1. See Me Hear My Feelings: The Mental Health Experience Sponsored by: Ohio Department of Mental Health Mental Health Network for School Success Mental Health Association of Summit County

2. See Me Hear My Feelings: The Mental Health Experience Mental illnesses, emotional and behavioral disorders are a major barrier to school success. Through youth testimony and simulated activities, we will learn first hand what students experience in trying to manage their symptoms and the support teachers, parents, and clinicians can provide to help children and youth succeed in school.

3. Workshop Objectives 1. Participants are able to better understand ADHD, Mood Disorders and Anxiety Disorders as they relate to Diagnostic Criteria and Interventions. 2. Participants are able to understand Anger Issues and Techniques to manage these behaviors. 3. Through activities and speaker testimony, participants are able to experience feelings of emotional symptoms related to these disorders.

4. Symptoms and Behaviors  ADHD  A marked pattern of inattention and/or hyperactivity-impulsiveness  Fails to pay close attention to details  Difficulty staying on task  Fails to follow - Easily distracted  Appears to not listen when spoken to  Fidgets with hands and feet  Runs and climbs excessively in inappropriate places  Often talks excessively  Has difficulty awaiting turn  Interrupts others during conversation and activities

5. Attention /On Task Experiential Activity

6. Supports and Practices: ADHD  Educate about the disorder  Develop a routine within the home and classroom  Assist the student with feedback and questions about behavior  Allow active/physical time for student  Provide more time for transition to new activities  Develop a system of positive reinforcements/rewards for acceptable behaviors  Assist student in joining group activities  Refer parents to advocate & support services

7. “What a Child Doesn’t Receive he/she Can Seldom Later Give.” ….P.D. James

8. Symptoms and Behaviors Major Depression  Depressed Mood or irritable  Diminished interest or pleasure in most or all activities  Decrease in appetite or significant weight loss  Insomnia or hypersomnia  Loss of energy  Diminished ability to concentrate.  Feelings of worthlessness  Feelings of helplessness  Indecisiveness  Recurrent thoughts of death or suicidal ideation  Isolation from peers

10. MAJOR Depression Supports and Practices  Assist the student in developing a plan to getting needs met. Include sleep plan.  Assist the student in reframing less positive events in every day life.  Develop a plan to keep the student safe.  Actively engage student in activities with other students.  Develop an exercise plan or workout.  Provide positive reinforcements and focus on small accomplishments.

11. Bipolar: Supports and Practices  Assist student in learning ways to control impulses  Develop a routine schedule to aide in providing structure  Compliance with medication with medication chart  Assist student in gaining insight into their behaviors and related natural consequences  “The Bipolar Child” by Dr. Demetrius Papolos

12. Day for Night: Recognizing Teenage Depression Sponsored by :DRADA Depression & Related Affective Disorders Association www.drada.org

13. “If You Want Children to Improve, Let Them Overhear the Nice Things You Say About Them to Others.” …Haim Ginott

14. Anxiety Disorders  Obsessive-Compulsive Disorder  Posttraumatic Stress Disorder  Generalized Anxiety  12%-20% of students are affected by anxiety disorders  Anxiety is among the most common reason for mental health referrals  Anxiety causes significant impairment in school performance, relationships, and social functioning  Anxiety, worry, and fears are “not just a phase to be “grown out of”.  Also associated with later depression, development, suicide attempts, and hospitalizations

15. Symptoms and Behaviors  Obsessive- Compulsive Disorder  Recurrent and persistent thoughts, images or impulses that are intrusive, inappropriate and cause distress  Student tries to ignore, suppress, or neutralize them with some other repeated action  Behaviors are driven to prevent some dreaded event  Obsessions or compulsions are engaged in more than one hour per day  PTSD  Student witnessed, experienced or was confronted with an event that involved actual or threatened death, serious injury, or threat to others  Student’s response involved intense fear, horror, or helplessness  Recurrent & intrusive recollection of the event or distressing dreams  Acting or feeling that the event was happening again  Stimuli that symbolizes the event  Inability to recall an important aspect of the event  Feelings of detachment  Difficulty falling or staying asleep  Difficulty concentrating  Exaggerated startle response

16. OCD: Supports and Practices  Assist student in discovering and expressing underlying fears  Develop a behavior plan that slowly decreases compulsive behaviors  Assist student in reframing obsessive thoughts & eliminating follow-through with behaviors  Medications may help to control obsessive behaviors

17. PTSD: Supports and Practices  Develop a safety plan to reduce anxiety related to feelings of helplessness  Allow student to discuss the event, feelings and thoughts in a safe environment  Engage the student in activities  Help student distinguish between feelings and behaviors and use alternative methods of expression when internal or external stimuli cause anxiety  Include student in trauma support group

18. Stress Experiential Activity

19. “We cannot always Build the Future for our Youth, but we Can Build our Youth for the Future.” …Franklin D.Roosevelt

20. Anger/Problem Solving Experiential Activity

21. What causes Anger?  Frustration  Annoyance and Irritation  Verbal or Physical Abuse  Injustice or Unfairness  Taking things personally  Expectations-(oughts and musts)  Antagonistic self statements or internal dialog  Tension or moodiness  Continued avoidance of a conflict  Antagonism-Hostility-Aggression

22. Techniques of Anger Management  Teach how to keep anger at moderate levels  Use anger for constructive action  Use anger as a source of energy to get an action accomplished  Help student understand anger patterns  Help student see things from different angles or perspectives  Help student make self-statements to cope with provocation and regulate anger  Teach relaxation, deep breathing, and use humor to help distance from aggravations  Teach the use of assertive behavior involving skills in communication to express feelings

23. “Live So That When Children Think of Fairness and Integrity, They Think of You.” …Jackson Brown