Please see Cheryl Ah-See

Brain Fitness Immersion for Senior Primary Students: A total Community Experience

We will present the latest national research on resilience, showing how Australians are currently suffering unprecedented rates of developing mental health problems, especially throughout the CoVID-19 pandemic. Building a health and wellbeing curriculum is therefore a social imperative to educate and promote positive growth, which serves not only to mitigate mental ill-health, but also foster greater neural capacity for learning outcomes and overall student success.

In this session, delegates will be given theoretical context of the new Neural Resilience Model, PR6, including the online assessment tool, demonstrating the impact of stress on the brain and how this interferes with the learning pathways. We will briefly explore the triune brain model [in a way which can also be presented to students], and the interplay of certain neurotransmitters in relation to learning. An overview to the main areas of the brain that highly align to resilience will be presented and how we can teach these concepts to children up to middle school, to provide the impetus for regulatory behaviours around motivation and attention.
Character resources have been created by a team of educators to teach brain-based strategies to young children as a prevention against developing mental health problems. The characters take a narrative approach to help children understand the function of their brains under stress and what they can do to manage their body’s responses. The characters represent scientific strategies and enable children to apply them with confidence and meaning. These strategies are scientifically aligned with the latest research in Neural Resilience, which underpins adaptive behaviours and fosters social development. Some of the areas covered in the narratives include, exercise, sleep hygiene, self-regulation and optimism.
Examples will show a whole school approach and footage of what it could look like within educational settings.

Numbers Without Context: the Limitations of Restrictive Practices Data in CAMH

Worldwide, children and adolescent mental health (CAMH) consumers report higher rates of physical restraint compared to adults however, the reason for this disparity remains unclear. In Australia, the rates for physical restraint are calculated by a data collection system based on an adult-focused national definition that applies to all mental health inpatient units irrespective of the consumer’s age. These data benchmark and monitor trends at state and national level. Interpretation of the CAMH data is limited given the lack of both context and acknowledgement that there are important differences between child, adolescent, and adult mental health consumers.

This paper reports on a retrospective review of restrictive practices data in two tertiary level CAMH units in New South Wales where 456 episodes of physical restraint were reported between 2015 and 2018. Our findings revealed several types of physical restraint episodes which included: brief holds for <10 seconds, walking escorts from one place to another, and 5-point restraints on the floor. The different restraint types demonstrates that not all physical restraints are equivalent, and not all align with the national definition that overlooks the nuances of a paediatric population. Furthermore, the patient experiences and potential risks associated with the different restraint types vary.

Children and adolescents progress through a series of developmental stages, and both causes and approaches to treatment for mental illness differ to that of the adult population. A consistent, paediatric-specific definition of physical restraint is likely to facilitate reliable and accurate reporting that is more representative of the affected population group. The current inconsistencies between the local, state, and national definitions of physical restraint in mental health care contribute to varied interpretation by staff, and over-reporting of physical restraint of children and adolescents. This paper will highlight the issues evident in the data and suggest opportunities for rectification.

Mental Health Profiles and Academic Achievement in South Australian Students

BackTrack is an award winning, independent, community-based organisation, based in Armidale NSW, supporting youth at risk to stay alive, out of jail and chase their hopes and dreams. Established in 2006, BackTrack uses a range of principles, techniques and approaches to support some of the most marginalised young people in our community.

Activities and strategies to improve and maintain mental health are embedded in all aspects of the work we do with young people. BackTrack involves all parts of the community in supporting young people who need a hand. In building genuine long term relationships between young people doing it tough and others in their community who can help – the benefits flow both ways.

BackTrack’s programs draw on the wisdom of First Nations communities with belonging, mastery, independence and generosity at the core of all we do. Above all, we focus on the future – “80% out in front” - and hang in for the long term doing whatever it takes for as long as it takes. This approach to mental health and wellbeing benefits not just the young people we work with but the whole community of course… including our pack of 40 dogs.

We see every day what a difference it can make in a young persons life if we step up and support them – and the amazing two way street for others who gain so much from being part of the solution.

This study explored parents concerns for their children during COVID-19 related lockdown. Thirty-four Australian parents/guardians of children under 18 years completed a semi-structured interview, average length 47 minutes. Interviews focussed on potential changes in parenting practices during lockdown; communication and relationships; and strengths, challenges and tensions. Data were analysed using reflexive thematic analysis. Three primary concerns were identified, namely, concerns for children and adolescents social development, concerns regarding their education and the possibility of 'falling behind' and fears regarding the mental health impacts of lockdown. Strengths and resilience were also identified, in some cases alleviating fears. The results highlight issues of importance to Australian parents and offer directions for future health promotion campaigns and interventions.

Long-Term Support for Mothers After D&FV = Better Outcomes for Their Children. A Lived-Experience Perspective

Imagine treading water for years. Four young people holding on to you for dear life. You desperately try to keep your head above the water & hold them all up at the same time.

This is what it has felt like as I’ve rebuilt my shattered life. Sometimes hope has been difficult to hold when there were gaps or when services failed. I understand why people give up. I had to rediscover & reinvent my “self”, & relearn what respectful, healthy relationships & boundaries are (& I am not just referring to romantic connections, but also with friends, family & most importantly with my children). I had to find confidence & learn how to be assertive, to enable me to advocate for my children & myself, rely on myself when there was no help, but to never stop seeking & asking for it.

Sometimes young people will refuse to engage in any help, especially adolescents. Understandable trust issues, & negative experiences with professionals are major barriers. As parents & carers we can’t CONTROL our children, but we ARE their biggest influence.

How do we influence them in a positive way if we’ve not done the necessary personal & post-traumatic growth ourselves? How do we be a trauma-informed parent without the knowledge of its necessity? How do we navigate therapeutic coaching style parenting without any training or guidance? How do we model help seeking, or even know where to look for help when there is a massive gap for long-term, post-crisis support?

From what I’ve experienced, I believe I’ve the opportunity to share with survivors, as well as collaborate with professionals, to better serve the community. I believe that what I’ve learnt has the capacity to help break the cycle, improve MH outcomes & help change the trajectory of people’s lives.

The School Focused Youth Service coordinators, in collaboration with the Arts & Wellbeing Team at Ballarat Community Health created an art activities program for schools, titled “Art Connection". The program consists of:
* A hard copy Art Activities Handbook
* Kit of art materials for each student and facilitator (Recommended, funding may be required)
* A digital copy of the Art Activities Handbook to print and utilise when desired
* A Vimeo site showing step-by-step guides to completing the activities
The project aims to achieve improvements in behavior, educational engagement and achievement, and connection to peers.
The Art Connection Workbook provides a creative, gentle, and encouraging avenue for students to re-connect with school, whilst developing self-expression, creative thinking, relieving stress, providing a sense of achievement, and building resilience. Schools are able to use the program flexibly, sending the Workbook and materials home with the student or facilitating face-to-face activities at school, 1-on-1 or in groups. The workbook contains 16 activities, suitable for students from Grade 5 to Year 12.

In 2020, 364 students participated in program, across 27 schools in the Central Highlands Region of Victoria.
Using the Engagement Matrix, a tool designed by the South Australian Department of Education and Children's Services, coordinators devised a shortened Pre/Post survey for each group of students taking part in the program. The survey captured 8 identified domains affecting school engagement; Emotions, Confidence, Locus of Control, Dealing with Change, Peer Connection, Resilience, Satisfaction in Work and Participation in Learning.
The survey results showed:
*Decreases in anxiety,
*Increase in Self-belief and confidence
*Increase in Self-control/Behavior management
*Significant increase in Peer Connections
*Increase in Engagement in Learning

In 2021, coordinators devised an additional Educators Guide that assists school staff to facilitate the program with students.

There is an increasing need for services to support young people in our communities with their mental health, episodes of acute distress, and behavioural disturbances. Specialist CAMHS services (inpatient and community), primary health services, schools and other Community Managed Organisations (CMO’s) are relied upon to support these young people. The biggest burden regarding the wellbeing of young people lies with parents and carers.

Support by safe and effective adults who can respond to young people experiencing episodes of acute distress, and the associated high-risk behaviours, is paramount to positive outcomes. However, assessing psychological deterioration, safety planning practices, and psychoeducation on how to effectively support a young person during a crisis is not standardised, and is often dependent on the clinician or service.

Across services, organisations and government departments have different language and terms for 'safety planning' practices. In health services, it is often referred to as 'safety planning', while in education services it is referred to as risk management plans. Additionally, youth services that support children in out-of-home care refer to them as behaviour management plans.

To standardise and implement an evidence-based approach to psychological deterioration, safety planning, and psychoeducation, an NSW-based Charity and Not-for-Profit organisation have developed tools and training to support a cross-system support planning methodology based on the findings of a PhD research project.

This paper aims to provide an update on the progress of implementing a standardised, evidence-based support planning methodology to over 4000 professionals, and parents and carers, to help improve outcomes for young people who experience episodes of acute distress.

Please see Anna Bauer