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In today’s presentation, we ask:

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1 Realizing potential: Promoting resilience in children and youth in Eastern region

2 In today’s presentation, we ask:
What is resilience? Why is it important? How do we promote resilience? What is happening in Eastern region? What are the challenges in working towards resilience? What are some strategies for success?

3 What is resilience? The capacity of children and youth that allows them to adapt and persevere in the face of adversity

4 Why is it important? A strengths-based focus
A shift towards prevention and mental health promotion Helps us to understand how to support young people to minimize negative impacts and maximize positive ones

5 Some basic definitions…
Risk factor Any factor (or combination of factors) that increases the chance of an undesirable outcome Vulnerability Something that makes the negative effects of a risk factor worse Protective factor Something that helps to decrease the effects of a risk factor, making the outcome more positive Turning point When a change in context or factors helps a person to return to a positive pathway to resilience It is the complex interplay of these factors over time that determines positive outcomes (Newman, 2004).

6 Early research Individual temperament Absence of biological/genetic
threats Psychological well-being GARMEZY and RUTTER A focus on individual and family: A healthful temperament, psychological well-being, and a safe, nurturing family environment were the focus (mostly individual or individually mediated factors were of concern). The focus was typically on looking at what caused problems in childhood—risks. Influential researcher Norman Garmezy, however, was one of the first to look at “competence”. His search for how problems develop in childhood (e.g., “risks” like parental mental illness) revealed that a number of kids actually do quite well. He then shifted focus from “risks” to different “competencies” that helped kids to do well despite these risks. Sir Michael Rutter—looked at both risk factors for developing challenges in childhood, as well as protective factors. A safe environment A nurturing family

7 More recent research An ecological view of resilience
Culture and context are key The International Resilience Project Focus on understanding resilience across 14 communities in Canada, China, Palestine, Israel, Columbia, Russia, India, USA, Gambia, Tanzania and South Africa RUTTER, LUTHAR, AUTHOR MICHAEL UNGAR and colleagues The IRP—headed up by a researcher at Dalhousie University Based on idea that what is considered resilient in one culture may not be in another, so to use measures that 1) assess level of risk and protection, and 2) use these assessments as the basis for service provision would be unethical and irresponsible Need, then, to be sensitive to culturally embedded definitions of positive development found in both western and non-western countries, among indigenous and non-indigenous peoples Focus on resilience as the individual’s capacity to overcome adversity, as well as for the environment to provide access to health-enhancing resources in culturally relevant ways

8 How do we promote resilience in child and youth mental health?
Identify and minimize risk factors Identify and enhance protective factors Resolve problems that set the stage for challenging behaviours in a collaborative way (“kids do well if they can”) Work preventatively to promote the healthy development of youth Ottawa CPS CoP: Based on Ross Greene’s approach: "these challenges are best addressed by resolving the problems that are setting the stage for challenging behavior in a collaborative manner (rather than through reward and punishment programs and intensive imposition of adult will)”. This approach is a major departure from what typically occurs in a mental health setting. The philosophy behind the approach can be summarized by “kids do well if they can”. In other words, if children were able, they would behave instead of getting into trouble and upsetting those that are dear to them. Communities that Care: based on prevention science to promote positive development and prevent problem behaviours like addictions , teen pregnancy, dropping out of school, violence.

9 What is happening in Eastern region?
The Collaborative Problem Solving (CPS) community of practice Communities that Care (CTC)

10 Ottawa Community of Practice
Collaborative Problem Solving

11 Ottawa Community of Practice (CoP: Ottawa)
Definition of Community of Practice “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Etienne Wenger)

12 What is a CoP? Deliberate Emphasizes ongoing, collective learning
Focuses on interaction, growth and evolution of members (both individually and as a group) No formal beginning or end A site for creating practice-based evidence (a complement to EvBP)

13 Collaborative Problem Solving
Ottawa Community of Practice Funding from CoE to receive Advanced Level’s I & II training in CPS. Created a weekly forum for further training and supervision (CHEO, CCC, YSB, RSC, OCCARS, Cornwall Hospital and Christie Lake). Why the CPS CoP was Established? Development of common language and treatment modality. Anti-stigma and creating resiliency In response to SOCPR evaluation. Integration and coordination. Seamless transition for children/youth and families. Strength based treatment planning. 13

14 Collaborative Problem Solving

15 Collaborative Problem Solving
Developed by Dr. Ross Greene. Is a cognitive, behavioral approach. Requires a change in mindset in how to work with children presenting with challenging behaviours (i.e., inflexible, explosive). The goal of CPS is to decrease adversarial interactions between parents and children, improve children’s capacities for flexibility, frustration tolerance, communication and self-regulation. Increase resiliency in children.

16 Kids do well if they can…
…if they can’t, we need to figure out what’s getting in their way so we can help

17 Your explanation guides your

18 Conventional Wisdom Because of poor (passive, permissive, inconsistent) parenting, challenging kids have learned that their behaviour is effective at getting things (e.g., attention) or escaping or avoiding things (e.g., homework).

19 Logical Intervention Motivation more compliant behaviour through the use of intensive, consistent programs of rewards, punishment and ignoring.

20 Unconventional Wisdom: It’s a Learning Disability
Some kids are delayed in the development of crucial cognitive (thinking) skills – in areas like flexibility/adaptability, frustration tolerance, and problem-solving – or have significant difficulty applying these skills when they are most needed.

21 Logical Intervention Identify the lagging skills contribution to the challenging behaviour and then teach them. Identify the problems or triggers precipitating the challenging behaviour and work towards solving them (while maintaining adults as authority figures). Create resiliency in children generalizing strengths and skills to multiple environments.

22 “He just wants attention.”
We all want attention so this explanation isn’t very useful for helping us understand why a kid is struggling to do well. And if a kid is seeking attention in a maladaptive way, doesn’t that suggest he lacks the skills to seek attention in an adaptive way?

23 “He’s manipulating us.”
This is a very popular, and misguided, characterization of kids with behavioral challenges. Competent manipulation requires various skills – forethought, planning, impulse control, and organization, among others – typically found lacking in challenging kids. In other words, the kids who are most often described as being manipulative are those least capable of pulling it off.

24 “He’s not motivated.” This is another very popular characterization that can be traced back to the “kids do well if they want to” mentality, and it can lead us straight to interventions aimed at giving a kid the incentive to do well. But why would any kid not want to do well? Why would he choose not to do well if he has the skills to do well? Isn’t doing well always preferable?

25 Model Overview Because this model views challenging behaviour as the byproduct of a learning disability of sorts, the emphasis is entirely different… Assessment “raw materials”. What’s going on in this kid’s head that we wish wasn’t? What isn’t going on this kid’s head that we wish was? Goals of intervention. teaching lagging thinking skills collaboratively solving problems.

26 Mantra Behind every challenging behaviour is either a trigger or a lagging skill or both.

27 Pathways There is a rich literature linking challenging behaviour with deficits in the following areas (“Pathways”): Executive skills Language processing skills Emotion regulation skills Cognitive flexibility skills Social skills * Replacing these lagging skills (Risk Factors) with Protective Factors.

28 Where f(x) = -3x^3+(x^-1/2) +f(y), f(y) = x^3-3x^2

29 C’est ta communauté Communities That Care
Bienvenue !! Welcome!!

30 Plan de présentation Schedule C’est ta communauté/
Communities That Care; Le programme «Clefs pour l’adolescence»/ Lions Quest - Skills for Adolescence Program; Les jeunes; la communauté/ Our youth; our community

31 C’est ta communauté (CTC) est un projet communautaire qui vise à rassembler les membres d’une communauté afin de trouver les meilleurs moyens possibles pour favoriser le sain développement des jeunes de Prescott-Russell. Communities That Care (CTC) is run by caring citizens of Prescott and Russell who work together to promote the healthy development of our youth. s’appuie sur des recherches en science de la prévention pour promouvoir l’épanouissement des jeunes et enrayer les problèmes de comportement offre toute la maîtrise et la souplesse voulues pour favoriser sa viabilité et renforcer l’appui de la collectivité Harmonise un profil en matière de risque, de protection et de comportements indésirables avec des programmes, des politiques et des pratiques éprouvés s’axe sur les résultats de manière à responsabiliser les utilisateurs de ressources Communities That Care is a system developed by J. David Hawkins and Richard F. Catalano that empowers communities to use advances from prevention science to guide their prevention efforts. Communities That Care system is a community-wide initiative for the benefit of your community’s youth. It provides a planning framework to help your community work together to: • promote the positive development of children and youth • prevent adolescent problem behaviors—including substance abuse, delinquency, teen pregnancy, dropping out of school and violence CTC est un projet de prévention et se retrouve dans les régions suivantes : Casselman, Hawkesbury et Clarence-Rockland. CTC un regroupement qui consiste de jeunes, de grands-parents, d’agences partenaires, d’enseignantes et d’individus comem vous qui travaillez à la mise en œuvre de programmes de prévention pour la jeunesse. The Communities That Care system is: Inclusive It involves all parts of the community in promoting healthy development. Proactive It targets predictors of problems, rather than waiting until the problems themselves occur. It identifies and addresses priority predictors’ specific to your community, to promote positive development before young people become involved in problem behaviors. Grounded in rigorous research from a variety of fields • public health • psychology • education • sociology • social work • criminology • medicine • organizational development Customized to your community The Communities That Care system is not a “cookie cutter” approach. Each community: • uses its own data-based community profile • develops a focused, long-range community action plan for building on existing resources and filling any gaps with new resources • chooses tested, effective programs, policies and practices that fit its profile, to fill identified gaps What can CTC do ? CTC helps communities: Identify and address readiness issues potential obstacles to a successful community-wide prevention effort. Organize and involve all community members who have a stake in healthy futures for young people, by bringing together representation from all of those stakeholders, including: • elected officials • youth • parents • law enforcement • schools • public health officials • agencies and organizations serving local youth and families • the faith community • the business community • residents. Bring together diverse community efforts that address youth and family issues, by establishing a shared vision, a common language and a collaborative approach to planning and implementing needed changes. Set priorities for action based on a data-based profile of community strengths and challenges. Strengthen funding applications, using a community profile that pinpoints the community’s specific needs. Define clear, measurable outcomes that can be tracked over time to show progress and ensure accountability. Identify gaps in how priorities are currently addressed by community resources. Select tested, effective programs, policies and practices to fill any gaps. Evaluate progress toward desired outcomes

32 CTC vise à réduire et à prévenir cinq comportements :
La consommation de drogues et d’alcool; La grossesse précoce; La violence; La délinquance; Le décrochage scolaire.

33 CTC aims at reducin the following 5 behaviours :
Alcohol and drug use Teenage pregnancy Violence Delinquency School Drop-out

34 Collectivité entière Le projet CTC mobilise tous ceux qui ont
l’avenir des jeunes à cœur. C’est un projet qui se fonde sur des études rigoureuses qui sont testées et validées.

35 Le sondage -The survey

36 Sondage CTC Un sondage a été effectué auprès des élèves de 6e, 8e, 10e et 12e années dans 24 écoles de la région de Prescott-Russell. Au total, sondages ont été complétés.

37 Sondage CTC Dans la DERNIÈRE ANNÉE combien de fois
140 questions ont été demander, par exemples; Dans la DERNIÈRE ANNÉE combien de fois as-tu été soul ou « high » à l’école ? À quelle fréquence est-ce que tes parents te disent qu’ils sont fiers de toi quand tu fais quelque chose de bien? À combien d’occasions as-tu consommé de l’alcohol dans les 30 derniers jours?

38 Selon le sondage les facteurs de risques les plus dominants sont;
L’attitude des jeunes favorisant la consommation de drogues et d’alcool; L’attitude des jeunes favorisant les comportements délinquants; L’attitude des parents favorisant la consommation de drogues et d’alcool. Attitude parentale favorisant la consommation de drogues 19.9 % 43.1 % 73.1 % 69.2 % Attitude favorisant l’utilisation de drogues 29.4 % 37.2 % 54.8 % 59.8 % Attitude favorable face aux comportements déviants 35.4 % 39.4 % 53.0 % 53.2 %

39 L’attitude des parents favorisant la consommation de drogues et d’alcool
L’Université de Washington ont analysé les résultats. Les communautés ont également obtenus d’autres statistiques de diverses ressources pour soutenir les données du sondage

40 Facteurs de protection
Selon le sondage les facteurs de protection les plus positifs se retrouvent dans le domaine scolaire. Les élèves indiquent avoir des occasions positives à l’école et reçoivent la reconnaissance pour leur implication.

Programme de prévention Pour faire suite aux résultas du sondage CTC, l’étude des données de notre communauté, l’évaluation des ressources communautaires existantes et les recherches des programmes CTC, les conseils communautaires ont choisi le programme de prévention : LIONS QUEST – SKILLS FOR ADOLESCENCE CLEFS POUR L’ADOLESCENCE

42 Lions Quest

43 Lions Quest Le programme Lions Quest « Les clefs pour l’adolescence » a pour but d’aider les jeunes à développer des habiletés afin de prendre des décisions responsables, d’établir de bonnes relations et de gérer efficacement des situations difficiles.

44 Lions Quest Programme de prévention en milieu scolaire;
Mise en œuvre en 7e année; Implication et soutien de la communauté; L’engagement des jeunes envers leur famille, leurs pairs, l’école et leur communauté.

45 Les effets positifs du programme
Développe des attitudes de base telles que l’écoute active, le respect, la confiance et la franchise; Crée un climat positif dans la salle de classe, dans l’école et dans la communauté (moins de taxage et d’intimidation); Augmente la coopération dans la salle de classe (moins de discipline).

46 Lions Quest Raise the level of respect in class, at home, with friends. Learn to communicate and express their emotions (fear, anger, joy); Learn how to deal with difficult situations and manage stress; Work on self-esteem - learn how to make good decisions; Learn how to listen and learn from positive role models; Build positive relationships.

47 Casselman – Hawkesbury – Clarence-Rockland
La mise en oeuvre du programme; Onze (11) écoles ; Vingt-cinq (25) classes; 700 élèves approximativement; Programme offerts en Français et en Englais L’Université de Washington ont analysé les résultats. Les communautés ont également obtenus d’autres statistiques de diverses ressources pour soutenir les données du sondage

48 Année 2009-2010 Solidifier la mise en œuvre du programme;
L’intégration des partenaires communautaires; Volet parental et communautaire de LQ; Sondage CTC 2010;

49 CTC Philosophy

50 Individual characteristics
The goal… Healthy behaviors …for all children and youth Start with… Healthy beliefs & clear standards …in families, schools, communities and peer groups Build… Bonding • Attachment • Commitment …to families, schools, communities and peer groups By providing… By providing… By providing… Opportunities Skills Recognition …in families, schools, communities and peer groups And by nurturing… Individual characteristics

51 Our Community – Our Youth
Lions Quest : To empower adults to develop healthy, capable young people of strong character. 2. Partnerships: A community-wide approach to create positive change in the lives of our youth. Caring citizens working together for our youth. L’Université de Washington ont analysé les résultats. Les communautés ont également obtenus d’autres statistiques de diverses ressources pour soutenir les données du sondage

52 CTC Youth Activities The youth projects and activities we choose are to help lower the risks and give our youth the opportunity to learn healthy life skills, then recognise them for their efforts. CTC has active Youth groups who help promote the CTC philosophy in our communities and who enjoy positive life experiences in return. L’Université de Washington ont analysé les résultats. Les communautés ont également obtenus d’autres statistiques de diverses ressources pour soutenir les données du sondage

53 CTC Youth Activities CTC Dance-a-thon
CTC and OPP ‘Good Deeds’ initiative Summer youth dances Youth committee outings (movies, skating, etc) Clean-up of our local parks Visit to the Ottawa Mission Day of recognition – all grade 7 students Summer park animation Getting involved in community events L’Université de Washington ont analysé les résultats. Les communautés ont également obtenus d’autres statistiques de diverses ressources pour soutenir les données du sondage

54 A better future for our youth begins with YOU!
N’oubliez pas Un avenir meilleur pour les jeunes de notre communauté commence avec VOUS ! Don’t forget A better future for our youth begins with YOU!

55 Questions ?

56 For more information… Michael Hone, Director of Clinical Services
Crossroads Children’s Centre ext. 228 Chantale Tremblay, Superviseur options communautaire Services aux enfants et adultes de Prescott-Russell

57 Research and Knowledge Exchange Consultant
Questions? Dr. Purnima Sundar Research and Knowledge Exchange Consultant Ext. 3485

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