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What is MAKINGtheLINK?

What is MAKINGtheLINK?. A curriculum-based program for schools to promote helpseeking for cannabis use and mental health problems, which: Teaches young people to help each other to seek professional help Promotes the idea that Mates Help Mates

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What is MAKINGtheLINK?

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  1. What is MAKINGtheLINK? • A curriculum-based program for schools to promote helpseeking for cannabis use and mental health problems, which: • Teaches young people to help each other to seek professional help • Promotes the idea that Mates Help Mates • Reduces the barriers to seeking help from professionals • Educates teachers about students’ helpseeking behaviour and how to assist them to seek professional help for cannabis use and mental health problems

  2. “Australian Principals believe one in five students need mental health support and rated alcohol and drug abuse as having the biggest impact on the psychological wellbeing of young people”. Intercamhs survey, 2008

  3. Why promote professional helpseekingfor cannabis & mental health? • Cannabis use is a risk factor for the development of mental health problems • Early intervention and treatment is a strong predictor of recovery • Many barriers prevent young people from seeking professional help • Existing school resources don’t teach students how to overcome these barriers • Existing school resources don’t focus on friends and teachers as key people to assist a young person to seek professional help

  4. Peers as facilitatorsof professional help • Young people turn to their peers, parents and teachers when they need help – people who often don’t know what to do or how to get help • Because friends are the most likely source of help for young people, MAKINGtheLINK teaches Mates Help Mates • Having supportive friends is a strong protection against mental health and other problems • Students often seek help in groups or on behalf of a friend • Students can learn how to raise their concerns with a friend and how to assist their friend to get professional help

  5. Teachers as facilitatorsof professional help • Teachers have been identified as key adults, second only to parents, who have the opportunity to help young people access professional help • Teachers provide a first point of contact for many students with problems • Teachers can identify changes in student behaviour and facilitate helpseeking • Teachers can encourage students to help each other • If teachers are aware of the barriers to helpseeking they can minimise them

  6. Facilitators of helpseeking Parents, Family Local Community Peers, Friends School Community Self Teachers

  7. Why aren’t young people seeking professional help? Young people need to believe that the benefits of seeking help outweigh the fears they have about seeking help from a professional.

  8. Barriers to professional helpseekingfor young people • They are unable to recognise or acknowledge they have a problem • They are unsure about here to go and what will happen • Stigma, embarrassment, shame • Concerns about confidentiality • They believe they should be able to manage their own problems • They believe that no one can help • Cannabis use itself as it can increase anxiety and decrease motivation Jorm, A. F., & Wright, A. (2007) Rickwood, D., Deane, F.P., Wilson, C.J., & Ciarrochi, J. (2005)

  9. Barriers to facilitating helpseekingfor a friend • Not their business • Not their responsibility • Fear of risking the friendship/friend will get angry • Friend isn’t acknowledging the problem • Unsure what to say or who can help • They could make it worse • They have enough problems of their own • Believe that if their friend wanted help they would ask for it

  10. How was MAKINGtheLINK developed? • Informed by the scientific literature on barriers to helpseeking and the real life experiences of teachers, school psychologists, mental health and substance use specialists working with young people with these issues. • The Project Team – comprised of former teachers, a school psychologist, an addiction psychiatrist specialising in youth, and a clinical psychologist specialising in co-occurring mental health and drug use problems, met regularly to share their areas of expertise, drive the pilot implementation, monitor progress and ensure best practice of program development. • National Reference Group – comprised of education, helpseeking, substance use and mental health experts from across Australia shared information and provided advice on the development and dissemination of the program and recommend structures and strategies to maximise uptake in schools.

  11. Program development continued… • MAKINGtheLINK was developed in order for teachers to facilitate the student helpseeking program as part of the curriculum. The authors of MAKINGtheLINK subscribe to the view that teachers are the best resource in the classroom. • The Teacher Manual and Classroom Activities were developed in consultation with teachers, education experts and young people. • Multiple teaching strategies are utilised to meet the needs of different learning styles and abilities of students. The activities are interactive, engaging and provide many opportunities for discussion.

  12. Program development continued… • The Student Helpseeking Program was successfully piloted with six Year 10 classes, in Term 2, 2009. • All classroom materials and DVD script were developed and focus tested with young people. • The Mates Help Mates DVD was especially well received by students and in fact, surveys revealed it was one of the most useful activities in the program. “It [the DVD] showed how you should approach a friend and what you can say to help. And they were our age so it was like watching someone in our school”. -Year 10 student

  13. MAKINGtheLINK Program Aims • To increase understanding of young people’s helpseeking behaviours, including barriers to helpseeking • To reduce barriers to helpseeking for mental health and cannabis use problems among young people • To increase teacher and student confidence to facilitate helpseeking for young people • To raise student and teacher awareness of how to seek help for cannabis use and mental health problems for young people

  14. How does it fit in with other programs? • Best placed as an add-on or enrichment of existing curriculum and/or health promotion programs • Enrich and update Cannabis & Consequences (2003), MindMatters (2000), Get Wise (2000), Leading Education About Drugs (2005), Keeping in Touch (DEST, 2006), Resilience Education & Drug Information (2006) etc. For more information on these programs go to www.dest.gov.au

  15. Implementation Guide • Describes the development of the program • Outlines a general set of principles to consider when implementing the program in your classroom or across the whole-school

  16. Student Helpseeking Program Each activity has a background information, learning aims, resources required, instructions, alternative and extension options

  17. Activity 1: Ranking Situations Task: Students rank situations of young people according to how concerned they are and who they think needs help Strategy: Think, Pair, Share Aim: To enable students to explore their values and attitudes with respect to their friends’ emerging problems

  18. Activity 2: Myth or Fact? Task: Students decide between myth and fact to learn about the detrimental effects of cannabis use Strategy: Whole-class Aims: To improve students’ understanding of the negative impact of cannabis use n mental health and daily functioning

  19. Activity 3: The Hot Seat Task: Students take on the roles of ‘for’ and ‘against’ helping a friend in need Strategy: Role play Aims: To explore when and why you would help a friend who has a mental health and/or substance use issue

  20. Activity snapshotHot Seat Scenario 1 Your friend has been going out partying all the time and barely returns your calls anymore. She started hanging around with some older guys a few weeks ago who don’t go to school and they all drink together. Most of the parties you go to she ends up vomiting. She recently lost her job because she got into a fight with the manager. She can’t keep her mind on her studies and her marks have dropped. Her parents and friends are very concerned about what’s going on. Would you talk to her about it?

  21. Activity 4: Helpers Task: Students learn about different types of helpers and decide which helper the young person in the story should seek help from Strategy: Whole-class discussion & role-play Aims: Identifying different types of help available & overcoming barriers that stop young people from seeking professional help

  22. Activity snapshot:Mitch’s story Mitch is in Year 10 and works part-time at the local supermarket. His older brother moved out 3 months ago and now it is just him and his mother at home. Mitch started smoking cannabis in Year 9 with mates and now smokes much more than the rest of the group and often smokes alone. He feels crap most of the time and just wants to stay at home and sleep. In the past few weeks he has started skipping classes, not going to parties and has quit band practice. Last Saturday, he turned up to work stoned and was sent home by the manager. His friends at work had to do extra work to cover for him and now they are really annoyed with him and are wondering what is going on. Mitch needs help but he should he talk to?

  23. Activity 5: Mates Help Mates Task: Students watch the clips and discuss which approach is most helpful in talking to a friend about their concerns and assisting them to seek professional help Strategy: DVD & Whole-class discussion Aims: Overcoming barriers to helping a friend and seeking professional help

  24. Activity 6: Web Quest Task: Students are required to explore the headspace and NCPIC websites and answer questions relating to stories about helpseeking and young people Strategy: ICT activity Aims: To introduce students to useful and reliable helpseeking sites for cannabis and mental health problems

  25. What is a helpseeking school? • Staff are aware of the barriers that prevent young people from seeking help so they can reduce them • Staff encourage and assist young people to seek professional help • Staff follow policy and procedures around intervention • Staff talk to the Student Welfare Coordinator about changes in student behaviour or any students they are concerned about • Involves and informs parents about helpseeking behaviour in young people • Has strong links with external agencies

  26. What is a helpseeking community? • Parents and teachers are aware of the barriers that prevent young people from seeking professional help so they can reduce them • Parents and teachers encourage and assist young people to seek professional help • Parents and teachers talk to the Student Welfare Coordinator about concerns or changes in a young person’s behaviour • Teachers follow policy and procedures around intervention • Parents are involved and informed about helpseeking activities in school • School has strong links with local and culturally appropriate youth support agencies • Parents know when and where to get help for their children, both in the school and in the community

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