
Unlike people with bulimia, they don’t usually follow this by getting rid of the food through, for example vomiting, though sometimes they might fast between binges.
BED is not about choosing to eat large portions, nor are people who suffer from it just “overindulging” far from being enjoyable, binges are very distressing, often involving a much larger amount of food than someone would want to eat.
People may find it difficult to stop during a binge even if they want to.
Some people with binge eating disorder have described feeling disconnected from what they’re doing during a binge or even struggling to remember what they’ve eaten afterwards.
Characteristics of a binge eating episode can include eating much faster than normal, eating until feeling uncomfortably full, eating large amounts of food when not physically hungry eating alone through embarrassment at the amount being eaten, and feelings of disgust, shame or guilt during or after the binge.
Someone who experiences at least one of these distressing binge eating episode a week for at least three months is likely to be diagnosed with binge eating disorder
Binges may be planned like a ritual and can involve the person buying "special" binge foods, or they may be more spontaneous.
People may go to extreme lengths to access food for example, eating food that has been thrown away or that doesn't belong to them.
Binge eating usuallytakes place in private, though the person may eat regular meals outside their binges.
People with binge eating disorder mayalso restrict their diet or put in certain rules around food this can also lead to them binge eating due to hunger and feelings of deprivation.
People often have feelings of guilt and disgust at their lack of control during and after binge eating, which can reinforce that cycle of negative emotions, restriction and binge eating again.
Bulimia Nervosa
Rosie Barnard Isle of Wight College
Mind Over Matter (MOM) Project 20212022
Bulimia (or bulimia nervosa) is a serious mental illness. It can affect anyone of any age, gender, ethnicity or background. People with bulimia are caught in a cycle of eating large quantities of food (called bingeing), and then trying to compensate for that overeating by vomiting, taking laxatives or diuretics, fasting, or exercising excessively (called purging).
Treatment at the earliest possible opportunitygives the best chance for a fast and sustained recovery from bulimia.
It’s normal for people who aren’t suffering from an eating disorder to choose to eat a bit more or “overindulge” sometimes.
This shouldn’t be confused with a binge eating episode. Binge eating is often a way to cope with difficult emotions; someone may feel driven to binge eat if they’re feeling stressed, upset or angry, for example.
During a binge, people with bulimia don’t feel in control of howmuch or how quickly they’re eating. Some people also say that they feel as though they’re disconnected from what they’re doing.
The food eaten during a binge may include things the person would usually avoid. Episodes of binge eating are often very distressing, and people may feel trapped in the cycle of bingeing and purging.
People with bulimia place strong emphasis on their weight and shape, and may see themselves as much larger than they are
OSFED
Rosie Barnard Isle of Wight College Mind Over Matter (MOM) Project 20212022
Anorexia, bulimia, and binge eating disorder are diagnosed using a list of expected behavioural, psychological, and physical symptoms.
Sometimes a person’s symptoms don’t exactly fit the expected symptoms for any of these three specific eating disorders. In that case, theymight be diagnosed with an “other specified feeding or eating disorder” (OSFED).
This is very common. OSFED accounts for the highest percentage of eating disorders, and anyoneof any age, gender, ethnicity or background can experience it.
It is every bit as serious as anorexia, bulimia, or binge eating disorder, and can develop from or into another diagnosis.
People suffering from OSFED need and deserve treatment just as much as anyone else with an eating disorder
As OSFED is an umbrella term, people diagnosed with it may experience very different symptoms.
Some specific examples of OSFED include:
Atypical anorexia where someone has all the symptoms a doctor looks for to diagnose anorexia, except their weight remains within a “normal” range.
Bulimia nervosa (of low frequency and/or limited duration) where someone has all of the symptoms of bulimia, except the binge/purge cycles don’t happen as often or over as long a period of time as doctors would expect.
Binge eating disorder (of low frequency and/or limited duration) where someone has all of the symptoms of binge eating disorder, except the binges don’t happen as often or over as long a period of time as doctors would expect.
Purging disorder where someone purges, for example by being sick or using laxatives, to affect their weight or shape, but this isn’t as part of binge/purge cycles.
Night eating syndrome where someone repeatedly eats at night, either after waking up from sleep, or by eating a lot of food after their evening meal.
The binge/purge cycles associated with bulimia can dominate daily life and lead to difficulties in relationships and social situations.
Bulimia can cause serious physical complications as well frequent vomiting can cause problems with the teeth, and people may go to lengths to make themselves sick that could cause them harm.
Laxative misuse can seriously affect the heart and digestive system.
People with bulimia may also experience symptoms such as tiredness, feeling bloated, constipation, abdominal pain, irregular periods, or swelling of the hands and feet.
If someone’s symptoms don’t exactly match all the criteria used to diagnose bulimia for example, if the binge/purge cyclesdon’t happen as often as maybe expected they might be diagnosed with OSFED (other specified feeding or eating disorder)
OSFED is as serious as any other eating disorder and it’s just as important that people suffering with it get treatment as quickly as possible.
Like any other eating disorder, OSFED is a very serious mental illness that is not onlyabout the way the person treats food but about underlying thoughts and feelings.The eating disorder maybe a way of coping with these thoughts, or a way of feeling in control.
People with OSFED may work to hide their illness and someone may have been ill for a long time before physical symptoms appear, if they do at all.Any of the symptoms associated with bulimia anorexia or binge eating disorder can be part of OSFED, and these would come with the same short term and long term risks as in the case of these specific eating disorders.
As with other eating disorders, it will probably be changes in the person’s behaviour and feelings that those around them notice first, before any physical signs appear
INDICATORS OF MENTAL HEALTH CONCERNS
MENTAL HEALTH
MENTAL HEALTH ISSUES
• Anxiety: Chest pain. Shortness of breath, Nausea, chills hot flush detached on oneself or surroundings.
• Depression: crying ,fatigue, overeating weight loss or gain aches and pains feelings of worthlessness s sadness, slow in movement , unkept
WHY EXERCISE
• Reduces depression
• Improves mental health by reducing anxiety
Reduces anxiety
Health benefits
• Improves mental health and emotional well being
Fit and Healthy
• Social opportunities
BENEFITS
REDUCES STRESS
• Stress relief
• Improvement in mood
• Increased energy and stamina
• Reduced tiredness that can increase mental alertness
Physical activity improves your body’s ability to use oxygen and also improves blood flow. Both of these changes have a direct effect on your brain. Exercise also increases your brain’s production of endorphins. Endorphins are the “feel good” neurotransmi ers that are responsible for the coveted “runner’s high.” This is the sense of well being and euphoria that many people experience after exercise
REDUCED RISK OF DEPRESSION
• Releasing feel good endorphins Takes your mind off things
• Builds confidence
• Get more social interaction
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REDUCED STRESS AND ANXIETY
SOCIAL WELL BEING
SCIENCE
EXERCISE AND
M R O B S O N MOM Project
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We all know what it's like to feel stressed, but it's not easy to pin down exactly what stress means.When we say things like "this is stressful" or "I'm stressed", we might be talking about: Situations or events that put pressure on us for example times where we have lots to do and think about, or don't have much control over what happens. Our reaction to being placed under pressure the feelings we get when we have demands placed on us that we find difficult to cope with.
• People with social anxiety benefited from a combination of exercise and group Numerous studies have shown that exercise improves one's self esteem, and a sense of wellbeing, Regular physical activity can result in fewer depressive and anxiety symptoms. http://socialanxietyireland.com/lifestyle/exercise and social anxiety/#:~:text=People%20with%20social%20anxiety%20benefited,fewe r%20depressive%20and%20anxiety%20symptoms. by PHYSICAL
• "I've always found that exercise is the one thing that gets me well again, with depression, it's invaluable It makes me feel great, just healthy and active I don't feel as tired or lethargic when I exercise and it makes me happy and content in myself.“ https://www.mind.org.uk/information support/tips for everyday living/physical activity and your mental health/about physical activity/#HowCanPhysicalActivityHelp Improved sleep Better enduranceIncreased energy and stamina Reduced cholesterol and improved cardiovascular fitness Weight reduction
ImprovesYour Mood the increased blood flow to your brain causes mood enhancing endorphins or ‘feel good’ hormones to be released. One study showed a reduction in anxiety symptoms following exercise plus participation in a Cognitive Behavioural GroupTherapy They also found a significant reduction in depressive symptoms. People with social anxiety benefited from a combination of exercise and group CBT [3]. The Role of Self Efficacy In Social Cognitive Theory (Bandura, 1997), a person’s sense of self efficacy regarding their ability to apply control over potential threats has an important relationship to anxiety arousal. Self efficacy refers to a person’s belief in their own ability to succeed in specific situations. People with high self efficacy are not as troubled by thoughts of worry and experience less anxiety It has been argued that successfully coping with the stress of exercise leads to increased levels of self efficacy [8].As fitness improves, the person experiences greater strength, less pain, more stamina, etc In a study looking at how exercise intensity and self efficacy effects can reduce anxiety, researchers found that self efficacy (or having confidence in your own ability) decreased anxiety during moderate exercise. This study suggests that moderate levels of exercise leads to better self efficacy and therefore reduced anxiety [9]. • Accessed from Exercise Social Anxiety Ireland |Treating Social Phobias & Social Anxiety Disorder T
Types of Psychosis • Schizophrenia • Bipolar Disorder • Psychotic Depression • Drug Induced Psychosis Please watch the following video which gives a summary overview of psychosis https://youtu.be/DdiPK3 K5is Schizophrenia Means “Split Mind” and is not related to a split personality It refers to the changes in mental function whereby thoughts and perceptions become disordered. • Symptoms can include: • Delusions These are false beliefs and can include thoughts of persecution, guilt, being on a special mission, being controlled by others, ideas of grandeur such as celebrity status. These thoughts will feel very real to the person. • Hallucinations These are false perceptions and can affect all a persons senses seeing feeling, tasting, smelling and hearing. These could include hearing voices, smelling foods and will be very real for person experiencing them. Some experiences can derive from real experiences. PSYCHOSIS A PERSON WHO EXPERIENCES CHANGES IN THEIR THINKING BY GINA LE MOIGNE Statistics Did you Know!? 6% of the population say they have experienced at least one symptom of psychosis Research suggests that 9.8% of children and young people have experienced symptoms of psychosis • Psychosis usually rst emerges in young people between the ages of 15 and 30 • Males have a higher risk of developing schizophrenia during their lifetime Age of onset is lower in men Schizophrenia affects less than 1 in 100 people during their lifetime 38% of people recover after a rst episode of psychosis, and symptoms improve for 58% of people • Bipolar disorder affects men and women affected equally • Bipolar disorder often starts between adolescence and mid 30s It can take around 6 years to receive a correct diagnosis of bipolar disorder Thought Disorder A persons thinking can become difcult, disorganized and difcult to reason. This can cause issues with concentration, their memory and ability to plan their life. This can be observed through speech as they may nd forming sentences difcult or stop abruptly or just randomly change topic of conversations or there may just be no conversation at all. • Emotions A person can become emotionally withdrawn, seem to have a lack of emotion or loose motivation or the ability to self care, this can increase especially if treatment is not introduced quickly Exercise: Get into groups of three. Two people to hold a conversation about what they did at the weekend. The third person to take a tube and then taking turns to talk into the ears of the other two people whilst they are talking Discuss what happens to you during this process. This will give you an experience of what it is like to hear voices. Bipolar Disorder People with Bipolar experience extreme mood swings and can be difcult to diagnose as they need to be experiencing both of the following symptoms. Mania , this can include: increased energy and hyperactivity; an elated mood, need less sleep than normal, become irritable resulting from fatigue or other people not agreeing with their unrealistic plans and ideas; delusions of grandeur; hallucinations; rapid thinking and speech and lack of insight. Depression , this can include: effecting your thinking which leads to sadness anxiety, guilt, anger helplessness hopelessness; effects your behaviour which includes crying withdrawing from others neglecting responsibilities lack of motivation and loss of interest in personal appearance; effects you physically leading to loss of energy sleeping too much or too little, overeating or undereating leading to weight gain or weight loss unexplained aches and pains and loss of sexual desire; effects people in different ways depending on cultural backgrounds and can lead to isolation, shame and guilt. Depression can sometimes be so intense that it causes psychotic symptoms. • Symptoms can include the following: Delusions of guilt • Severe physical illness Hopelessness/Failure • Hallucinations of critical and blaming voices PSYCHOTIC DEPRESSION DRUG INDUCED PSYCHOSIS This psychosis is brought on by drug use. Symptoms usually appear quickly and can be short lived. Active Symptoms include: Hallucinations • Anxiety Suicidal thoughts • Suspiciousness and Paranoia Depressed Mood • Difculties concentrating Withdrawal from family and friends • Sleeping too much or too little APPLYING PSYCHOSIS TO THE ISLE OF WIGHT COLLEGE The most common form of psychosis amongst students would be drug induced or substance induced psychosis Symptoms to be aware of when teaching and supporting students. Although the general side effects of many different drugs may include psychotic symptoms, substance induced psychosis is different because the psychotic symptoms occur in addition to the norma effects of the drug use.
How to support students with drug induced psychosis Please see link to a video clip below from a professional in relation to examples of drug induced psychosis and how these can be supported. https://youtu.be/9Zj1v_YqyP8 How to Support Your Learners ALGEE is the acronym used to explain the steps used to support someone with a mental health condition. This is an action plan on how to help someone in mental health crisis or developing mental health issues ACTION 1 APPROACH THE PERSON, ASSESS AND ASSIST WITH CRISIS • Approach the person about the concerns and stay calm as this will help them to calm down Be sensitive and mindful of personal space and ensure you use a suitable space and time to do this where the person is comfortable • Star a conversation with them by asking them how they are feeling Encourage them to talk BUT DO NOT give advice, argue or deny their feelings • Remember to respect the person s privacy and condentiality Reassure them that help is available to them • You need to establish if they are in crisis which could be a. That the person intends to harm themselves by means of suicide self harm or substance mis use b Is experiencing extreme distress such as a panic attack or traumatic psychotic episode c. Their behaviours are worrying others for example aggression or loosing touch with reality ACTION 2 LISTEN AND COMMUNICATE NON JUDGEMENTALLY • You must set aside an preconceived ideas or judgements about the person and treat them with respect • You must be genuine when listening to another person and show empathy for their concerns • You must listen to all their concerns before being able to offer options and resources that may help them Give them hope for recovery DO NOT try to problem solve for them but give practical help You must use clear verbal and non verbal listening and communication skills so that a. They can hear and understand what is being said to them b Allows them to feel at ease and not judged when they are speaking ACTION 4 ENCOURAGE THE PERSON TO GET APPROPRIATE PROFESSIONAL HELP Inform the person of professional help available Discuss practical help such as their GP, Counselling, Help Lines, Community Groups, Psychologists, Psychiatrist, Employment and Education goals and Income and Expenditure assistance If in crisis then call 999 People may reject offers of support because of nancial worries or previous negative experiences which you need to respect Remind them that you are there to support if they change their mind • If a person is very unwell then it may be necessary to seek support on their behalf but try to involve them, never threaten to obtain support without their consent ACTION 5 ENCOURAGE OTHER SUPPORTS • Encourage self help strategies via friends, family and others • Talking to others with similar experiences with mental health Local support groups including voluntary and community groups These allow the person to make their own positive choices and put them in control of their own life Provide leaets, websites apps relating to support available Wellness Recovery in relation to mindfulness relaxation strategies, avoiding drugs/alcohol, nutrition, exercise and creativity can also be discussed WELLNESS RECOVERY ACTION PLANNING (WRAP) WRAP is a tool for anyone to use which creates a positive change to the way they feel and the way they experience their own life. It can help support recovery and enable us to live well, to be able to deal with stress vulnerabilities and changes that we must face in life. When applying ALGEE to a situation asak them if they have a WRAP as this will help support. How to create a WRAP: On Paper • By Video Using pictures Using photographs What to include in a WRAP: My Wellness Toolbo include things that make a person feel better Daily Maintenance Plan everyday routines to maintain a persons wellness • Triggers external events that can make a person feel distressed Early Warning Signs small signs that indicate that a person may need support When things are Breaking Down when a person becomes distressed, a list of things that can still be done to reduce this with clear instructions Crisis Planning If the situation has gone too far to recover from then others will need to be involved with clear instructions as to who should be involved and contacted. Post Crisis Plan This will constantly change as a person begin to heal. CRISIS CONTACTS • NHS 999 for nearest A & E Department • 111 Professional Healthcare Advice 24/7 • Emergency GP Appointment • Samaritans : 116 123 (24/7 freephone) • Early Intervention in Psychosis Teams • Hearing Voices Network: 0114 2718210 • Voice Collective: 0207 9110822 Resources & Reading Material • The First Episode of Psychosis: A Guide for Patients and Their Families by Comptom, M.T • Adfam Families, drugs and alcohol: 0207 5537640 Drug Induced Psychosis Researchers are still investigating the causes of recreational drugs as it is unclear whether they have a direct impact on psychosis but you are more likely to see or hear things as a result of taking them. Also if you have already experienced psychotic episodes then recreational drugs can make the symptoms worse. Recreational drugs can include: • Cannabis • Cocaine (including crack) • Heroin Hallucinogens (including LSD PCP, peyote, mushrooms, ecstasy, ketamine, DMT, and salvia) Inhalants Methamphetamine Alcohol and smoking. Drinking alcohol and smoking may also stop medication from effectively treating your symptoms making relapse more likely Prescribed medication. You might also experience psychosis as a side effect of some prescribed drugs or while you are coming off psychiatric drugs. ACTION 3 GIVE SUPPORT AND INFORMATION Once someone feels listened to it becomes easier to support with information This also includes emotional support that there is hope for recovery DO NOT blame them for their mental health issues and assure them that they are real and that they are coping the best they can This may also involve practical support depending upon what the person is open to receiving Give them hope that recovery is achievable and that there are treatments available to them • Give them information relevant to their condition • If there is a risk to themselves or others then secrets cannot be kept and YOU MUST obtain the persons consent before sharing
CONTACT ME
IF YOU WOULD LIKE SUPPORT IN USING THIS PRESENTATION
• Gina Le Moigne • gina.le moigne@iwcollege.ac.uk
THANK YOU VERY MUCH FOR TAKING THE TIME TO LISTEN TO MY PRESENTATION ON PSYCHOSIS
GINA LE MOIGNE
z What is safeguarding: Safeguarding is protectinga person'srights to live in safety and free fromabuseand neglect. It is the protectionof children and vulnerable adultsin Further Education Colleges. Staffin furthereducationcolleges have a statutoryduty to safeguardand promote the welfare of children under the Children Act 2004 in the same way thatschool staff do.This includes all studentsaged between 14 and 18. FE colleges also have a duty to protectvulnerable adultswho may studyon their premisesand who have similar legislative protection z What are the six principles of safeguarding? First introduced by the Department of Health in 2011, but now embedded in the CareAct, these six principles apply to all health and care settings. 1. Empowerment People being supported and encouraged to make their own decisions and informed consent 2. Prevention It is better to take action before harm occurs. 3. Proportionality The least intrusive response appropriate to the risk presented. 4. Protection Support and representation for those in greatest need. 5. Partnership Local solutions through services working with their communities. Communities have a part to play in preventing, detecting and reporting neglect and abuse. 6.Accountability Accountability and transparency in safeguarding practice z Roles and responsibilities of safeguarding: All colleges shouldhave a written policy on safeguarding. It is importantthat policies on safeguardingare implemented in conjunction with staffand are accompaniedby full training. Colleges shouldalso be mindful thatany trainingshould be updatedand reviewed regularlyto ensurethat any changesto policies are fully understood. All colleges should have a senior memberof staffwho has designated responsibilityfor child protectionand who must have received the appropriatetraining in dealing with child protectionconcerns. That designated personshould be fully conversantwith the multi agency approachto child protection,whichincorporatesthe local social services departmentand the police. Italso includes the local child safeguarding board, which brings togetherall relevant partiesin relation to child protection. z Safeguarding Mental Health FirstAid Programme z Staff Responsibilities: All employees have a responsibilityto be familiar with,and to understand,the college’s child protectionproceduresand to report any disclosuresor concernsthey have to the relevantperson. Abuse canoccurin all cultures racial and religious groups Staff mustbe sensitive and respectfulof ethnic and cultural backgrounds. z Safeguarding Responsibilities: If you’re a teacher, you need to be aware of particular safeguarding issues. You should understand the following: Preventing Radicalisation. In 2006, the government introduced Prevent a strategy to help prevent terrorism and radicalisation As part of this, you have a duty to recognise when somebody is vulnerable and at risk of radicalisation and targeting from extremist groups. Child Sexual Exploitation (CSE) This is a form of sexual abuse that occurs when an individual or group coerce, manipulate, or deceive a child or young person (under 18) into sexual activity Grooming This is when someone builds an emotional connection with a child to gain their trust for the purposes of sexual abuse, exploitation, or criminal activity. Grooming can happen online or in the real world.The perpetrator can be a stranger or someone the child knows, and can be any age and gender Forced Marriage. This is a marriage in which one, or both, people don’t consent to the marriage. It’s a criminal offence and a serious abuse of human rights. Forced marriages could be decided in advance, years before the child is old enough to marry z Safeguarding Responsibilities continued: Female Genital Mutilation (FGM). FGM is a traumatic procedure where the external part of the female genitals are surgically removed. It’s usually performed by someone who isn’t medically trained and doesn’t have a professional or sterilised blade. The procedure is often carried out in the first weeks of life, in mid childhood (usually between the ages of 8 and 10), or before puberty FGM has no medical purpose, so it subjects young women to physical and psychological trauma for no reason. It is an illegal practice in the UK. Bullying. Bullying can happen anywhere at any time, such as directlyin the classroom or anonymously online. It can have damaging effects on a child’s confidence and, frighteningly, has even pushed children to suicide. Bullying becomes a child protection issue where there is ‘reasonable cause to suspect that a child is suffering, or likely to suffer, significant harm.’ Self harm and self neglect. These are distinct signs that something’s wrong in a young person’s life, for example they may suffer from another type of abuse or depression. The reasons for this are individualistic and you must tailor your response to the student in question. Peer on peer abuse. Students are capable of abusing their peers, even at a young age. This can take many forms, such as acts of violence or sexual assault. If this causes significant harm, or a risk of harm, you must take steps to deal with it. z Governor Safeguarding Responsibilities: The Governing Body are responsible for ensuring that the school complies with safeguarding duties. As a result, there are a number of issues that you must be aware of: Safer Recruitment of Staff. You must ask anyone you hire to provide a Disclosure Barring Service Check (DBS) to ensure they’re safe to work with children. This is the minimum requirement, but many schools ask teachers for a new check every 3 5 years.All staff must undergo safeguarding training during their induction. Continued Safeguarding Staff should regularly renew their safeguarding training, especially if statutory guidance changes as it often does. The standard renewal period for staff training is every three years. School Security You must have thorough security procedures and systems. This includes gates and railings to prevent strangers from entering the grounds, CCTV where appropriate, and policies for child collection. For example, if another family member is coming, use a secret word that only you and the family member know. You must also implement thorough security checks on your computer systems.These should prevent anybody from accessing your systems and confidential information, and stop dangerous people from potentially contacting your students. Monitoring Attendance. You must track students’ attendance and take action if they miss a lot of school time. In addition, you should regularly communicate with local authorities about ‘students missing from education’. These are students who are at school age but are not registered at a school and don’t receive suitable education by other means. As a result, they’re at significant risk of underachieving and being victims of harm, exploitation, or radicalisation z Designated Safeguarding Lead Responsibilities ADesignated Safeguarding Lead must ensure everyone follows safeguarding policies. If you’re a DSL, you need to fulfil some essential responsibilities: Draw up and enforce the safeguarding policy Recognise issues. You’re the first point of call for staff who have safeguarding concerns. Make referrals to social services (where appropriate). Work with families. As the Designated Safeguarding Lead, it’s essential that your knowledge of child protection procedures is in depth and up to date. z Safeguarding: The seven golden rules to sharing information 1. Remember that the General Data Protection Regulation (GDPR), Data ProtectionAct 2018 and human rights law are not barriers to justified information sharing, but provide a framework to ensure that personal information about living individuals is shared appropriately 2. Be open and honest with the individual (and/or their family where appropriate) from the outset about why what, how and with whom information will, or could be shared, and seek their agreement, unless it is unsafe or inappropriate to do so. 3. Seek advice from other practitioners, or your information governance lead, if you are in any doubt about sharing the information concerned, without disclosing the identity of the individual where possible. 4. Where possible, share information with consent, and where possible, respect the wishes of those who do not consent to having their information shared. Under the GDPR and Data ProtectionAct 2018 you may share information without consent if, in your judgement, there is a lawful basis to do so, such as where safety may be at risk. You will need to base your judgement on the facts of the case. When you are sharing or requesting personal information from someone, be clear of the basis upon which you are doing so. Where you do not have consent, be mindful that an individual might not expect information to be shared. 5. Consider safety and well being: base your information sharing decisions on considerations of the safety and well being of the individual and others who may be affected by their actions. 6. Necessary proportionate, relevant, adequate, accurate, timely and secure: ensure that the information you share is necessary for the purpose for which you are sharing it, is shared only with those individuals who need to have it, is accurate and up to date, is shared in a timely fashion, and is shared securely (see principles). 7. Keep a record of your decision and the reasons for it whether it is to share information or not. If you decide to share, then record what you have shared, with whom and for what purpose.
Safeguarding
reporting lines at The Isle of Wight College: Under 18’s
Safeguarding reporting lines atThe Isle of Wightcollege:Adult
flow
chart
z What we teach in Further Education under safeguarding: Emotional Abuse Physical Abuse Rape and Sexual Abuse Verbal Abuse Bullying Self harm Neglect Domestic Abuse Suicidal thoughts/Mental health EatingDisorders On line Abuse Homelessness SubstanceMisuse Preventing Radicalisation HATE Crime Sexual exploitation and Grooming Female Genital Mutilation (FGM) ForcedMarriage Honour Based Violence Sexting Trafficking Financial Abuse Institutional Abuse z Sharing of Case Study: In groups answerthe following questions: Having read the case study from a student’s perspective how did it make you feel? If you were in the roleof John’s tutor, would you have done anything different?If so, what? Which college policies / procedurescould help John’s tutor? Could anything have been done earlier which may have altered the chain of events? z Contact me if you would like support in using this presentation CarrieHeath, Head ofApprenticeships carrie.heath@iwcollege.ac.uk
Contact me if you would like support in using this presentation
u Joanne Flemming, Workplace Facilitator u joanne.emming@iwcollege.ac.uk
CHALLENGES TO SUICIDE PREVENTION
QUIZ
SUICIDE
KEY FACTS
SUICIDE PREVENTION KAHOOT
HTTPS://KAHOOT.IT/CHALLENGE/01194072?CHALLENGE ID=9397E8B8 B0E5 4E89 A6F5 1944C0FEDDB5_1616155671174
CLOSETO800,00PEOPLEEACHYEARDIEDUETOSUICIDE • FOREVERYCOMPLETEDSUICIDETHEREAREMANYMORE PEOPLEWHOATTEMPTSUICIDEEACHYEAR GLOBALRATEOFSUICIDEIS11.4PER100,000 • SUICIDEISTHE15TH LEADINGCAUSEOFDEATHGLOBALLY, THEYACCOUNTFOR1.4%OFALLDEATHS • SUICIDEISTHELEADINGCAUSEOFDEATHINPEOPLE AGED15 24INMANYEUROPEANCOUNTRIES GLOBALLYSUICIDERATESAREHIGHERINMALESTHAN FEMALES 78%OFSUICIDESAROUNDTHEWORLDOCCURINLOW ANDMIDDLEINCOMECOUNTRIES
SUICIDE IS THE RESULT OF A COMING TOGETHER OF RISK FACTORS WHICH INCLUDE GENETICS, PSYCHOLOGICAL, SOCIAL AND CULTURAL RISK FACTORS THESE RISK FACTORS ARE NOT THE LIMITING REASON AND CAN BE COMBINED WITH EXPERIENCES OF TRAUMA AND LOSS SUICIDE HTTPS://WWW.YOUTUBE.COM/WATCH?V=WJ4BMRXFLLA THIS CAN BE DIFFICULT TO WATCH SO PLEASE GIVE PEOPLE TO OPTION TO OPT OUT
STIGMA THERE IS STIGMA AROUND SUICIDE AND MENTAL HEALTH CONDITIONS WHICH CAN RESULT IN THOSE WHO ARE THINKING OF TAKING THEIR OWN LIFE OR HAVE ATTEMPTED SUICIDE ARE NOT SEEKING THE HELP AND SUPPORT THEY NEED SUICIDE PREVENTION, IN THE PAST HAS NOT BEEN ADEQUATELY ADDRESSED DUE TO A LACK OF THIS AWARENESS BUT SUICIDE IS A MAJOR PUBLIC HEALTH ISSUE. NOT ALL COUNTRIES AROUND THE WORLD INCLUDE SUICIDE PREVENTION AS A HEALTH PRIORITY AND IN SOME COUNTRIES SUICIDE IS STILL A NO GO AREA FOR CONVERSATION. THE WORLD HEALTH ORGANISATION (WHO) DO RECOGNIZE SUICIDE PREVENTION AS A PRIORITY KEY CAUSES OF SUICIDE SEVERE DEPRESSION VULNERABILITY BIPOLAR DISORDER SCHIZOPHRENIA PERSONALITY DISORDER PSYCHOTIC DEPRESSION PSYCHOSIS EATING DISORDERS PERSONAL FINANCES DEPRESSION LOSS/BEREAVEMENT PTSD (POST TRAUMATIC STRESS DISORDER) STRESS/ANXIETY WARNING SIGNS • TALKING ABOUT WANTING TO DIE OR TO KILL THEMSELVES RESEARCHING WAYS TO KILL THEMSELVES • TALKING ABOUT FEELING HOPELESS OR HAVING NO PURPOSE TALKING ABOUT FEELING TRAPPED OR BEING IN UNBEARABLE PAIN • TALKING ABOUT BEING A BURDEN TO OTHERS INCREASING THE USE OF ALCOHOL OR DRUGS • ACTING ANXIOUS, AGITATED OR RECKLESS SLEEPING TOO LITTLE OR TOO MUCH • WITHDRAWING OR FEELING ISOLATED • DISPLAYING EXTREME MOOD SWINGS ISLE OF WIGHT COLLEGE EARLY INTERVENTION EARLY INTERVENTION IS VITAL AND WE ARE ENCOURAGED TO PLAY OUR PART IN PREVENTING SUICIDE AMONG YOUNG PEOPLE. INDUCTION THE INDUCTION PERIOD AT COLLEGE PROVIDES US ALL WITH THE OPPORTUNITY TO GET TO KNOW OUR LEARNERS AND BEGIN TO UNDERSTAND THEM AND THEIR LIVES AWAY FROM COLLEGE. BY BUILDING THESE RELATIONSHIPS WE CAN OBSERVE CHANGING BEHAVIOUR AND ALSO BUILD A NETWORK OF TRUST SO THEY FEEL THEY CAN TALK TO US TO BEGIN EARLY INTERVENTION. SUPPORT SERVICES THE COLLEGE HAS A NETWORK OF QUALIFIED STAFF TO DEAL WITH ISSUES A LEARNER MAY HAVE. IT IS VITAL THAT WE WORK AS A TEAM, WITH THE LEARNER, TO LISTEN TO THEM AND PUT THEM IN TOUCH WITH THE PROFESSIONAL SUPPORT SERVICES THEY NEED INITIATIVES AS A COLLEGE WE CAN USE EXISTING INITIATIVES TO RAISE AWARENESS WITH ALL OUR OUR LEARNERS AND STAFF. FOR EXAMPLE, WORLD SUICIDE PREVENTION DAY PROFESSIONAL SUPPORT SAMARITANS GP NHS SUICIDE PREVENTION HOTLINES (HTTPS://WWW.ITV.COM/THISMORNING/ARTICLES/ SUICIDE PREVENTION HELPLINES) 999 (IF THE PERSON REFUSES PROFESSIONAL HELP OR TO CALL THEIR GP) COUNSELLORS PSYCHIATRISTS
Understanding Trauma
How Common are Adverse Childhood Experiences? (ACEs)
Adverse Childhood Experiences (ACEs)
How
the lives of young people?
Educational Outcomes
Most people face emotionally challenging situations during childhood and adolescence. But for some people the environments they grow up in, the people they relate to and the experiences they have are adverse and have a potentially traumatic and lifelong impact on their development, physical and mental health and ultimately their way of life.
There is significant overlap between the terms ‘Adverse Childhood Experiences’ and ‘childhood trauma’. Adverse Childhood Experiences (ACEs) are highly stressful events or situations that occur during childhood or adolescence. It can be a single event or incident, or prolonged threats to a child or young person’s safety security or bodily integrity Examples of ACEs include: Adverse Childhood Experiences (ACEs) ACEs require significant social, emotional, neurobiological, psychological and behavioural adaptations to survive. Adaptations are the young persons attempts to: ACEs have more severe impact when... • They happen repeatedly Different stresses add up They happen at a young age There are fewer social supports or healthy personal relationships The individual has fewer coping skills (language skills, ntelligence, good health and self esteem)
do ACEs impact
Experiencing childhood adversity can alter brain functioning and development. ACEs can trigger genetic predispositions towards mental ill health. Trauma and the Brain/understanding responses: https://www.youtube.com/watch?v=4 tcKYx24aA ACEs and Trauma on Development
Trauma and ACEs may impact behaviour and learning. Trauma can undermine the ability to cope with a range of challenges emotionally cognitively and physically When people experience trauma it can impact their ability to cope, engage and learn. There is evidence linking childhood maltreatment with poor educational outcomes. For example, verbal abuse contributes to lower language test scores for 10 year olds and abused children have lower grades, lower educational attendance and more placements in special education programmes. While maltreated children, particularly those who were neglected, show lower test scores and grades in reading and maths.
Latent Vulnerability
Jon and Jasmine
Understanding Trauma and the Brain
and
What Protects Young People?
What is the impact on young people?
Latent Vulnerability
Reactions and Responses
The unseen link between childhood trauma and later mental health problems is called Latent Vulnerability The word latent refers to something that exists but is not yet obvious, while the word vulnerability means more likely to be harmed. So Latent Vulnerability means that a young person is at greater risk of harm than may be immediately obvious. While Latent Vulnerability is cause for concern, it does not determine anyone’s future The brain adapts and responds equally to new positive experiences and there can be windows of opportunity to help people move onto a more resilient path Case Studies
Childhood Trauma and the Brain | UK Trauma Council: https://uktraumacouncil.org/resources/childhood trauma and the brain Childhood Trauma
the Brain Threat system Reward system Memory system Stress susceptibility Stress generation Social thinning
Not all people who face trauma go on to develop a mental health problem. There are personal, structural and environmental factors that can protect against adverse outcomes, as shown in the protection wheel:
Young people can respond differently to different events Their reactions and responses may change and develop over time. In broad terms, we can think about these reactions as taking one of four paths, or trajectories: Resilient • Recovery • Delayed Enduring
1. Resilient: little impact on the person’s level of distress or ability to cope with the situation either immediately after the event(s) or later on. 2. Recovery: initially the person may be very distressed and struggle to cope. Over time this decreases and they begin to manage again. 3. Delayed: at first there may be little obvious impact of the events but at a later stage difficulties and distress begin to develop. 4. Enduring: people experience difficulties and distress during or soon after, the events and they remain. (Bonanno 2004, as cited in YoungMinds 2019)
The following infographic shows how the brain can adapt and respond to new and positive experiences: https://uktraumacouncil.org/wp content/uploads/2020/09/Latent Vulnerability Infographic.pdf
Contact me if you would like support in using this presentation
Triggers
Early Warning Signs u What are the early warning signs that others have reported/I have observed? u Things I must do if I experience these early warning signs u Things I can do if they feel right to me When things are breaking down u Signs/symptoms that indicate things are getting worse u Action plan: Things that can help reduce my symptoms when they have progressed to this point (needs to be directive, fewer choices and clear instructions) Crisis Plan (this is written when I am well) u Part 4: Medication/supplements currently taking and why (also medications prefer to take if it becomes necessary and why. Medications to be avoided) u Part 2: Symptoms where others need to take over full responsibility for my care and to make decisions for myself u Part 3: These are my supporters (this gives contact details of friends, family members, professionals listed in part 2 above and also those that I don’t want involved) u Part 1: What am I like when feeling well (reference to Daily Maintenance List) Crisis Plan continued u Part 5: Treatments that help reduce my symptoms and ones to avoid and why u Part 6: Community plan (what can be done to stay at home and still get care) u Part 7: Treatment facilities where I would prefer if hospitalised and those to avoid u Part 8: Help from others things that others can do to reduce my symptoms (also things that others did in the past that did not help) u Part 9: Inactivating the crisis plan symptoms/lack of that indicate that I do supporters do not need to use this crisis plan Everyone could benefit from a WRAP and reflecting on the following. Keeps you well
What helps you to reduce your symptoms Activity 3: Complete your own WRAP u Use this template to complete your ‘Wellbeing Action Plan” file:///U:/My%20Documents/Downloads/cw actionplan_a5.pdf
u Alice Golding, Quality Manager u alice.golding@iwcollege.ac.uk
Gausdal vgs
de Coubertin
Pierre
th th20 - 25 March 2022 Østre Gausdal
MIND OVER MATTER (MOM)
Gausdal, Norway, 20 – 25 March 2022 Programme
Sunday 20: -Arrival, all (minibus from the station to Birkebeineren)
Monday 21:
- Departure from Birkebeineren at 08.30 (bus+minibus)
Arrival at school at 09.00
Welcome by headteacher Erland Sandvik at 09.15
Icebreakers
Brief introduction of participants
Presentations of schools and countries (10 min. each)
Guided tour of the school
- 12.00 – 12.30: lunch
12.30 – 15.00: Training of student ambassadors by UK team
15.15: return to Birkebeineren
Tuesday 22: - 08.30: going to the Maihaugen Museum ( ) on foot.Maihaugen
- 09.00 – 11.00: guided tour + exhibitions
-11.00-12.00: short lunch break + going to the Museum ofArt ( ) (again on foot).Lillehammer kunstmuseum
-12.00 – 15.00: activities, guided tour, exhibitions
Wednesday 23:
- Departure from Birkebeineren at 08.30
Arrival in school at 09.00
Group 1: 09.15: Departure forAstridbekken and dog-sledding
Group 2: 09.15 – 11.30:Activities in school with media students (departure forAstridbekken at 11.30)
12.00: Lunch atAstridbekken (all)
12.30: Group 1 returning to school (activities with media students 13.00 – 15.00/group 2: dog-sledding 12.30 – 14.30
Return to Birkebeineren at 15.30
Thursday 24:
- Departure from Birkebeineren at 08.30
Arrival in school at 09.00
- 09.15 – 11.45:Activities with media students 11.45 – 12.15: Lunch
- 12.30 – 15.00: Training of students ambassadors by UK team.
- 15.15: Return to Birkebeineren
- Dinner at Birkebeineren (all) in the evening?
Friday 25:
- Departure from Birkebeineren at 08.30
09.00 – 11.30:Activities with media students
- 12.00: Lunch
- 12.30: Evaluation
15.00: departure (bus + minibus to the station)
PRESENTATIONS
FRANCE
GeorgeArmenis The history of our school oBuilt in 1955 oFunded by George Armenis oBought by the government oNamed after George’s benefactor Gausdal Norway 21 25 March 2022 The front courtyard of the school Gausdal Norway 21 25 March 2022 Courtyards-sports activities area ❑Basketball court ❑Volleyball court ❑Tennis court Gausdal Norway 21 25 March 2022 Our school 67 years of operation Offers general education In the heart ofArfara Gausdal Norway 21 25 March 2022 Presentation ofArmenio Geniko LykeioArfaron (GRE) Gausdal Norway 21 25 March 2022 By the ambassador: Maria Kontopoulou ICT/Chemistry laboratories and school library Gausdal Norway 21 25 March 2022 GREECE
“To my father, I owe my being. But to my teacher, I owe my well being” Gausdal Norway 21 25 March 2022 The main building Gausdal Norway 21 25 March 2022 The secondary building Gausdal Norway 21 25 March 2022 Headmaster and teachers’office ❑Meetings ❑Lesson preparation Gausdal Norway 21 25 March 2022
Geniko Lykeio General Lyceum (ages 15 to 18) Secondary Education Upper Secondary School ❑Aschool day starts at 8:15 and finishes at 14:15 ❑Classes last 45 minutes ❑The school year always starts on 11 September and ends on 10 May? ❑Final written exams start on 11 May and end on 2 June/7 June 19 June, entry exams for the Universities (3rd Grade) Gausdal Norway 21 25 March 2022 Gausdal Norway 21 25 March 2022 ❑The Ministry of Education and Religious Affairs is one of the oldest ministries in Greece, established in 1833 ❑It is responsible for running the country's educational system and for supervising religions in Greece ❑Νicky Kerameos is the current ministerof Education Gausdal Norway 21 25 March 2022 The Greek Educational System Gausdal Norway 21 25 March 2022 Primary education Primary school ❑Aschool day starts at 8:15 and finishes at 13:15 ❑The classes last between 40 and 90 minutes ❑The school year always starts on 11 September and ends on 15 June ❑Subjects: Modern Greek Language, Mathematics, Environmental Studies, Physical Education, Computers Science, Music, Art, Theatre, English, Physics, Religious Education, Geography, History, Social & Political Studies and Second Foreign Language Gausdal Norway 21 25 March 2022 Gymnasio (ages 13 to 15) compulsory There αre six types of gymnasiums: 1. General Gymnasium 2 Athletic Gymnasium 3. Music Gymnasium 4.Art Gymnasium 5. Experimental Gymnasium 6. Church Gymnasium Secondary Education Lower Secondary School Gausdal Norway 21 25 March 2022 Gymnasio (ages 12 to 15)- compulsory Secondary Education Lower Secondary School ❑Aschool day starts at 8:15 and finishes at 14:15 ❑Classes last 45 minutes ❑The school year always starts on 11 September and ends on 31 May ❑Final written exams take place in June ❑Exams in subjects: Greek Language & Literature, Ancient Greek Language, Biology, English, History, Mathematics and Physics Gausdal Norway 21 25 March 2022 Gausdal Norway 21 25 March 2022
Secondary Education
Secondary Education Upper Secondary School 3rd Grade ❑Subjects of General Education: Religion, Modern Greek language and literature, Physical Education ❑Orientation Subject Groups: a. Subjects of the Humanities Orientation Group: 1.Ancient GreekLanguage,2.History 3.Sociology b. Subjects of the Economic and Computer Science Orientation Group: 1.Economy,2 Mathematics,3.ComputersScience c. Subjects of the Science Studies Orientation Group: 1.Mathematics,2 Physics, 3.Chemistry d. Subjects of the Health Studies Orientation Group: 1.Physics, 2.Chemistry,3. Biology Gausdal Norway 21 25 March 2022 Secondary Education Epaggelmatiko Lykeio (EPA.L.)-Vocational Lyceum (ages 15 to 18/19) ❑ the secondarycycle ❑ 3 2 2 2 the post secondary cycle of studies apprenticeshipclass ( optional) Gausdal Norway 21 25 March 2022 Geniko Lykeio General Lyceum (ages 15 to 18) Secondary Education Upper Secondary School Subjects of General Education for the 1st and 2nd Grade: Ancient Greek, Modern Greek Language, Modern Greek Literature,Algebra, Geometry, Physics, Chemistry, Biology, History, Political Studies, Religious Education, Foreign Language (selection among English, German,French), PE Gausdal Norway 21 25 March 2022 Geniko Lykeio General Lyceum (ages 15 to 18) Secondary Education Upper Secondary School 2nd Grade: ❑Subjects of General Education ❑Orientation Subject Groups: a Subjects of the Humanities Orientation Group 1 Ancient Greek Language and Literature 2 ++++ b Subjects of the Sciences Orientation Group 1. Physics 2 Mathematics Gausdal Norway 21 25 March 2022 Secondary Education Epaggelmatiko Lykeio (EPA.L.)-Vocational Lyceum (ages 15 to 18/19) The secondary cycle ❑Aschool daystartsat 8:15and finishes at 14:15 ❑The classes last 45 minutes ❑The school year always startson 11 Septemberand ends on 10 May ❑Final written exams starton 11 May and end on 26 May/ 6 June 21 June entry exams for the Universities (3rd Grade) Gausdal Norway 21 25 March 2022 Secondary Education Epaggelmatiko Lykeio (EPA.L.) Vocational Lyceum (ages 15 to 18/19) The secondary cycle The programmesare organisedby sector,groupand specialty, with most sectorsofferingtwo ormore specialties.The sectorscurrentlycoveredare InformationScience, MechanicalEngineering,Electrical Engineering/Electronics/Automation,Construction,Environment and Natural Resources,Administration and Economics,Agronomy food Technologyand Nutrition, and Occupationsin the MerchantMarine (captain,mechanic). Gausdal Norway 21 25 March 2022
Epaggelmatiko Lykeio (EPA.L.) Vocational Lyceum (ages 15 to 18/19) The post-secondary cycle of studies-apprenticeship class ❑The ‘apprenticeship year’(educationin the workplace) optional ❑Certificate and diploma attesting completion of the three year upper secondaryeducation ❑Includes learning at the workplace a specialisation course 9 months and preparatorycoursesfor certificationat the school 29weeks/203hours Gausdal Norway 21 25 March 2022 Special Education Education for Refugees Gausdal Norway 21 25 March 2022
Higher education Panepistimio (University) Gausdal Norway 21 25 March 2022 Lifelong Learning Non-formal VET : ❑ VocationalTraining Schools (SEK) ❑ Post secondary VETschools (IEK) ❑ Colleges ❑ Lifelong Learning Centres (LLCs) Gausdal Norway 21 25 March 2022 Σας ευχαριστούμε πολύ! Thank you! Gausdal Norway 21 25 March 2022
1 |Eλλάς-Ελλάδα|Hellas| |Greece| “MindOverMatter” 2019 2022 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| Map Greek flag Greek alphabet 2 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| Prime Minister Kyriakos Mitsotakis President of the Hellenic Republic Katerina Sakellaropoulou Currency 3 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| Mycenaean civilization Minoan civilization Cycladic civilization 4 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| 5 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|| 6 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|| 7 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|| 8 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022||
Athens Greek Parliament & Monument of unknownsoldier The Panathenaic Stadium or Kallimarmaro 10 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| ImportantGreeks Homer Pythagoras Hippocrates Socrates 11 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| 9 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| Important Greeks
Melina"
Mercouri Manos Hatzidakis Odysseus Elytis Pericles,Athenian politician 12 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| • National days of Greece • March 25th Independence Day • October 28th NO Day • November 17th Polytechnic school Students uprising 13 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| Famous products of Greece Feta Olive oil WineKrokos Kozanis 14 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| Famous Greek dishes Souvlaki (the Greek fast food) Mousakas Pita with Gyro (the Greek fast food) Greek salad 15 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| Σας ευχαριστούμε πολύ! \S΄as efharist΄oume pol΄i\ Thank you very much! 16 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|
||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|| |Messinia|Kalamata|Arfara| “MindOverMatter” 2019 2022 1 Map Capital City 2 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|| 3 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|| 4 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|| 5 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| Arfara 6 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| 7 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022| 8 Σας ευχαριστούμε πολύ! \S΄as efharisto΄ume pol΄i\ Thank you very much! 8 ||Short term exchanges of groups of pupils ||Gausdal ||Norway || 21st 25th March 2022|
ITALY https://view.genial.ly/62334abcd54a8500186a01ac/presentation-mom-mobility-to-norway
NORWAY
Gausdal videreg ende skole, Pierre de Coubertin, is located in the municipality of Gausdal, in the county of Innlandet. Gausdal is a predominantly rural area with a few small towns and many farms. Agriculture is naturally important, along with tourism and other service industries. Lillehammer, the 1994 Winter Olympic host city, is only 20 km away, and Oslo, the capital of Norway, about 230 km to the south.
Gausdal videreg ende skole, PdC, has 300 pupils aged 16-19, and offers General studies, Sport and Physical Education and Media and Communication. Our school has taken part in international projects for 20 years, including Comenius, Leonardo and Erasmus+ projects, not to mention Nordplus projects. https://www.youtube.com/watch?v=Rbgztr3E21k
Art Museum
Art Exhibition at school
Teamwork at school
Survey at school
Tallinn nd th2 - 6 May 2022 Tallinna Polütehnikum Tallinna Polütehnikum
MentalHealthinYoungPeople(MindoverMatter)” MOM ProjectNumber:2020-1-UK01-KA229-079092
May2022
WelcometoTallinn PolytechnicSchool Pärnumnt57,10135Tallinn Meetingintheschoolatthemainentrance Estonianstudentswillgreetyouandtakeyoutothemeetingroom.
Introduction,greetings,ice breakers
Tourintheschool
Studentspresentationsaboutthetaskstheyhavepassedduringtheproject period(10 15minperschool)
13:15 Lunchattheschoolcanteen
Presentations,inbetweensomestimulationexercises Photohunttripin OldTallinn(internationalgroups)
May2022
Departuretothenaturetrip;ViruBog https://loodusegakoos.ee/kuhuminna/rahvuspargid/lahemaa rahvuspark/1717
Lunch
- BacktoTallinn
2022
OpenAirMuseum https://evm.ee/en
02
9.00 10.20 11.15
12:30
13.20 14.30
03
11:00
16.00
04May
10:00
May2022
Lennusadamhttps://meremuuseum.ee/lennusadam/en/
10:00
Lecture:MrUmbertoDorusGeerts Howtoputmentalhealthknowledgeintopractice,orhowtomaintain yourmentalhealthandwhattodoifafriendisworried? Duringthetraining,wewilldiscusswhatarethedifferentdanger signsthatcanindicatethedifficultyofmentalhealthforoneselfora friend.Togetherwewilldiscusswhattodoifweseethesedanger signsinthecaseofafriend,andtogetherwewilltryoutdifferent tricksformaintainingourmentalhealth,alsobeingacquaintedwith thevitaminsofmentalhealth.Thetrainingincludessomepractical activities.
13:00 Lunch
15:00 - Lecturecontinues
19:00 Dinnerwithculturalactivities(intheschool)
May2022
- Finaldiscussions,sumupactivities
Lunch
13:00 Lunch 13:15
05
12:30
13:00
17.00
06
10:00 12:00
12:00 13:00
PRESENTATIONS
ESTONIA SUICIDE PREVENTION. ADHD TRAUMA ESTONIA Suicide preven on VIRGINIA LORENTS CARITA REINKUBJAS Factsto know ▶ Every5th teenager hasthoughtabout suicide ▶ Girlshave suicide thought2timesmore than boys ▶ Boys have died by suicide attempts 4times more often than girls ▶ Suicide isthe third leading cause of death for 15 24 year olds ▶ Suicide isthe 15th leading cause of death globally, they account for 14%of alldeaths ▶ 78%of suicides around the world occur in low and middle income countries Warning signs ▶ Talking about wanting to die orto killthemselves ▶ Researching waysto killthemselves ▶ Self harm, personal hygiene worsening, trouble learning ▶ Talking about feeling hopeless or having no purpose, trapped or being in unbearable pain ▶ Talking about being a burden to others ▶ Increasing the use of alcohol or drugs ▶ Acting anxious,agitated, orreckless ▶ Sleeping too little or too much ▶ One word answers ▶ Displaying extreme mood swings TIPsforwell being ▶ Talkto someone you trustassoon asyou can (teacher,friend, family) ▶ Be active, go on a walk, play with your pets ▶ Take time for yourself go out with your frineds, go into nature ▶ Find new hoobies, take pictures, read, cook something new ▶ Do something forothers,volunteer,be thankful Videos ▶ https://www youtube com/watch?v=TokWrCfq Cc&ab channel=Ps ychHub ▶ https://www youtube com/watch?v=3BByqa7bhto&ab channel=M ayoClinic ADHD Taur Treer , KristjanVo mer,Hans Er k Koskaru TallinnPolytechnicSchool
Mentalhealthrisks
Studies have shown that people with
problem Some
(persistent
of an social,
likely
include: anxiety, depression, conduct
behaviour),
who have
with
Systema c reviews conducted in 2017 and 2020 found strong evidence that
is associated with increased
age groups, as well as
that
suicidal
Poten al
factor However, the
Thank you for listening!
What is ADHD? ADHDisoneofthe most commonneurodevelopmentaldisordersof childhood. It isoftendiagnosedinchildhood, but can alsobe discovered inyoung teenagers. Children and adults withADHD find it hard toconcentrate, stay focused,control impulsive behaviours,be overlyactive and alsooften may lose personalbelongings. Howeveras children age,some might growout of it andsome might never growout of it,theylearn to live with it. Causes ofADHD It’snot known for certain what causesADHD,butmost of the factorscan be divided up tothe following categories: ● Geneticalfactors ● Perinatalandprenatalfactors(alcohol, tobaccoorother narcoticconsumption duringpregnancy). ● Environmentalfactors(exposure to toxins andfoodadditives). ● Psychologicalfactors(stress during pregnancyor a stressful environmentduringearlydevelopment). Amongstthemany theories,it is also thought,that nutritionplays some role. The evermorecarbohydrate focused diet of the developedworld might have influencein thedevelopmentof thecondition, ascommercial produced foodsoftenhave excessivepreservativesand artificialdyes in theircomposition. An early or low weight birth might also play a significant role in this, as with most other birth conditions. However the widerconsensus is, that nutritionandthe environment of a growing child have no weightin the development of the condition HowADHD affects everyday life ADHD can appear differently to anyone who has it While some people may have difficulties with reading, spelling or being clumsy Others may have difficulties communicating with people or feeling emotions differently to others • • • • Treatment ofADHD ADHDcannot be preventedor cured, howeverADHDcan be treated,but spotting it early good treatmentand education can helpchildren or adults helpmanage symptoms. Treatmentoptionsinclude: ● Therapy ● Medication ● Medicationandtherapytogether Medication usedmost commonly forADHDarestimulants. Sometimesantidepressants. ADHD Types Thereare3types ofADHD,which are: ● Inattentivetype Gettingdistractedeasily hardto concertrate ● Hyperactive type fidgeting, talkingtoo much, difficultyto sit still ● Combinationtype WhichisInattentiveandHyperactive type combined
ADHD are more
to experience a mental health
of the problems
disorder
pa erns
aggressive or defiant
substance abuse, and sleep problems are all more common
people
ADHD
ADHD
suicide risk across all
growing evidence
an ADHD diagnosis in childhood or adolescence represents a significant future
risk
rela onship between ADHD and suicidal spectrum behaviors remains unclear due to mixed findings across individual studies and the complica ng impact of comorbid psychiatric disorders
causes include ADHD's associa on with func onal impairment, nega ve social, educa onal and occupa onal outcomes.
• • • • • • • • • • • • • • • •
Mom ERASMUS + project at Lycée Condorcet Belfort What we have done so far MOM mobility to Estonia 2 to 6 th May 2022 French ambassadors What we have done so far 2020 2021 Explained the project to our parents Who signed allowances for the etwinning project and the mobilities Meetthe Frenchambassadors Nina Chaïma,Cerena,Mathéo,Romain,Paco, Victor,Lou and Maryse Introduced ourselves on the twinspace page 1.5 Using Bitmoji and Voki for education Introduced our school and city pages 1.2. and 1.3 Completed a common padlet about internet rules p2.6 FRANCE
Created logos for our project and voted for the best one Romain , a Frenchambassadorwon theprice Arunning dictation about sleep Created some feel good posters Decorated pages Born tolearn , this video explains thatwe were all bornwith the will to explore and learn , andhow we can restrain or develop this capacity Discussed the topic Mental Health onTricider We watched videos about teaching and learning strategies , created games on the videos, and made oral presentations describing our own vision of the school of the future School year 2021-2022 Hoping for the mobilities Avideo about sleep 10 funny things you did not know .. eTwinning project World Without Books Thisprojectbasedon Fahrenheit451a novel by RayBradburyand TheFun TheyHad by IsaacAsimov madethe studentsthinkaboutthe role of booksin our mental health ,abouttheconsequencesof the pandemicon school and aboutnew , morehumanteachingandlearningprocesses
Have nice meals with friends Think and build a future together Learn about the past to build a better future We have shared the training we got in Norway with our class We have organised trainings for 10th grades of the High School In English Trainings for 10th grades of the High School … andin French Lessons of the year ( to be finished ) Vietnamwar andWWI with ourEnglishand Historyin English Asongby Billy JoelGoodnight Saigon https://youtu.be/j6gZefW4yEA Well being and happiness around the world ● Reasonsto be cheerful ● ChangingIndia and the world throughYoga ● Happinessin the moment ● Be grateful ● Finlandthe happiestcountry in the world ● The 10 biggestmyths in fitness All thesetexts canbe foundin materialsfiles ( Activity sheets andtexts)on ourTwinspace
GREECE GREECE ProgrammeActions Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Informing the School Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Mental Health in Young People Mind Over Matter Erasmus+ 2020-2022 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 MoM team & Logo Selection Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Logo Selection Greece 6th February 2021 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Online meetings 21st March 2021 & 2nd April 2021 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 The Isle of Wight College Great Britain Teacher training 18 21st October 2021 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Teachers training Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022
Study & Research Issues *Mindfulness *WRAPS (Wellness Recovery Action Plan) *Safeguarding Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 1st online meeting of the students Greece Italy France 19th May 2021 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Online preparation for the first mobility Norway 23rd December 2022 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 2nd online meeting of our subgroup Greece Italy Great Britain 14th March 2022 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 2nd online meeting of our subgroup W RAPS & S a f e g u a r d I n g Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Lillehammer Norway Short term students mobility 20 26th March 2022 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Ambassador Training Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 1st online meeting of our subgroup Greece - ItalyGreat Britain 22nd November 2021 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 1st online meeting of our subgroup M i n d f u l n e s s Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Online survey Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022
Dog sledding Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 The Norwegian experience! Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Museums Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Dissemination of the project (Local community) 15th April 2022 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Online training of students 28th April 2022 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Erasmus project-MoM thoughts & feelings Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Tallinn Estonia Short term students mobility 6th May 2022 Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Online event “Diet & Mental Health” 9th May 2022 10:00 CET Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022 Ευχαριστούμε πολύ! Thank you very much! Short term exchanges of groups of pupils Tallinn | Estonia | 2 6 May 2022
Working together
Lecture
Mr Umberto Dorus Geerts
Final Survey
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Mind over Matter
@momerasmusplus
Erasmus+
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