Childhood WellbeingA Presentation by St Joseph’s Primary School, Hawthorn

Why are we here tonight? To explore the concept of ‘Wellbeing’

Using current research Community ideas Expand our understanding

To collaborate and share ideas within our community Using personal insights & experience

Topics for the evening… What is wellbeing? What can we do when wellbeing deteriorates? How can we promote wellbeing?

Defining Wellbeing World Health Organisation

“wellbeing is where each individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community” www.who.int

What does wellbeing mean to you? Is it happiness, life satisfaction, a feeling of contentment,

sense of belonging and acceptance, peace, feeling at ease, or is it pleasure & enjoyment, or all the above?

What aspects of life contribute to your wellbeing? Family, friends, work, leisure, sport, activity, hobbies,

community, travel, experiences, achievement, lifestyle, serving others, simple things, peace & quiet…

Defining Wellbeing For Your Child

Adult wellbeing & child wellbeing share similarities Happiness, acceptance, peace of mind

BUT, they also have differences Children face different challenges Children have different priorities

How in tune are you with your child’s wellbeing? What does wellbeing mean for children? What contributes towards a child’s wellbeing?

Activity Time

At your tables, please take 2 or 3 minutes to share your thoughts and ideas about childhood wellbeing, what sorts of day to day things contribute to a child’s sense of wellbeing (i.e. time with mum and dad)

When childhood wellbeing deteriorates…

How do children express distress?

How do we know when a child is not ok? Rely on intuition, ‘Gut feeling’? Observation?

What do we look for? Familiar signs Are there signs I’m not aware of?

Achenbach Child Behaviour Checklist What is it?

Created by Professor Thomas Achenbach (Psychiatrist)

A widely-used standardized measure in child psychology for evaluating maladaptive behavioural and emotional problems

How is it used? The Achenbach is used by psychologists & psychiatrists To assess if behaviour is within the normal range for age & gender

Investigate behaviour that falls outside the range

Who help can use it? Relevant for parents, teachers, & caregivers in general Helpful to be aware of a broad range of child distress behaviours

Can give you an idea of what to look for

Achenbach Checklist

1.Internalizing Behaviours Somatic complaints (feeling dizzy, tired, aches or pains, headaches,

nausea, problems with eyes, rashes or other skin problems, stomach aches or cramps, vomiting or other somatic problems)

Anxiety/depression (crying, fear, loneliness, nervousness, worthlessness, suspiciousness, guilt, and fear)

Withdrawn (lonely, guilty, worthless, nervous, fearful, suspicious, unloved, self-conscious or sad)

2. Externalizing Behaviours Aggressive (bragging, arguing, screaming, showing off, attention-

seeking, teasing, being demanding, threatening behaviour and displaying a temper

Delinquent (cheating, lying, setting fires, swearing, truancy, stealing and vandalism)

Achenbach Checklist

3.Social, Attention and Thought Problems Social (acting young, clinginess, not getting along with peers,

clumsiness and preferring to play with younger children)

Thought (seeing or hearing things, repeating acts and strange ideas and behaviour)

Attention (concentration difficulties, problems sitting still, impulsivity, day dreaming, nervousness and poor performance in school)

4. Additional Problem Behaviours Nightmares, sleep problems, eating problems, accidents

and talking about suicide nail-biting, whining, speech problems, sexual problems,

picking at skin

Gathering More Information

Frequency… How often does the behaviour occur?

Describe the intensity on a scale of 1-10, or from mild-

severe?

Duration… How long have the behaviours occurred?

Are there are triggers that precede the behaviour?

Is there a family history of problematic behaviours or mental health concerns?

Any significant events, life changes, or trauma in your child’s history?

Seeking help - Options

Family, friends, parish

Parentline 13 22 89 (7am to Midnight)

Family GP

Paediatrician

Mental health services

School community

Seeking help within our school communityStep 1 - Raise your concerns with your classroom teacher/HoIN

Discuss behaviour in developmental context

Step 2 - Classroom teacher/HoIN will refer you to me (Emma)

Step 3 - Discuss concerns in greater detail, make a plan

Step 4 - Make decisions in partnership about how to proceed Short term counselling Classroom based strategies Parent support

Amber Flag Behaviours & Thoughts

1. Verbal or physical violence towards peers, siblings, parents, or teachers

2. Ongoing sleeping difficulties – trouble getting to or staying asleep, nightmares

3. Thoughts or curiosity about suicide or harming themselves or others

Talk to someone as soon as possible

Promoting WellbeingThe St Joseph’s Approach

Positive Psychology = Promoting Wellbeing

Positive Psychology founded in 1998 by Dr Martin Seligman Traditionally in psychology, the focus has been on

identifying and treating mental health issues or problem behaviour

Positive psychology seeks to enhance overall wellbeing by identifying & treating mental health issues, as well as using a persons strengths to create meaning, find fulfilment, & thrive!

Traditional psychology

Positive Psychology

-100 0 100

What is St Joseph’s doing to promote wellbeing?

Promoting Wellbeing – At School

1. Classroom environment Individualised approach – every child matters Key emphasis on Respect – self, peers, others Physical space is uncluttered, colourful, welcoming ‘Circle’ Time

Strategy employed by both Junior & Senior year levels Gives students a voice to be heard Supervised & led by classroom teacher

2. Wellbeing & Support Staff Head of Wellbeing & Head of Individual Needs Learning Support Staff School Psychologist

Promoting Wellbeing – At School

3. Social & Emotional Programs Classroom programs i.e. The ‘You Can Do It’ initiative Classroom workshops (programs vary with needs) Wellbeing Workshops – years 3 & 4 Supervised Playgroups – years 1 & 2 Garden Club – years 5 & 6

4. Playground & Other Support Teachers are trained in Restorative Practice Yard duty book (Observation & Monitoring) ‘Behavioural Contracts’ Parent Support Group Meetings

Promoting Wellbeing – At School

St Joseph’s Mission Statement When we encounter difficulties

When we have problems or issues to solve

When we need guidance and support

Reminds us of our school values

“St Joseph’s School aspires to live the values of Jesus within a welcoming Catholic community that celebrates and integrates faith, life, learning, & culture; empowering our students to live together harmoniously in an ever changing world”

Mission statements are not just useful for schools, companies, and institutions…

Family Foundations

1. What is your Family Philosophy?

Articulate and acknowledge your family values

Put them on posters, remind your children, be vocal about them

Create a family Mission Statement that sets the tone for your family

2. Positive role modelling

Relevant for Teachers, Sports Coaches, Caregivers, & Parents

Modelling is one of the most powerful ways of learning

What you do and say will be internalised by your children

We ALL make mistakes – model ownership & acceptance of mistakes

Take responsibility for our thoughts and actions

Activity Time

At your tables, please take a moment to share an experience with the person next to you about a situation where your child modelled your behaviour, can be positive or an embarrassing example (the funnier the better!), and how you managed the outcome.

Positive Boundary SystemAim: To socialise, prepare, & train children for the real world

1. Clear & Specific Behavioural Expectations & Consequences Relevant for school & home

Don’t assume they know, and don’t assume they remember

Define & articulate your behavioural expectations

Reasonable & age appropriate

Put them on a poster, in the kitchen? Back of the toilet?

Revisit expectations often, call a “family meeting”

2. Positive Delivery or Day-to-day Management Successful approaches are consistent, assertive, fair, respectful

Being mindful of language, tone, volume, body language

Avoids intimidation, fear, confusion, mixed messages

Acknowledges the inherent Power imbalance

This strategy can be useful in any situation where children are involved

Managing Challenging Behaviour

When boundaries are blurry ‘Power Struggles’ - Chaotic environment A system or framework can simplify & clarify Warwick Dyer – Child behaviour Expert Before the Super Nanny Featured on Ch. 4 in the UK Cutting Edge

program www.warwickdyer.com Mercury’s Child

360˚ Wellbeing

1. Healthy food & healthy sleep Well balanced diet

Sleep difficulties and deprivation (debilitating)

2. Minimise ‘Screen Time’ or time ‘Plugged in’ Research re: Addiction to electronics, social media, games

Positive boundaries around when, how long, and what is essential

Some children will need to abstain from computer games

3. Teach your child how to relax Relaxation Breathing

Mindfulness strategies – ‘Flow’, ‘Focussed Thoughts’, ‘Visual Imagery’

Summing it up…

1. Establish a common understanding of wellbeing

2. The indicators of child distress, gathering more

information

3. What help is available and what are my options?

4. Positive Psychology approach

5. Promoting wellbeing at school

6. Promoting wellbeing at home