CHW School-Link:
Mental health and intellectual/developmental disability
Meet Jessica
Workshop for school staff
2016
www.schoollink.chw.edu.au
Last update 05/08/14
Outline
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Introduction
What to notice about mental health wellbeing?
What can our school do?
Connecting with students
When and where to refer
Taking it back
Final thoughts and evaluation
Objectives
• To understand that students with a disability are more
likely than other students to have mental health difficulties
• To be aware of what to notice about students in the
classroom and school
• To build on existing successful strategies for supporting
students in the classroom
• To know where to refer students and their families who
need additional assistance
Mental health problems
• 13.9% or 1 in 7 of school aged
children experience a mental health
disorder
45
40
35
(Lawrence et al 2015)
30
• 40.7% of children with an
intellectual disability experience
severe emotional or behavioural
problems
(Einfield and Tonge 1996, 2006)
25
20
15
10
5
0
general C&A
all children
and
adolescents
ID population
children
and
adolescents
with an
intellectual
disability
Why is this important in my
school?
• Australian Professional Standards for
Teachers
• Wellbeing Framework
• Legislation
• Human rights
Jessica animation
Small group discussion 1
What are Jessica's strengths?
What to notice about mental health
wellbeing
What to notice in school
• Change in the student’s regular behaviour in school
• Emotions and behaviour that are inappropriate to the
situation
• The severity, frequency, pervasiveness and context of the
behaviour
• A behaviour that is part of a wider pattern of concerns
• Lack of or problems with friendships
• Behaviour that is dangerous to the student or others
Small group activity 1
Select the behaviours that you believe are
a concern for Jessica?
Behaviours of concern
defiance
throwing
sensitive to change
not concentrating
dissociation
flashbacks
fearful
unhappy
hitting, kicking, spitting obsessive
restless
risk taking
crying
loss of memory
loss of energy
coordination
problems
incontinent
feel controlled
preoccupied with
sensations
running away,
self injury
hate self
hate others
repetitive behaviour
hyperactive
hallucinations
losing pleasure
not concentrating
eating inappropriate
items
Dossetor, 2014
Large group discussion 1
What are Jessica’s additional needs?
What contributes to behaviours of concern?
Biological
Developmental
Behaviour appropriate
for developmental stage
• genetic conditions
• developmental brain
abnormalities
• medication
• physical health conditions
• sensory impairments
• epilepsy
• acquired brain injury
Cultural
Background
Social
• family
• socio economic
background
• contact with juvenile
justice
• negative school or other
experiences
• financial and emotional
family strain
Psychological
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Trauma
self-worth & self-image
coping skills
susceptibility to stress
social networks
life choices
3DN, 2014
School factors
Risk factors
• bullying
• peer rejection
• poor attachment to school
• inadequate behaviour
management
• deviant peer group
• school failure
Protective factors
• sense of belonging
• positive school climate
• pro social peer group
• required responsibility and
helpfulness
• opportunities for some
success and recognition of
achievement
• school norms against
violence
(Commonwealth Department of Health and Aged Care, 2000)
Small group discussion 2
What adjustments do you use in your
class for students with a disability and
mental health problems?
What can schools do to promote
positive mental health and wellbeing?
• Whole school professional learning
• Develop a whole school approach to positive
behaviour support (PBL and PBIS)
• Use prevention programs for all students at risk of
developing problems
• Early intervention
What can you do?
• Understand the disability and its impact on the student
• Match interventions appropriately such as visual
schedules, social stories, relaxation etc
• Create a safe and positive learning environment with
encouragement and positive reinforcement (Hannson 2011)
• Provide structure and consistency across the school
Transitions
Transitions
Transitions are a time of greater risk of
anxiety and other mental health problems.
How can you enhance your schools’
transition plan?
Connecting with your students
Belonging at school
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The need to belong is universal
Increases engagement in classroom learning
Contributes to quality of life
Friendships and peer acceptance
Being valued (strengths based)
Feeling capable
Relationships with key adults at school
Robinson and Truscott, 2014
Large group discussion 2
What do you do to ensure students feel a
sense of belonging?
Belonging in the community
• Community peer support programs
• Non-government organisations such as
Ability Links
• Team sports
• What are some ideas from your local
school community?
Quality of life is influenced by:
• Adequate standard of living and feeling safe
(Cummins, 2005)
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Reasonable physical health
Being connected to other significant people
Connected to a community and a worthwhile role
Sense of purpose, productivity and hope for the
future
• Presence of psychiatric disorders are also
an important influence on quality of life
Where to refer?
Referral pathway
Disability
Services
School
learning
& support
team
Other specialists
Family
GP
Community
Health
Psychiatrist, Allied
Health, Psychologist,
Neurologist, Geneticist,
endocronologist,
surgeons etc
General
Paediatrician
Specialised
Paediatrician
Consent for information exchange
Case Coordination
School-Link
• School-Link is a collaboration between mental health,
education and disability. Most Local Health District’s
have a School-Link Coordinator.
• The Children’s Hospital at Westmead (CHW) SchoolLink focuses on children and adolescents with
intellectual and developmental disability
• CHW School-Link website access with resources
available www.schoollink.chw.edu.au
Case conferencing
• Forum to meet and discuss children with complex
needs
• Maintain collaboration and cooperation between
parents, carers, agencies, and institutions
• Sharing of information, promotes proactive rather
than reactive responses to the child
• Supports the child’s learning, development and
growth
Summary
In summary
• You are in a unique position to make a difference to
these students lives.
• Discuss concerns with your principal, school
counsellor and learning and support team
• Support and connect with the student by making
adjustments in consultation with the student and their
parent/carer
• Other services are there to help where needed
Taking it back
• How could you use the information gained
from this workshop?
Thankyou and Evaluation