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BEING PROACTIVE

BEING PROACTIVE. RESPONDING WHEN CHILDREN AND YOUTH ARE HURT. Presenter: Lew Golding, MA. February 17, 2012. Our children are hurt…. They are committing suicide and homicide at the same time. “Youth” is a stage in a journey….

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BEING PROACTIVE

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  1. BEING PROACTIVE RESPONDING WHEN CHILDREN AND YOUTH ARE HURT Presenter: Lew Golding, MA February 17, 2012

  2. Our children are hurt… They are committing suicide and homicide at the same time.

  3. “Youth” is a stage in a journey… That “journey” requires unlimited, unconditional access to the boarder social determinants of health for manageable transition.

  4. Interruptions disrupts adolescents’ sense of community* and results in unhealthy life experiences. • Relationships are negatively affected • School negatively affected • Life choices are negatively affected *Community is viewed as an emotional, psychological, and physical phenomenon.

  5. “Community” Involves feelings of belonging, rootedness, identity, connection, safety, security, familiarity, caring, and hope. Hardy, 2006

  6. Fallouts of Disruptions… • Relational conflicts (family, institutions, community) • Substance misuse • Disengagement • Homicide/suicide • Attentive to basic needs only

  7. Sobering Reality • 70.4% of youth in custody have at least one diagnosis • MALES • disruptive behaviour disorders • substance use disorder • FEMALES • anxiety disorders • substance use disorder • 79.1% of those had more than one disorder • Usually substance abuse Source: Skowyra & Cocozza (2007) Simon Davidson (2010)

  8. Behind the Sobering Realities Disruptions in family • Dehumanization • No bonding • Violence • High conflict environment • Substance misuse • Favourable attitude to ATOD • Favourable attitude towards crime • Pet names

  9. Behind…RealitiesDisruption - Individual • Poor role models • Disengaged parents • No unconditional advocates • Victimized • Parental mental health experiences • Low self concept • ATOD

  10. Impactful & Compounding Issues • Chronic victimization • Traumatic events • Devaluation • Experiences of loss • Dehumanization • Physical abuse • Sexual abuse • Disruption of important relationships • Family members have mental illness

  11. Life for Affected Adolescents Involves… • HURT • Isolation • Anger • Substance misuse • Disengagement from the ‘traditions” • Oppositional • High risk behaviours • Relational conflicts • Incarcerations • Sustained vulnerabilities

  12. Specific Signs of Life Struggles Psychological Signs Behavioural Signs • Mild\extreme distortions of perception • Psychological dependence • Paranoid • Fragile temperament • Guilt • Feelings of loneliness • Anxiety • Delusion • Loss of interest in school/ social activities • Increased consumption of ATOD (high risk behav.) • Withdrawal from friends, family • Home problems • Conflicts with siblings

  13. Signs Cont’d • Depression • Irritability, mood swings • Angry outbursts • Feeling uncertain / overwhelmed • Loss of emotional control • Helplessness/hopelessness • Suicidal ideation • Socially unsuccessful • Excessive sense of guilt or unworthiness

  14. Child & Youth Mental Health Facts • If one mental health disorder is present, more than likely there will be other problems present (co-morbidity is the norm) • Learning and school-related problems • Health problems • Substance misuse / abuse • Developmental issues • Risk-taking behaviour • Legal infractions • Mental health problems in children and youth are predicted to increase by 50% by 2020 • (CPS 2007) Source: Dr. Simon Davidson 2010

  15. Protect ourselves against insecurities Paid employment statement of power Youth do the same Physical/material displays of achievement Vulnerabilities…? Contrary to our beliefs, we adults are all vulnerable – as are all youth. Many adult struggles are rooted in childhood experiences.

  16. Devaluation • Low academic achievement • Negative attitude toward school/low bonding/low school attachment/commitment to school • Suspension/expulsion • Dropping out of school • Inadequate school climate/poorly organized and functioning schools/negative labeling by teachers • Identified as learning disabled • Frequent school transitions • Racism

  17. Being Proactive…School • School motivation/positive attitude toward school  • Student bonding and connectedness (attachment to teachers, beliefs, commitment) • Academic achievement/reading ability and mathematics skills • Opportunities and rewards for prosocial school involvement  • High-quality school environment/clear standards and rules  • High expectations of students  • Presence and involvement of caring, supportive adults

  18. Proactive…Individual • Rehumanization of loss • Social competencies and problem-solving skills • Healthy sense of self • Positive expectations/optimism for the future • High expectations • Awareness of, and the ability to engage personal resources

  19. Our Roles in this Work • To engage with the real person behind the personae • Help the child/youth to trust the “real person” • The clothing and attitudes are often smoke screens or defense mechanisms • To build on the strengths/capacity of each youth • To expand their outlook • To build resilience

  20. Factors in Building Strength • Understanding what places youth at risk • Develop effective interventions to overcome risk factors • Enhancing protective factors that promote resiliency

  21. Effective Strategies… • Always use the youth’s real name • Never use nick names • Offer unsolicited compliments • Only compliment personality traits • Only acknowledge the real person, not the personae • Maintain awareness of power dynamics • Awareness of your role in the power dynamics

  22. Strategies • Be immediately responsive when ask for help – no wait listing • Forget about time limited interventions • Understand harm reduction • Take your services to affected clients • Outreach • Attention to cultural hierarchies • Your personal power status may impede the relationship • Holistic considerations • Strength based interventions paramount

  23. Strategies… • Rehumanizing loss • Be mindful of your privilege and power • Be knowledgeable of the psychological impact of colonialism • Embrace holistic frameworks in your practice • Understand and integrate strength based frameworks in your practice

  24. Strategies… • Do not use group work with gang involved youth • Acquire their perspective • Follow their leadership (safety issues) • Be cognizant of your privilege (you get to walk away when you want) • Understand the psychology of the condition • Understanding of the power dynamics (devaluation)

  25. Work from an anti-oppression framework Understand the power dynamics of devaluation Consider impact of systemic barriers, racism/discrimination, poverty and other structural issues on your client’s health and well-being Advocate for organizational change Strategies

  26. Mindfulness • Each affected young person do not choose the hardship of dealing with mental health challenges • Compassion, not pity, always prevail • We must appreciate that the person preceded the condition • We must embrace the focus on health equity • Health equity must thread through all of our actions

  27. RESILIENCE Involves feelings of belonging, rootedness, identity, connection, safety, security, familiarity, caring, and hope.

  28. Overall goal is to reduce vulnerability and increase protective factors toward healthier life experiences. LET’S LEAD THE WAY!

  29. THANK YOU Lew Golding, MA MANAGER, Substance Abuse Program for African Canadian and Caribbean Youth Psychological Assessment Team 416-535-8501 ext. 6767 lew_golding@camh.net

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