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Kids in trouble…

Kids in trouble… I think the kids are in trouble Do not know what all the troubles are for ( Conversation 16 – The National) http://www.youtube.com/watch?v=HEE0OGJUE-4. Kids in trouble…. New methodology insights ( CARE) for Family and School ,

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Kids in trouble…

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  1. Kids in trouble… I think the kids are in troubleDo not know what all the troubles are for ( Conversation 16 – The National) http://www.youtube.com/watch?v=HEE0OGJUE-4 Kids in trouble… New methodology insights ( CARE) for Family and School , Guidance of families and teachers in dealing with behaviour problems

  2. . Maurits Wysmans Leuven University College, DepartmentSocialWork AssociationCatholic University Leuven (KHLeuven-Belgium) Head of department Child andYouth Care andguest-professor Waterford (Ireland) and Moscow ( Russia) maurits.wysmans@khleuven.be

  3. What’s up? • The youngest children in a class are more likely to be diagnosed with ADHD than older children in the same class ( reference : http://healthland.time.com/2012/03/06/adhd-why-the-youngest-students-in-a-class-are-most-likely-to-be-diagnosed/?iid=hl-main-lede • Youngsters who appear to lose their temper easily or answer back to adults and come from decent families could be classed as having 'oppositional defiant disorder‘ • If the same kid is born in an underprivileged family : diagnosis ‘parental failure’

  4. What’s up? • Children could be diagnosed with mental illnesses like ‘social anxiety disorder’ if they are quieter among their peers, or depression if a child is temporarily sad • 85% of the kids queuing at the psychiatrists door don’t need psychiatric help! (Dr. Adiaenssens) • A psychiatric label generates additional help in schools • The new DSM 5 is coming : over 500 disorders

  5. A label, an excuse? • Youcanbe the new Bill Gates • Perform up toyourabilities • Set your goals and stick toit • ….. • Variations in childhood temperament and talent are treated as potential obstacles in the rat race for happiness

  6. ‘Alternative labels’ • Blessed are the children. These children will be the guides to return us, as a world, to the path of love. • HSP : Highly sensitive person • CIC: Chronicle inflexible child • Explosive child • The higly gifted child

  7. Alternative label !

  8. Do we need a label? • Benefits • To explicit our thoughts • A common diagnostical language • Scientific ground • To comprehend the specific needs and sufferings • Increases awareness • Generates specialized help • De-blaming parents

  9. Do we need a label? • Pitfalls • Behaviorevolves in time ‘Change is possible’ • Comorbidity of SEBP • Stigmatization • Confirmation bias ‘ we seewhat we thinktosee’ • Undifferentiated (ADHD or no ADHD) ‘From a littleactiveto hyper …’ • All criteria are important

  10. Multi-dimension diagnosis

  11. Research indicated Problematic behaviour is experienced by at least one informant (parent or teacher) with 35,5 % of the adolescents between the age of 13 and 18 (Verhulst) 14- 22 % of all children (Rutter) struggle with minor or major behaviour problems. Other studies : 15 % mild behavior problems- 7 % Conduct Disorders (Mash & Barkley- 2003)

  12. C A R E A systematic approach : multi-level (Concrete) Make concrete Analysing the interaction Parent/Child - Teacher/Pupil Reacting: Advice to the Family A classroom approach Individual guidance of the pupil Working together with the family Evaluation

  13. New approach : 3PillarsShort term, 8-10 contacts,Multi-discipline aid Family support Educational help Consultation (occasionally at home) • Individual guidance/aid • Consultation Consultation at school • School team support • Coping skills, • Classroom management Communication with parents • Individual teacher support

  14. Focus on the interaction (living together) between parents and children. • Focus on the parental needs of the child AND the parental skills and understanding of his parents • Diagnosis and guidance (cure) First : Focus on Family support

  15. Workingtogetherwith all familymembers(Mother, father, child(ren) (1) Participation of all keyplayers is necessary. Everymember of the family is a partner in the entireguidingprocess (diagnosis –advise–approach). Itincreasestheirmotivation to cooperate. It’s important to hear all sides of the story (mother, father, child) Providingtherapy‘in splendidisolation’ is notoftensuccessful The ingredients of parental advise must focus on the parental practice of families Elements of a succesfultherapy are oftenfoundbyexploringnon-problematicsituations

  16. Working together with all family members(Mother, father, child(ren)) (2) Families developanuniqueway of “living together”, basedonsharedvalues, customs and traditions, parental success, hope, familysecrets…that keep the family in balance. Sometimesthisthreatleads to resistance, To decrease the drop out : bothparents have to participate and have confidence in the guidingprocess/approach/therapist

  17. And the teacher … ? • Family assistance/aid doesn’t solve (instantly) all the problems in the classroom. The teacher has to cooperate! • The more the family is in trouble, the more support in the classroom is needed. • Accurate communication with the parents/family is a key factor in a succesfull approach. • “Children need love, especially when they do not deserve it”.

  18. A change of viewpoint Where does the interaction between child, family and school go wrong? What is wrong with the child?

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