Title: A handbook for teachers working in specialized institutions children with mental health problems
Type of the resource: OTHER
Funded by: European Social Fund project 2009/0339/1DP/1.2.2.4.2/09/APIA/VIAA/012: „Emocionālo, sociālo un praktisko iemaņu atbalsta programma skolēniem ar psihiskās veselības traucējumiem”[Emotional, social and practical skills support program for students with mental health problems]
Authors: Ancāne, G., Meistere, L., Užāns, A., Vasiļevska, M., Rateniece, I., Sestule, I., Jansone, D., Zīle, I.
Type of disability: ALL TYPES
Target education level:
Language(s):
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The methodological material has been prepared on the basis of both theoretical materials and practical experience during the ESF project. During the project, children were asked to take part in a series of surveys to assess their feelings at school, their views on psychotherapy visits, and changes in children's behavior. Summarizing the results of these anonymous surveys, authors have gained insight into current issues with children with mental disorders. The results have been outlined in the methodological material
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
MENTAL HEALTH OF CHILDREN AND ADOLESCENTS.
CHILDREN'S PERSONALITY DEVELOPMENT
Physical development.
Development of temperament
Cognitive development
Social development
Emotional development
Sexual development
Moral development
Child development in adolescence
Stages of adolescence.
KEY ENVIRONMENTAL FACTORS INFLUENCING CHILD'S PERSONALITY -
THE FAMILY AND THE SCHOOL.
ATTITUDE BEHAVIOR - ESSENTIAL FOR THE CHILD MENTAL AND SOMATIC
HEALTH AND ADAPTATION CAPACITY INDICATOR.
Basics of attachment theory. 18th
Secure attachment.
Avoiding attachment.
Ambivalent affection
Disorganized attachment.
Importance of attachment behavior in later life.
Affection behavior and effective regulation.
The most common psychiatric disorders, their manifestations characteristic types and features
Disorders of mental development
Learning disabilities.
Autism.
Application of psychotherapy
Emotional and behavioral disorders, usually beginning at childhood
Emotional disorders
Behavioral disorders.
Opposing defiant behavior.
Application of psychotherapy.
Organic psychiatric disorders including non-psychotic disorders
Non-psychotic organic disorders
Mild cognitive impairment
Organic emotionally labile disorders
Organic personality and behavioral disorders.
Application of psychotherapy.
Mental retardation.
Application of psychotherapy.
Neurotic, anxiety and stress related disorders
Specific phobias
Social phobia, social anxiety
Generalized anxiety disorder.
Attention Deficit / Hyperactivity Disorder (UDHT)
Application of psychotherapy.
School and boarding school communication with children,
who have a mental disorder
How to Build (Productive) Relationships with Parents ...
Parents with mental disorders
Anti-social parents.
Foster families.
How to deal with different manifestations of child aggression.
What principles should be followed to provide emotional support to children.
Importance of boarding house as a separate environment for children and young people
in psychic development
Recommendations for teachers.
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
The methodological material developed is of theoretical and advisory nature, so there are risks associated with its use in practice.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
To facilitate the development of a unified support system and provide an inclusive educational environment, there were several projects developed and funded by European Social fund. The current project promotes teachers awareness and knowledge about children with mental health problems.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
There are clear recommendations to teachers how to support children with mental health problems, how to communicate with them, some further theoretical reading is suggested.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Teachers knowledge about children with mental health problems and possible pedagogical strategies to be used.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
The first part explains what does it mean a child mental health. The second part provides information on child' s personality development. The third part inform about main environmental factors that influence child's development. The fourth part explains attachment behavior. The fifth part provides an information about most frequent mental health problems. Last two parts gives clear recommendations to teachers how to communicate with children and how to support children with mental health problems in school.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
To be applied by special school teachers and regular school teachers, school support teams.
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: http://www.arstipsihoterapeiti.lv/uploads/Rokasgramata.pdf
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