ANZH PD

 

Nadine and Graeme - ANZH PD

Kāhui Ako Resource kete

Utu/Mana

Banks Peninsular history - Takapūneke

listen to story, draw one event into one square on a divided paper, pass on to next person, they add a picture for the next event. After finished pass paper back to original person and then retell the story.

What perspective are we telling the story from? How would someone in the North Is tell it differently?

Whose story is not being told? 

Declaration of Independence - He Whakaputanga

Core Education have a cool resource - Muslim student stories https://docs.google.com/document/d/11v5KpzUIVn10uQD_aW93odsRi-PV3tCcTSbTtpe35Wk/edit

Phonological Knowledge

 Phonological Knowledge

a workshop by Jannie Van Hees

Letters vs Phonemes

There are 26 letters and 48 sounds

Phonological Terminology

BICS - basic interpersonal communication skills

CALP - cognitive academic language proficiency

Phonemes - smallest units of speech (consonants, long and short vowels, diagraphs & other sounds). English has 44 phonemes, they are critical building blocks that dyslexic & ESL students have difficulty with

Phonetics - concerned with describing the speech sounds;

• articulation
• sounds moving through the brain
• difficulty - audio processing

Phonological awareness - what you hear (can be done with your eyes closed) - clap syllables, break into phonemes.

44 Phonemes - video

Grapheme - symbol of a sound

Digraph - two letter grapheme

Homophone - same sound different meaning. eg, flour and flower

Homonym - said the same or spelt the same eg, right, write & minute, minute

Homograph - same sound, same spelling eg, close, close

Other notes of interest:

• when talking we clip out words, not sounding out every sound
• if you over sound it, it will be confusing
• breaking a text into word groups, as you do in dictation, works well
• When you work with word sounds they need to be in context (text)
• Mileage is the most important thing

- Eating Disorders - 

Mana Ake Workshop

Presenters - Louise Bennett, Clinical Dietician & Ursula McCulloch, Consultant Clinical Psychologist

Normal Eating - about 16% of NZers don't have breakfast and average 8 snacks a day.

When it becomes a concern - 

• weight
• nutrient deficiency
• restriction of food groups

Influences - 

• socio-economic
• food environment
• media/social media
• peers
• family/whanau environment
• teachers/educators

How to help build a positive relationship with food - 

• modelling, be aware of influence
• encourage a variety of food from the main food groups
• avoid labelling food as 'good' or 'bad'
• involve in food preparation and gathering

Picky Eaters - 

normal food stage for children 1&1/2 - 4 years old

concerns - 

• eating less than 20 different foods
• lack of nutrition
• missing out entire food groups
• particular about textures & stressed

The Whys of ARFID (Avoidant/Restrictive Food Intake Disorder)

• sensory issues
• super tasters
• association with negative events eg choking
• developmental concerns
• anxiety issues
• genetics
• environmental and management issues

The Whys of Anorexia (many unknown)

• low self-esteem
• anxiety. perfectionism
• genetics
• environmental issues

As a result of the struggles the parent - child relationship is often fractured

Parents/Whanau may feel - 

• like a failure
• judged
• manipulated
• over people giving them 'good advice'

Managing ARFID

What doesn't work

• force-feeding
• lengthy meal times
• dishing up guilt
• comparisons with peers
• punishments & threats
• ignoring
• tricking your child

It takes 20x of tasting to get used to a food.

Children need to know sometimes you have to eat foods that are ok but not your favourite.

Get the child to use their senses to learn about food and gradually build up to tasting and then eating ....

Images might help the child to visualise their progress ...

 Language

Challenge language around food. If a child says 'It's yucky," respond with "You are still learning about the taste. To me it tastes salty/or other." Say 'You can," rather than "can you." The child is a 'food explorer.

Implications for schools

• don't judge lunchboxes
• don't force feed or comparative shame
• don't offer advice
• do be empathetic
• do allow the child to bring their preferred food
• do celebrate success

Managing Anorexia

Myths around anorexia

• attention seeking
• passing phase
• mum's fault
• vanity etc

Externalise anorexia - it is in control not the child

Family Based Treatment - 3 Phases, generally lasts a year

1.    Phase 1 - weekly visits to home environment

• discussion
• family meal observation
• teach strategies

2.    Phase 2 - fortnightly sessions in home environment

• child gradually allowed to take more control
• finishes when ideal body weight is reached

3.    Phases 3 - monthly sessions

• address other related issues

 Gaming Addiction 

a Werry Workforce lunchtime seminar

Presenter - Caleb Putt, Portfolio Manager for Mental Health and Addiction

There is many conflicting information as to whether or not it really is a problem. But recently the WHO has added Gaming Disorder as an illness to its list of diseases, although they have also said that gaming is a good way to spend your time during a pandemic. It is all very conflicting and it is complex.

Caleb is a gamer so has an insight. There has been a shift from geek to mainstream in the last few years. Gaming is now mainstream.

- Geek is the new Black - 

The last few years have seen esports gain popularity. Drawing sports stadiums full of fans, with full fanfare. Eports games are generally shorter, have small teams playing each other and fast paced. In some countries high school give scholarships for gamers. NZ high schools have Esport competitions between schools. 

Another type of game is MMO (Massively Multiplayer Online) roleplaying games. These are set in fantasy worlds and you take the role of a customisable character. There are multiple storylines/quests that can take hours to complete and are highly social with people becoming part of clans. 

The gaming industry makes more money than movie and music combined. More people watch esport final than the NBA final. Some of the most popular games are free to play.

Gaming is mainstream. Most young people will game. Only a small percentage will develop Problem Gaming. Gaming might cause some problems eg, difficulty getting off but this does not mean a person is a Problem gamer. 

Games employ Psychological Techniques to keep people gaming and spending more money eg, levelling up is easier at the start and then gets harder and selling things in the game. Games continue 24/7 there is no end - FOMO, others are leveling up etc.. They are always been updated so they don't become boring. Sometimes things are made purposefully frustrating so you need to pay to get passed the obstacle. Less than 2% are the biggest spenders, the rest spend very little.

There can be 'binge' problems at time like when a new game is released. 

Why do people game?

Meet their needs; a sense of purpose, reaching goals, predictable, sense of achievement & mastery, sense of belonging, connections with others, friendships, freedom & escape, a sense of identity (more confident as your character, and as a confident gamer)

This becomes a problem if what you experience online is better than off line then that can be a problem. If a game meets needs we have outside of the game it becomes a problem.

Casual Gamer - Highly Engaged Gamer - Problem Gamer - Gaming Addiction

It's all about CONNECTION VS DISCONNECTION

Tips for tackling the problem; 

ask what they do, be curious

find out what needs the game is meeting, how else can those needs be met?

connect them in with groups eg, robotics clubs etc, archery 

promote connection over disconnection

educate them about problem gaming ie what do they think it is

if they identify that they have a problem put together a plan for them

What we see is the top of the iceberg - what sits underneath? self-worthlessness, confidence etc

Resources -

Gaming Questionnaire

Monetization Fact Sheet

Gaming Continuum

Parenting Tips

Problematic Gaming Factsheet

This was a brilliant and very informative presentation from Werry Workforce!!

Video - https://werryworkforce.org/professionals/training-and-events/lunchtime-learning-young-people-and-gaming

 Emotional Wellbeing Resources

for 13-17 yr olds

Notes from Werry Workforce lunchtime seminar - https://werryworkforce.org/professionals/training-and-events/lunchtime-learning-emotional-wellbeing-resources-13-17-yr-olds

Presenter: Sam Rodney-Hudson - Director of Programmes and Partnerships at Melon Health

Work for Melon - based in Wellington, an online service for people who are struggling with mental health, work alongside primary care for intervention and support.

Website for resources (for everyone) - https://www.melonhealth.com/manual/

Several animation videos with tips to support, also available on youtube

Melon worked with to with a company involved with teenagers and animation to ensure the      language piques the interest of 13-17 year olds. 

Each page has a whakatauki

There is research behind each resource, most based in cognitive behaviour therapy.

6 different areas; Brain Breaks, Little Reminders, Facing Fears, Mini Mind Workouts, Anxiety Toolbox, Mood Booster. A 7th -  Understanding Anger is being developed.

Anxiety Toolbox does not have animation videos but people talking about their experiences, it also has 

5 sessions to work through to talk through the worksheets.

There is also a podcast called The Flip Side that can be accessed through the site. Each week a different guest is interviewed about their experience with mental health.

Melon also have resources to help 18+ plus people as a response to Covid19. We can direct caregivers/whanau who are struggling to this resource - https://www.melonhealth.com/covid-19/

Once I am back at school I plan on printing out some of the relevant posters and worksheets to do with students. I will also let other colleagues know about the resource.

The Zones in Practice

Emotional Regulation

 Background:

One student I work with has difficulty regulating his emotions. As the year went on he became more difficult for his teacher in regards to his behaviour. I would like to support him this year with regulating his emotions.

Strategy: 

To watch the video resource on the Leading Lights website and apply any ideas I get.

The Zones in Practice by Lynne Hazeldine

Notes:

The Zones of Regulation was orginal developed for students who are neurodiverse.

It is a curriculum not a programme.

You could work through the book cover-to-cover OR pick out the bits you need for your learners.

No need to do a training course, anyone can pick it up to use.

Can be used with an individual, small group, class or school, and by parents.

Implications:

I will apply to join the NZ and USA Zones of Regulation Facebook groups

I will check out the resources on the Zones of Regulation webpage:

http://www.zonesofregulation.com/resources.html

Sticks and Stone - book review

Sticks and Stones - Defeating the culture of bullying and rediscovering the power of character and empathy

by Emily Bazelon

This book was set in the USA about a decade ago. Shortly after some well mediacised suicides in which bullying was a factor. There was a lot of controversy surrounding these cases and obviously feelings were high. Similar case had different outcomes. One case Bazelon dives into deeply is about Phoebe Prince.

Bazelon states that children have always 'bullied' in the past it was considered a part of childhood that you had to cope with. Nowadays things are different. However, some conflict in childhood is normal and helps children to gain the skills they need to survive as adults. Adults should not be supervising every incident of name calling etc as the children need to sort out strategies for themselves.

When bullying becomes a problem is when it involves unequal power, is repetitive, is deliberate and harms (even mentally or physically) - This is also how BullyFreeNZ define bullying on their site:

https://www.bullyingfree.nz/about-bullying/what-is-bullying/

Schools were teachers and administration staff turned a blind eye to bullying had become cesspools. After several headline worthy incidences schools needed to start to take notice and many different plans were instigated. Some involved small targeted programmes, many schools started up support groups but possibly the most effective was a school wide system PBIS . Which I can quite confidently say is the forerunner to our PB4L system where the emphasis is on teaching behaviours and acknowledging those who perform those behaviours. 

Social media can play a huge part in bullying and many children discussed in the book had had a difficult time due to social media. Schools are needing to spend a lot of time and resourcing following up on social media incidences which happen outside of school hours. Bazelon went to Facebook headquarters to discuss what they were doing to crack down on online bullying. She goes in to some detail in the book but basically they are not doing enough. They have improved their system but seem to take little responsibility for 'policing' their site. They did say, and rightly so, that the best thing is for the children to take responsibility themselves and do have a script of how to help yourself boxes when people report things on facebook. However they are very slow to work though complaints of bullying etc and do not always end up removing things that should be removed. There are millions of users so they feel the task is to big to deal with reports in a timely manner.

Bazelon concludes that whilst it is partly the schools responsibility that parents have a very importance role to play and as much as the build up their child's self esteem they should be also teaching them kindness and connectedness. The most important advice for a child according to experts is to tell someone they trust, ideally someone their age as well as a trusted adult. 

This book was an audio book of 10+ hours. It was very interesting and discussed may issues objectively. Bazelon talked to many different people and reported from all sides, consulting with those who were bullied, those who bullied, school staff, parents, social media companies and those involved in the court cases. It was thoroughly interesting although the stories at the start were heartbreaking to think of how some of the students suffered whilst the adults in power at school turned a blind eye or did not follow through after meetings with parents. 

It was interesting to note that while many are bullied the percentage that take their own lives are small, these students are most likely to be suffering from mental illness ie anxiety. These are the students that need the most protection.