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

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Présentation au sujet: "Realizing potential: Promoting resilience in children and youth in Eastern region."— Transcription de la présentation:

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

2 In todays 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 factorAny factor (or combination of factors) that increases the chance of an undesirable outcome VulnerabilitySomething 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 pointWhen a change in context or factors helps a person to return to a positive pathway to resilience

6 Early research Individual temperament Absence of biological/genetic threats A safe environment A nurturing family Psychological well-being

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

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

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 Levels 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.

14 Collaborative Problem Solving

15 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 childrens capacities for flexibility, frustration tolerance, communication and self- regulation. Increase resiliency in children.

16 Kids do well if they can… …if they cant, we need to figure out whats getting in their way so we can help

17 Your explanation guides your Intervention…

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: Its 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 isnt 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, doesnt that suggest he lacks the skills to seek attention in an adaptive way?

23 Hes 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.

24 Hes 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?

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. Whats going on in this kids head that we wish wasnt? What isnt going on this kids head that we wish was? Goals of intervention. 1.teaching lagging thinking skills 2.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.

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29 Cest ta communauté Communities That Care Bienvenue !! Welcome!!

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

31 Cest ta communauté (CTC) est un projet communautaire qui vise à rassembler les membres dune 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.

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

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

34 Collectivité entière Le projet CTC mobilise tous ceux qui ont Le projet CTC mobilise tous ceux qui ont lavenir des jeunes à cœur. lavenir des jeunes à cœur. Cest un projet qui se fonde sur des Cest un projet qui se fonde sur des études rigoureuses qui sont testées et études rigoureuses qui sont testées et validées. validées.

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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.

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

38 Selon le sondage les facteurs de risques les plus dominants sont; Lattitude des jeunes favorisant la consommation de drogues et dalcool; Lattitude des jeunes favorisant les comportements délinquants; Lattitude des parents favorisant la consommation de drogues et dalcool.

39 Lattitude des parents favorisant la consommation de drogues et dalcool

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

41 Programme de prévention Programme de prévention Pour faire suite aux résultas du sondage CTC, létude des données de notre communauté, lévaluation 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 LADOLESCENCE

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43 Le programme Lions Quest « Les clefs pour ladolescence » a pour but daider les jeunes à développer des habiletés afin de prendre des décisions responsables, détablir de bonnes relations et de gérer efficacement des situations difficiles. Lions Quest

44 Programme de prévention en milieu scolaire; Mise en œuvre en 7 e année; Implication et soutien de la communauté;Implication et soutien de la communauté; Lengagement des jeunes envers leur famille, leurs pairs, lécole et leur communautéLengagement des jeunes envers leur famille, leurs pairs, lécole et leur communauté.

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

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

47 La mise en oeuvre du programme; Onze (11) écoles ; Vingt-cinq (25) classes; 700 élèves approximativement; Programme offerts en Français et en Englais Casselman – Hawkesbury – Clarence-Rockland

48 Solidifier la mise en œuvre du programme; Lintégration des partenaires communautaires; Volet parental et communautaire de LQ; Sondage CTC 2010; Année

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50 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 And by nurturing… Individual characteristics By providing… By providing… By providing… Opportunities Skills Recognition …in families, schools, communities and peer groups

51 1.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. Our Community – Our Youth

52 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. CTC Youth Activities

53 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 CTC Youth Activities

54 Noubliez pas Un avenir meilleur pour les jeunes de notre communauté commence avec VOUS ! Dont forget A better future for our youth begins with YOU!

55 Questions ?

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

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


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