(a hop international program) · 2019-03-21 · up to me –tourette and associated challenges...
TRANSCRIPT
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(A HOP International Program)
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▪ Statewide collaborative think tank to identify, implement, and evaluate evidence based practices
▪ Majority speak from experience of stigma and recovery
▪ Insight, resources, and support for stigma reduction
WI Initiative for Stigma Elimination
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What Is Stigma?
Where does it come from?
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StigmaDefinition
▪ Stereotype-ideas
▪ Prejudice-beliefs
▪ Discrimination-actions
Types
▪ Internalized Stigma
▪ Public
▪ Structural
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ALL OPPRESSIONIS CONNECTED
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Now we know what works. . .
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▪ Protest▪ Education▪ Contact
Stigma Change Processes
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Up to Me – Tourette and Associated Challenges
▪ Small group program for youth (8th-college) who have faced Tourette and Associated challenges and the daily decisions about what to say and to whom
▪ 5 one-hour lessons with additional booster (or seven 45 min sessions)
▪ Based on the international, evidence-based adult program of the same name
▪ Framework for key conversations
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Our Goal
“…to consider what the costs and benefits are of disclosing (talking about) one’s experiences with
[Tourette and Associated challenges] to some people. We also seek to discuss strategies for
disclosing most effectively should you decide to do so.”
WISE and Patrick Corrigan, PhD(Wisconsin Initiative for Stigma Elimination)
Sue McKenzie, Director WISESarah Reed, PhD, Up to Me Program Lead
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▪ CBP research — youth, parent & educator attitudes about youth disclosure
(Published in the Journal of Public Mental Health)
▪ Collaborative design process — youth drove program design decisions
▪ Pilot with four groups — urban, rural and suburban
The Development Process:
▪ Revision of the Up to Me-HS program workbook and
facilitator manual
▪ Pat Corrigan conducting randomized control trial in
urban, suburban and rural high schools
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▪ I haven’t talked because adults haven’t asked
▪ I didn’t want to burden parents/adults
▪ I focus on lessening my friends’ pain, since I cannot alter my own
▪ Sexual orientation disclosure is separate from disclosing my mental health challenges
Anecdotal from Pilots
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Research Trial OutcomesIncreased
▪ Self-efficacy around disclosure
▪ Help-seeking
▪ Empowerment
Decreased
▪ Self-stigma
▪ Depression (females in particular)
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Reactions from Students in Research1. “Finally someone was looking at us as able to listen and share. Up to Me created
an open space for this.” being normal, not just as kids with problems.”
2. “Life and school are way too busy for us to be
3. “I didn’t feel ashamed about sharing what I’ve been through. It was a good experience for sharing what I’ve accomplished in getting through my problems.”
4. “I know all kinds of kids have mental disorders like mine, but I didn’t really think about it until I heard their stories.”
5. “Up to Me helped me tell my story in a way that helps me more than hurts me.”
6. “I feel like I’m learning more at school because I finally got my story out.”
7. “Taught me that while I shouldn’t always care about what others think about me I should always care about what I think of me.”
8. “Since Up to Me, I’m now starting to do more school activities.”
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Dissemination
▪ Master trainers are training Up to Me High School program facilitators across the state. 500 trained to date.
▪ Partnered with Nicolas Rüsch for randomized control trial in a treatment setting in Germany. Showed greater outcomes than with adults.
▪ Work with you to coordinate local trainings.
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▪ Youth
▪ Young Adults
▪ Parents of Children with mental health challenges
▪ Mental Health Challenges
▪ LGBTQI
▪ Survivors of teen dating violence
▪ Suicide attempt survivors
Adaptations
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Setting the Tone
▪ At the beginning, start with names and any other introductory information to share with the group
▪ Begin with an ice breaker to help people learn names
▪ Point out the overall purpose of the Up to Me program
▪ Be sure to go over the definitions(Appendix A)
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▪ Confidentiality what is said in this room stays in the room
▪ Everyone’s opinion counts
▪ We respect each other
Have the students brainstorm what these look like – how do they know they are being followed
Establish Group Guidelines
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▪ Always review the guidelines
▪ Always provide an opportunity to introduce themselves with a piece of information about themselves (something they are proud of, favorite food, something exciting they are looking forward to)
Before Each Session Begins
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The Story I Tell Myself
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Helpful and hurtful self beliefs
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What are some helpful beliefs that Maggie and Darryl hold
about themselves?
What were some hurtful self beliefs you heard from Maggie and Darryl?
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Your Self Talk Puzzle
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Disclosure Choices
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There are Pros and Cons of Disclosing
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Five Points to Remember about Disclosure Decisions
1. Don’t dismiss any pro or con no matter how “silly” it may seem.
2. Your decision depends on the setting.
3. You decision can be yes, no, or decide later.
4. Know your reason or goal for disclosing.
5. Prepare yourself for expected and unexpected reactions.
GETASSISTANCE
OR???
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My Pros and Cons Worksheetfor Disclosing Tourette and Associated Challenges and Recovery
Setting: _____________________ To Whom: _________________________Don’t censor any ideas. Write them all down. Put a star (*) next to pros and cons you think are especially important.
Given these pros and cons:❑ I have decided TO disclose my Tourette and
Associated challenges in this setting.❑ I have decided NOT TO disclose my Tourette
and Associated challenges in this setting.❑ I have decided to POSTPONE my decision to
disclose in this setting.
What is your REASON/GOAL for disclosing?
What do you expect will happen after disclosing?
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What social media do you use most?
Pros and Cons for you to use it as a means of disclosure?
Social Media: Setting for Disclosure
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Choices and Settings for Disclosure
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Disclosure Decisions
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To whom might you disclose?
Who is a good person to disclose to?
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Testing a Person for Disclosure
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Emotional Reactions
Who seems like a good person for you to disclose to?
If you disclosed to them, and they unexpectedly gave you a hurtful reaction, what would an effective response be to them?
HelpfulUnderstandingCaring SupportSincere interest
Assistance
HurtfulDisrespect
DenialPunishment
Fear/AvoidanceBlame
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Teacher
Grandparent
Older sibling
One of your best friends
Employer
Classmate
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1. What you had hoped would happen — your reason for disclosure
2. What you saw in that person that led you to believe that they would be able to respond in a helpful manner.
TIP! Share two things:
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▪ Opportunity to share some of your story if you choose
▪ Use the story guide in the “Notes Pages”
▪ Be sure to include some of your strengths and accomplishments as you develop your story – 50%
▪ You will be given approximately 5 minutes to share
Preparing for Lesson Four
▪ This is for you to practice – the group will give no critical feedback
▪ Story examples can be found at rogersinhealth.org
▪ No one has to participate, but all are welcome
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Telling your Story to Others
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Video Stories
Grenesha Riley Val
Rosa Charles
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▪ Despite my challenges and sometimes because of them, I have many strengths and have some achievements that I am proud of.
▪ Hi, my name is _________________ and I deal/live with _____________________________.
▪ Here are a few things about me and my childhood.
▪ My Tourette or Associated Challenges started when I was about ____________ years old.
These challenges did not go away quickly.
▪ This is how I found what works for me.
▪ What works (has worked) for me includes:
▪ Along the way, I have experienced some unhelpful responses to my mental health challenges.
A Guide to Setting Up a Story
1. I, like all people with Tourette or Associated Challenges, live, go to class and study just like you.
2. So, please treat me like anyone else. Do not treat me differently based on any unfair stereotypes.
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Moving Forward
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Peer:
Adult:
List sources of support you know of and learn about today:
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Safe Person Decal
SafePerson.org
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1. Acknowledge that reaching out for support is a strength.
2. Listen and react non-judgmentally.
3. Respond in a calm and reassuring manner.
4. Reflect back the feelings, strengths, and ideas I hear when listening.
5. Ask how I can be helpful and respond as I am able.
6. Do what I can to connect to other supports if asked.
7. Maintain confidentiality and communicate if exceptions exist.
The Safe Person Decal Seven Promises
By displaying this decal for youth and adults to see, I promise to:
To order free decals or to learn how to put the promises into action, go to safeperson.org.
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1. Seek out people with lived experience, listen to stories
2. Reinforce & support their resilience.
3. Consider the story you can tell.
4. Use disclosure framework in your own life.
5. Order decals from safeperson.org
6. Bring the conversation to your community – work, civic, faith, schools
What YOU Can Do Today
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To request resources and/or facilitator training, email: [email protected]
Thanks for the work you do!