Mental Roadblocksto

Learning

Mental Roadblocksto

Learning

Presenters

Carol Fall-Kyrimes, L.S.W.

Jan Richard Garda, B.S., M.Ed.

The innate relationshipThe innate relationshipMental health & educationMental health & education

Cognitive DevelopmentCognitive Development 1340 A.D. 1340 A.D.

AMSTERDAM AMSTERDAM

150 murders/100,000150 murders/100,000

NO GENETICNO GENETIC CHANGECHANGE

1540 A.D.1540 A.D. AMSTERDAMAMSTERDAM

5 murders/ 100,0005 murders/ 100,000

NO GENETICNO GENETIC CHANGECHANGE

Answer These Questions

• Sight

1) What color is their hair?

2) What color are their eyes?

3) Describe their clothes in detail?

4) Where they wearing jewelry?

If so, describe it in detail!

Hearing1) Describe their voice?

2) Was the speech fast, slow, etc.?

3) Do they have an accent?

4) Were there any oddities in their speech

patterns?

Smell

1) Were they wearing any perfumes or cologne?

2) Do they smoke?

3) Did their clothing contain other smells?

4) Have they just had a meal? If so, what

was on the menu?

Questions Intuitive

• Educator Describe their classroom atmosphere?

• Parent Describe their home/family atmosphere?

Not Everyone Observes the Same Thing!

What the parent said

the child needed!

Not Everyone Observes the Same Thing!

What the teacher thought the child

needed!

NOT EVERYONE…

How the other students saw the

child!

Not Everyone…

How the IEP read!

Not Everyone…

How the school interpreted the IEP!

Not Everyone…

What the CHILD really

needed!

What happened to the brain!

Categories1) Born

2) Following birth (physical/emotional)

1) Both nature and nurture

2) We have NO idea

AT BIRTH

• Attention Deficit Hyperactivity Disorder

• Pervasive Developmental Disorders

Autistic Disorders Rhett’s

Asbergers Disintegrative

• Bipolar-usually after 18 yrs.

• Schizophrenia-usually after 18 yrs.

• In vetro-drug use

Following Birth

• Accidents

• Post Traumatic Stress Disorder

• Attachment Disorder

• Personality Disorders

• Adjustment Disorders

Probable Nature & Nurture

1) Anxiety Disorders

2) Oppositional Defiant Disorder

3) Conduct Disorders

4) Depression

We Aren’t Sure!

• Intermittent Explosive Disorder

• Personality Disorders

• Serial Killers

• Columbine

The Basics!Is there a problem?

• Age

• Intelligence

• Culture

• Life Events

• How did it begin?

• Intensity and Frequency

Intensity and FrequencyProblems on Both Sides of the Continuum

Almost Never Almost Always

Flat Reaction Intense Reaction

REFERRAL

• NO Child Left Behind

• Child Find under IDEA, ADA,and Sect 504

• Teacher Liability/Responsibility

What did you know?

When did you know it?

What did you do about it?

• Moral responsibility

BEHAVIOR

INVOLUNTARY

VOLUNTARY

MIXES

Environment and behavior almost always interact!

GENERAL PRINCIPALS of CHANGE

• Acknowledge the difficulty of changing behaviors• Control showing your emotions• Praise and consequences• Chose to ignore selected behaviors• Make the environment safe• Substitute a more acceptable behavior• Give information• Establish contracts for change• Ask permission to help• Repeat and repeat ( four words or less )

Diagnosis and Example• INVOLUNTARY– we must initiate the change Autism Spectrum *Sensory overload *Concrete *Humorless *Medication Attention Deficit *Redirection *Medication *Structure *Firm Boundaries *Substitute Stimulation Psychosis *Loose but firm structure *Reassurance *Medication

POST TRAUMATIC STRESSDISORDER

• Don’t repeatedly talk about the trauma

• Don’t insist on stopping self mutilation

• Know the child’s triggers thru observation

*Touch *Approach from behind

*Physical Control *Hitting

*The dentist or physical

*WHAT ARE THEIR BOUNDARIES?

Anatomy of an Emotional Hijacking

VOLUNTARY AND INVOLUNTARY

• ANXIETY DISORDERS *Education *Reassurance *Desensitize

*Avoid the phobic stimulus make it stronger *Medication

• DEPRESSION *Medication *Encourage doing *Build success *Interfere with self-deprecating thoughts *Point out over generalizing and grandiosity

VOLUNTARY

• OPPOSITIONAL DEFIANT

• REWARDS and CONSEQUENCES

• CONDUCT DISORDER

Pursue legal action

WHATS OUT THERE

• Location: small rural school

• The story: Emmien want a be

• Behavior: I can’t stop myself

• Diagnosis: Bipolar

• Location: Affluent small city schoool

• The Story: The good little bad little girl

• The Behavior: From 0 to 60 in a second

• The Diagnosis: Post traumatic Stress • Disorder

BLOCKER BEHAVIORS

1) The parent, teacher, counselor, lecture series

2) Parental body language

3) Extreme emotional displays

4) DON’T ARGUE

REASONS for THREATS

FEAR

LOSS of CONTROL

FRUSTRATION

MANIPULATION

REGAIN CONTROL

INTIMIDATION

FEARRational and Irrational

• OBSERVATION

Stance…tense and ready to fight

Skin…light or ashen

Looks…wide eyed

Voice…whinny, pleading, gasping

Breathing…rapid and shallow

FEAR

• RESPONSE

*Communicate safety

*Move slow, hands in view

*Stand 8 ft away

*Sound firm and supportive

*Talk encouragingly, calmly, promise help

*Avoid physical contact unless permitted

FRUSTRATION

• OBSERVATION

*Stance…tense and prepared to attack

*Skin…shades of purple or red

*Face…tense, glaring, flared nostrils

*Voice…menacing, loud, aggressive

*Breathing…loud, deep, long, heavy

FRUSTRATION

• RESPONSE

* Communicate transfer of control

* Act self confident, directive, firm

* Stand in front *Palms down

* Remain out of reach

* Voice-firm, quiet, commanding

* Repeat directions

MANIPULATION

• OBSERVATION

* Temper tantrums

* Plays people against each other

*Promotes confusion with irrelevant info

* Pitiful victim accuser aggressive

tone threats against property

assault when all else fails

MANIPULATION

• RESPONSE

* Communicate detachment

* Act closed, disinterested

* Stay close to intervene if necessary

* DON’T turn your back

* Instructions quiet and repetitive

INTIMIDATION

• OBSERVATION

*Crowding, standing too close

*Refuses to comply

*State strong demand

*Transmit threat of physical injury with

reminder of consequences

INTIMIDATION• RESPONSE * Identify consequences and safe choices * Be poised and ready to act *Take a defensive body position * Sound “matter of fact” * Avoid screaming and shouting * Make clear direct statements * NO threats, swearing, insults *DON’T BLUFF !

Now is the Time!Now is the Time!

You Are The One!You Are The One!