1. S UPPORTING THE S OCIAL AND E MOTIONAL L IVES OF S TUDENTS Krista Pulizzano Dhruv, LCSW-C Middle and Upper School Counselor The Park School of Baltimore Notre Dame AmeriCorps Mid-Year Training 2012

2. T ODAY ’ S AGENDA Who are we and why are we here? What should I see that I don’t already? What can I do when I see it? Practice! Wrap Up, Q & A

3. A LL S TUDENTS ARE : Growing and developing Physically Emotionally Socially Intellectually Products of a “family” Values Expectations Roles Dysfunction Navigating school and constantly learning

4. T HE W HOLE C HILD JESS E School Family Social Passions/Hobbies Emotional Physical Intellectual Community Media/Society Anything Else?

5. S OME STUDENTS ARE ALSO DEALING WITH : Bullying Anxiety Depression Gender & Sexual identity *Cultural incongruence (race, ses) *Substance use *Learning differences

6. B ULLYING Where In school Cyberspace (Everywhere) What does it look like Humiliation Use of power (physical, social, financial, emotional) Relational aggression

7. B ULLYING The Continuum Joking------Teasing------Bullying-----Harassment Persistent Pervasive Severe

8. Impact Vs. Intent

9. A NXIETY Worry is normal and healthy- anxiety is NOT! Types Generalized anxiety Social anxiety Separation anxiety School refusal Specific Phobia Obsessive Compulsive

10. W HAT D OES IT L OOK L IKE ? Anxious Thoughts (“What if” and other catastrophes) Irrational Fears/Worries Excessive Checking In Physical Symptoms Avoidance Prevalence 10%

11. W HEN I S IT A PROBLEM ? Is it Excessive Is it Persistent Is it Developmentally inappropriate Does it cause impairment

12. H OW TO H ELP THE A NXIOUS C HILD Reality test the fear Offer reassurance- instill confidence Give calming strategies Self talk, breathing, externalize the fear, write out the fear Physical outlets without avoiding Take a walk, get a drink, throw a ball, distraction (game playing) Make a plan Engage the parents Never say “Don’t Worry” “It’s Not a Big Deal”

13. D EPRESSION What Does It Look Like? Irritability or Depressed mood Lack of concentration Decreased interest in previously pleasurable activities Fatigue or restlessness Feelings of guilt, worthlessness Change in eating habits and weight Physical complaints Recurrent thoughts of death or suicide Substance Use Prevalence: 5-8% of adolescents 2:1 Female : Male ratio

14. W HEN I S IT A PROBLEM ? Marked change from typical behavior Is it Excessive Is it Persistent Is it Developmentally inappropriate Does it cause impairment

15. H OW TO H ELP THE D EPRESSED CHILD Set them up for success with reasonable goals Engage the parents Support healthful eating, sleeping and exercise Refer to counselor or school social worker for assessment

16. D EFINING G ENDER AND S EXUALITY D IVERSITY Biological Sex Anatomy, chromosomes, hormones Gender Identity Psychological sense of self Gender Expression Communication of gender traits (Whether one adopts the dress, mannerisms or cultural norms of males or females) Sexual Orientation Whether aroused by the same, opposite or both genders Sexual Identity Whether one identifies as heterosexual, homosexual, bisexual, pan-sexual or something else

18. S UPPORTING G ENDER AND S EXUALITY D IVERSITY IN THE CLASSROOM Accept that biodiversity exists for humans as well as other species Make no assumptions Create a classroom where all types of individuals and relationships are represented Be on the look out for gender stereotyping behavior in yourself and others Speak out on homophobic and heterosexist behaviors when you see them

19. C ASE S TUDIES James, 5 th grade Addison, 7 th grade 1. What are the most important factors in this situation? 2. What are the student’s strengths? 3. What are the needs of this student? 4. What information do you still need? 5. What are the next steps?