Mental Health Literacy Workshop
Resources for Facilitators
Ontario Centre of Excellence for Child and Youth Mental Health
Role Plays:
ENGAGEMENT -- PROFESSIONAL AND PARENT
Professional is meeting with a parent. The professional is concerned that the parent’s
child has a problem, specifically, that the child appears to have symptoms of ADHD.
Part 1: How NOT to engage with a parent
Professional
Thank you so much for coming in today. I’m the new principal this
year, and I apologize we have to meet like this.
Parent (shaking
his legs, and
being fidgety)
No problems. What would you like to talk about?
Professional
We’ve been a bit worried about how your son has been behaving.
He’s been very oppositional towards his teachers. He doesn’t respect
their authority. Were you aware of this?
Parent
Well, I’m really sorry that my son hasn’t been behaving. He’s been
telling us that he’s bored in class. We’ve always taught our son to
stand up for himself. After all, he did get along with his teacher last
year.
Professional
I hate to have to be the one telling you this, but the fact is, your son is
disruptive in class, and its causing problems. Furthermore, he’s very
distractible, and can’t sit still.
We think that you should take him to see a professional, like a
psychologist, or his doctor. He might have a condition like
ADHD.
Parent
I’m sorry that you feel this way, but there is absolutely nothing wrong
with my son. He’s bored in class, and he just needs things to be more
challenging. No one said anything to me in previous years! Besides, I
was the same way in school, and I turned out okay.
Professional
I’m sorry that you don’t agree, but we have to think about the other
students as well. We’d like to have your son seen by one of our
school psychologists.
Parent
No way! You just want to diagnose him with ADHD or something and
then drug him out. You teachers are all the same! (storms out angrily)
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Mental Health Literacy Workshop
Resources for Facilitators
Ontario Centre of Excellence for Child and Youth Mental Health
Debrief questions:
Q. Why did this not turn out?
A. Because there were no mutual goals established.
A. The professional jumped to telling the parent what to do, before there was agreement
on goals.
A. There was no trust built.
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Mental Health Literacy Workshop
Resources for Facilitators
Ontario Centre of Excellence for Child and Youth Mental Health
Part 2: How TO engage with a parent
Professional
Thank you so much for coming in today. I’m the new principal this
year, and I apologize we have to meet like this.
Parent (shaking
his legs, and
being fidgety)
No problems. What would you like to talk about?
Professional
First, I’d like to start by saying how much we’ve appreciated getting to
know your son this year. He is extremely creative; I was very
impressed with his artwork. Even those doodles that he draws in class
are works of art.
Parent
Thanks, that’s really nice to hear.
Professional
The next part is not so easy for me, however. Some of the teachers
have had some concerns. Many of them report that he is very
distractible and hyperactive.
Parent
Well, I really don’t see a problem with that. School’s boring for an
active kid like him. Besides, I found school pretty boring myself too.
Professional
I hear you. I agree that all kids get distractible and hyperactive from
time to time, but with your son, its much more severe than the other
students in the class. And I’m worried that its getting in the way of his
full potential.
Parent
Well, I don’t think there’s a problem.
Professional
Well, how about this – I could be wrong, but I want to make sure that
we’re not missing anything. I hear you – your son isn’t really causing
any severe problems, but I want to make sure that he doesn’t fall
through the cracks.
Parent
Well, I guess I do appreciate that you want to be sure that you’re not
missing something, and I do appreciate your concerns about my son.
So what do you want to do about it?
Professional
Well, I’m going to recommend that we just continue to gather more
information for now. How about I’ll continue to speak to his teachers,
and we’ll get more information. And then perhaps we can touch base
a week or two from now. If there are concerns from his teachers,
there are a few options. You could take him to see his family doctor -given that you probably take him anyways for his yearly checkup, it’d
just be having a checkup earlier than usual. And our school board
also has psychologists who can do more detailed testing of a
student’s learning. If there is something, the good news is that there
are strategies we could try. I like your son a lot, he’s a great kid, and I
just want to make sure we help him reach his full potential. How’s that
sound to you?
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Mental Health Literacy Workshop
Resources for Facilitators
Ontario Centre of Excellence for Child and Youth Mental Health
Q. Why did this turn out better?
A. Because the professional did not jump to telling the parent what to do.
A. Because the professional tried to first establish some mutual goals.
A. The professional also used some positive attachment type strategies, such as starting
with praise / positives.
A. The professional did not immediately recommend a counselor, but rather sought to
first build a trusting, working relationship…
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Mental Health Literacy Workshop
Resources for Facilitators
Ontario Centre of Excellence for Child and Youth Mental Health
ENGAGEMENT -- PROFESSIONAL AND YOUTH
Professional is meeting with a youth. The professional is concerned that the youth has a
problem with self-cutting.
Example of how not to engage with a student
Professional
Thanks for coming in today.
I wanted to start off by saying how many of your teachers have
noticed how artistic you are. Those doodles that you do in class, they
are just works of art.
Student
Yeah, well, thanks…
Professional
The reason I called you in today, is because we’ve been very
concerned about you. We’ve noticed cuts on your arms, and how you
try to cover up your arms. Can you tell me what’s going on?
Student
Its nothing. Lots of people cut themselves.
Professional
I hear you. But I’m really worried about you. I’m going to call your
parents and let them know that I’m worried about you. I think you
need help, maybe see a counselor.
Student
What a stupid idea. I’ve seen tons of shrinks already and its never
helped! Cutting is the only thing that ever works! (storms out of the
office)
Q. Why did this not turn out?
A. Because there were no mutual goals established.
A. The professional jumped to telling the youth what to do, before there was agreement
on goals.
A. There was no trust built.
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Mental Health Literacy Workshop
Resources for Facilitators
Ontario Centre of Excellence for Child and Youth Mental Health
Example of how TO engage with a student
Guidance
counselor
Thanks for coming in today. Before we get started, I just wanted to
mention something -- many of your teachers have noticed how artistic
you are. Those doodles that you do in class, they are just works of art.
Student
Yeah, well, thanks…
Guidance
counselor
The reason I called you in today, is because we’ve been very
concerned about you. We’ve noticed cuts on your arms, and how you
try to cover up your arms. Can you tell me what’s going on?
Student
Its nothing. Lots of people cut themselves.
Guidance
counselor
You’re right, a lot of people do experiment with cutting themselves.
Usually when people do cut themselves, they’re trying to cope with
some stress, like a stress at home, at school, or with friends. What’s
the stress that you’re trying to cope with?
Student
Nothing.
Guidance
counselor
Everyone has some stresses. For example, at home, maybe its your
parents, or siblings. Or at school, maybe it’s the teachers, the work, or
your classmates… So how are things at home these days?
Student
Well, things are pretty stressful at home, I guess. My parents are
fighting all the time. I’m worried that if it gets any worse, they’ll just
split up. And then I’d probably have to move, and then I’d be away
from all my friends here.
Guidance
counselor
Okay, that definitely sounds like a big stress. Any other big stresses
that you’re under?
Student
Math class is really stressful. I’ve never been good at math; I try to
focus, but I just can’t. I really don’t understand what’s going on.
Guidance
counselor
Okay, so you’ve definitely got a lot of stresses that you’re dealing
with. I respect that you’re trying to cope with things. So what does the
cutting do for you?
Student
It distracts me, gives me something else to focus on other than all the
crap going on in my life.
Guidance
counselor
Okay, I hear you. A lot of people use cutting as a way to cope. But a
lot of people notice that the cutting causes problems too… So what
sorts of problems does it cause you?
Student
Well, I guess I do feel guilty after it. And I don’t want to tell my friends
about it because otherwise they’ll think I’m emo or something. Please
don’t tell my parents – they’’ll just get upset, and it’ll make things
worse.
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Mental Health Literacy Workshop
Resources for Facilitators
Ontario Centre of Excellence for Child and Youth Mental Health
Guidance
counselor
So it sounds like things have been really stressful, with 1) your
parents, and 2) math class. So we need to come up with a plan to
help you cope with those things. If we could find a way to help you
cope, that doesn’t leave you feeling guilty or worried that others are
going to find out, what would that be like?
Student
Yeah, that’d be good, I guess…
Guidance
counselor
Okay, let’s talk some more and see what we can come up with…
Q. Why did this turn out better?
A. Because the professional did not jump to telling the parent what to do.
A. Because the professional tried to first establish some mutual goals.
A. The professional also used some positive attachment type strategies, such as starting
with praise / positives.
A. The professional did not immediately recommend a counselor, but rather sought to
first build a trusting, working relationship…
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