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Every Face has a Place: Disability, Mental Health and KidsMatter

Abstract

Consideration is given about why children with additional needs are at a greater risk of mental health difficulties, and how schools can promote mental health and wellbeing in children who have additional needs. The session also considers how the KidsMatter framework guides schools through a whole-school approach that promotes a positive school community, develops children’s social and emotional skills, strengthens parents and carer engagement, and assists children experiencing difficulties, particularly those with special needs. Key principles for supporting children with disabilities to participate and be included at school are discussed, along with key findings from the Ministerial Advisory Committee: Students with Disability (MAC:SWD) reports into KidsMatter and children with disability in primary schools and early childhood services.
Every Face has a Place: Disability,
Mental Health and KidsMatter
Dr Katherine Dix
RISE Conference, 14 November 2014, Adelaide
I acknowledge the Kaurna
people as the traditional owners
of this land. I acknowledge their
living culture and unique role in
the life of this region
Dr Katherine Dix
Senior Research Officer,
Principals Australia Institute
katherine.dix@pai.edu.au
Celebrating home grown research
2007 2008 2009 2010 2011 2012 2013 2014
KMP Evaluations KMEC Evaluations ATSI Toolkit KMP Portal
Thinking about wellbeing
What different words come to mind when you
hear the phrases ‘mental health’?
YOU HAVE 3O SECONDS
Mental Illness
A clinically significant behavioural experience,
marked by distress, disability, or loss of freedom
Defining mental health
and wellbeing
A state of wellbeing in which an
individual realises his or her own abilities,
can cope with the normal stresses of life,
can work productively and is able to make
a contribution to his or her community.
World Health Organization (2007)
Children’s mental health and wellbeing
Estimates suggest mental health difficulties
affect 1 in 7 Australian primary school children
But what if…
Living in adversity: 1 in 5
Intellectual Disability: 1 in 3
Autism Spectrum Disorder: 1 in 1.7
National Child Mental Health Survey (Sawyer et al., 2000); Australian Health Ministers (2003)
Disability and Mental Health
Optimal
Mental Health
Poor
Mental Health
Profound
Disability
No
Disability
6%
17%
29%
5%
16%
44%
15%
36%
57%
10%
11%
14%
7%
10%
14%
10%
19%
29%
84%
71%
57%
87%
74%
42%
75%
45%
14%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
none
(750)
one
(35)
two or
more (7)
none
(4037)
one
(292)
two or
more (79)
none
(513)
one
(53)
two or
more (7)
Day-Care: under 4 years Kindy: 4/5 years School: over 5 years
Percentage of children
Normal
Borderline
Abnormal
Parent rating of
child mental
health as:
Disabilities
(number of children)
Age cohorts
Data from LSAC, KMEC Evaluation, KMP Evaluation
Disability and Mental Health
Co-morbidity…
Children with a disability are:
suspended or excluded 2½ times more than their
non-disabled peers for behaviour related incidents
more likely to be subjected to bullying and
harassment, which can contribute to mental health
problems
MAC:SWD (2006)
A national priority
National Child Mental Health Survey (Sawyer et al., 2000); Australian Health Ministers (2003); (Lawson, 2006)
Only 1 in 4 children with a mental health difficulty
receive help.
Approximately 60% of children accessing
state-wide services for mental health disorders have a
co-morbid disability.
Last week’s Australian: 18.6% students with disability
- 3 times higher than the 5% that receive funding
Schools will be most successful in their
educational mission when they integrate
efforts to promote children’s academic,
social, and emotional learning.
(Zins et al., 2004)
Education
Mental
Health
Global
Environment
National
Residential
& Region
Family
Individual
child
relational
community
civil society
childhood
services &
programs
(Hertzman, 2011)
school
leaving
Long
Day Care
Pre School
Primary
School
Secondary
School
infancy
early
childhood
middle
childhood
adolescence
whole-site mental health promotion
Educational settings are well placed to support positive
child development on a population scale
KidsMatter/MindMatters aim to:
A whole-school approach to mental health
and wellbeing that aims to contribute to:
(adapted from Commonwealth Dept of Health and Aged Care, 2000 and Spence, 1996)
Access
to support
Participation
Relationships
and Social
Inclusion
What works?
Strong leadership that raises
expectations
Effective teaching with teachers
learning from each other
Development and measurement
of effective learning
Development of a positive school
culture
Engagement of parents and the
community
Grattan Institute 2014
KidsMatter 2010
KidsMatter Component 3
Working with parents and carers
KidsMatter Programs Guide
www.kidsmatter.edu.au/primary/resources-for-schools
Children with
:
Overview
Parent
info
Suggestions for
Other
resources
parents teachers
Additional needs and
mental health
problems
Understanding
Supporting
kids with AN
Children
with AN
Children
with AN
Additional
needs
Attention Deficit
Hyperactivity Disorder
How it affects
children
Why can’t
Jason sit still?
Assisting
children
Assisting
children
ADHD
Anxiety problems
How it affects
children
When will Sara
stop worrying?
Assisting
children
Assisting
children
Anxiety
Depression
How it affects
children
What’s making
Dan moody?
Assisting
children
Assisting
children
Depression
Serious behaviour
problems
How it affects
children
Sam is on a
short fuse
Assisting
children
Assisting
children
Serious
behaviour
Autism Spectrum
Disorders
How it affects
children
Ash is on his
own track
Assisting
children
Assisting
children
Autism
Spectrum
Disorders
KidsMatter info Sheets
www.kidsmatter.edu.au/primary/resources-for-schools/mental-health-information
Helping children with mental health difficulties
KidsMatter Component 4
Steps to supporting children
with disabilities
Build strengths step by step
Advocate for children with disabilities
Focus on the whole child and their individual
needs
Build a positive community
Build partnerships
“KidsMatter is not an initiative for
poor schools with disadvantaged
families, it’s an initiative for all
children in all types of schools.”
(KidsMatter School Principal)
Access
to support
Participation
Relationships
and Social
Inclusion
Special
Schools
doing
KidsMatter
6%
33%
28%
29%
10%
11%
23%
70
1 in 7 Special schools
around Australia are
implementing
KidsMatter
Special schools and
over 2300 schools,
nationally
Dr Katherine Dix
PAI Senior Research Officer
katherine.dix@pai.edu.au
0400 798 005
KidsMatter website
www.kidsmatter.edu.au
Thank you
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