Participant Workbook

ParticiPant w

orkbo

ok

feel free to photocopy as needed

Component 4 KidsMatter Primary 85

Risk and Protective Factors for Children’s Mental Health

Risk and Protective Factors for Children’s M

ental Health

Difficult tem

perament -

Low self esteem

- N

egative thinking style -

- Easy tem

perament

- Good social and em

otional skills- O

ptimistic coping style

Child

- abilities and needs -

Any form

of child abuse, including neglect - Fam

ily disharmony, instability or break up -

Harsh or inconsistent discipline style -

Parent w

ith mental illness or substance abuse -

- Family harm

ony and stability- S

upportive parenting- S

trong family values

Family

- circumstances

and relationships -

Peer rejection -

School failure -

Poor connection at school -

- Positive school clim

ate that enhances belonging and connectedness- Involvem

ent with caring adult

- Support available at critical tim

es

School- practices andenvironm

ent -

Discrim

ination - Isolation -

Socioeconom

ic disadvantage -

- Participating in com

munity netw

orks- A

ccess to support services- E

conomic security

Societal- access, inclusion and

social cohesion -

Difficult school transition -

Death of a fam

ily mem

ber - E

motional traum

a -

- Involvement w

ith caring adult- S

upport available at critical times

Life Events- opportunitiesand stressors -

Risk factorsProtective factors

KidsMatter PrimaryComponent 486

Activity 2, Part 1: Blank BETLS chart

WHAT do you notice?

WHEN do thesethings occur?

time of day?

WHERE do thesethings occur?

for example classroom playground, at home?

WHAT do otherpeople notice?

what do other teachers,parents, carers, other

students see?

HOW OFTEN doesthis happen?times observed

per day, per week

HOW LONG has this been

happening for?just started, built

over time, become more/less intense?

STRENGTHSIdentify anystrengths in

each of the areas.

EMOTIONSWhat might the

child be feeling?

BEHAVIOURSWhat is the

child doing?

THOUGHTSWhat might the

child be thinking?

LEARNING ISSUES?

What learningareas are affected?

SOCIAL ISSUESWhat social

areas are affected?

Component 4 KidsMatter Primary 87

Activity 2, Stage 1: Example of BETLS information sheet

- repeated avoidance- poor concentration- repetitive behaviour- easily distracted- fussiness- w

ithdrawal

- perfectionism- non-com

pliance- overly talkative - tiredness in school- over-activity - im

pulsivity- defiance- destructiveness- unusual or

restricted interests

Behaviours

- nervous temperam

ent- difficult tem

perament

- negativity or

pessimism

- excessive worrying

- fearfulness- sadness- depression- persistence- poor self control- irritability- excessive anger

Emotions

- thinking in strange

and unusual ways

- thinking others are

out to get them- self-blam

ing- low

self-worth

- persistent negativity- pessim

ism- excessive w

orrying

Thoughts- difficulty follow

ing

instructions- lacks problem

-solving

skills- academ

ic difficulties- doesn’t com

plete

work

- struggles to maintain

attention/focus

- lacks perspective-

taking

Learning issues- difficulties im

pact

on ability to make

or keep friends

- might lead to being

isolated, rejected or

bullied by peers

- struggles to relate

to others- alienates other kids

Social issues

KidsMatter PrimaryComponent 488

KidsMatter Prim

ary Components*

Stronglydisagree

Somew

hatdisagree

Somew

hatagree

Stronglyagree

Neutral

This child and their family have a sense of belonging

and connectedness with the school com

munity

This child has a healthy relationship with at least

one teacher at school and several peers

The classroom teacher is being supported in their

efforts to support the child

1111111111

2222222222

3333333333

4444444444

5555555555

Positive School Com

munity

Options for im

proving target areas (aim

to score 5 on each target)

Options for im

proving target areas (aim

to score 5 on each target)Stronglydisagree

Somew

hatdisagree

Somew

hatagree

Stronglyagree

Neutral

Social and Emotional Learning

This child is competent in these core

areas of social and emotional functioning:

•

Self-awareness

•

Self-managem

ent

•

Social-awareness

•

Responsible decision-m

aking

•

Relationship skills

This student is provided with regular opportunities

to practise skills they are learning

Activity 4: Four component support plan Summary of mental health difficulties (page 1 of 2)

Component 4 KidsMatter Primary 89

KidsMatter Prim

ary Components *

Stronglydisagree

Somew

hatdisagree

Somew

hatagree

Stronglyagree

Neutral

The child’s teacher has a good, active relationship w

ith the child’s parents or carers

The parents and carers of this child have been provided w

ith plenty of information regarding

the child’s mental health difficulties at school

The parents and carers of this child are being supported in getting help for their child

A number of com

munity resources have been

identified that might assist this child and their fam

ily

11111

List:H

ow m

ight these be addressed?

22222

33333

44444

555

12

34

555

Working w

ith parents and carersO

ptions for improving target areas

(aim to score 5 on each target)

Options for im

proving target areas (aim

to score 5 on each target)Stronglydisagree

Somew

hatdisagree

Somew

hatagree

Stronglyagree

Neutral

Helping children w

ith mental health difficulties

There is no stigma (for exam

ple negative assumptions

or negative attitudes) toward this student

Appropriate strategies have been identified tosupport this student and are being im

plemented

by all school staff in contact with this child

If a referral to an external agency is required, are there potential barriers for this fam

ily in accessing intervention?

Activity 4: Four component support plan (page 2 of 2) *Not all KidsMatter Primary target areas are represented here.

School staff professional learning Component 4: Helping students with mental health difficulties

Feedback form – school participant

This was a:

Three-hour session for whole-school professional learning

OR Component 4

One-hour session for Session 1: Recognising children who are experiencing mental health difficulties

One-hour session for Session 2: Getting help: Why and how?

One-hour session for Session 3: Four Component support plan

Location/School: _____________________________________ Date ___/___/___

State/Territory: _____________________________ Cluster: _________________

Current role in school (indicate where most appropriate)

Leadership

Student well-being/ welfare coordinator

Teaching

Non-teaching (support)

Non-teaching (administration)

Parent/ Carer

Thank you for attending this KidsMatter Primary school professional learning session. Please give us feedback so we know what we are doing well and where we need to improve.

Please circle the rating that best fits your opinion Stronglydisagree

Somewhatdisagree

Somewhatagree

StronglyagreeNeutral

Very poor Poor Good Very

goodAverage

1. This session was relevant to my school’s needs

2. This session provided me with useful ideas to apply within my role at the school

3. The ‘activities’ and discussions’ of this session supported my learning

4.These activities were relevant to help me understand helping students with mental health difficulties • ‘Thinking about your students...’

• ‘BETLS chart’

• ‘Referrals’

• ‘Common Signs and strategies for children’s mental health difficulties’

• ‘Four component support plan’

5. Overall what rating would you give to this session?

6. Do you have any recommendations for improving this session?

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Component 4 KidsMatter Primary 91

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