BEING PROACTIVE
RESPONDING WHEN
CHILDREN AND YOUTH ARE
HURT
February 17, 2012
Presenter:
Lew Golding, MA
Our children are hurt…
They are committing suicide and
homicide at the same time.
“Youth” is a
stage in a journey…
That “journey” requires unlimited,
unconditional access to the boarder social
determinants of health for manageable
transition.
Interruptions disrupts adolescents’
sense of community* and results
in unhealthy life experiences.
•Relationships are negatively affected
•School negatively affected
•Life choices are negatively affected
*Community is viewed as an emotional, psychological,
and physical phenomenon.
“Community”
Involves feelings of belonging,
rootedness, identity, connection,
safety, security, familiarity, caring,
and hope.
Hardy, 2006
Fallouts of Disruptions…
 Relational conflicts (family,
institutions, community)
 Substance misuse
 Disengagement
 Homicide/suicide
 Attentive to basic needs only
Sobering Reality
 70.4% of youth in custody have at least one diagnosis
 MALES
 disruptive behaviour disorders
 substance use disorder
 FEMALES
 anxiety disorders
 substance use disorder
 79.1% of those had more than one disorder
 Usually substance abuse
Source: Skowyra & Cocozza (2007)
Simon Davidson (2010)
Behind the Sobering Realities
Disruptions in family
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Dehumanization
No bonding
Violence
High conflict environment
Substance misuse
Favourable attitude to ATOD
Favourable attitude towards
crime
 Pet names
Behind…Realities
Disruption - Individual
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Poor role models
Disengaged parents
No unconditional advocates
Victimized
Parental mental health experiences
Low self concept
ATOD
Impactful & Compounding Issues
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Chronic victimization
Traumatic events
Devaluation
Experiences of loss
Dehumanization
Physical abuse
Sexual abuse
Disruption of important relationships
Family members have mental illness
Life for Affected Adolescents Involves…
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HURT
Isolation
Anger
Substance misuse
Disengagement from the ‘traditions”
Oppositional
High risk behaviours
Relational conflicts
Incarcerations
Sustained vulnerabilities
Specific Signs of Life Struggles
Psychological Signs
 Mild\extreme distortions of
perception
 Psychological dependence
 Paranoid
 Fragile temperament
 Guilt
 Feelings of loneliness
 Anxiety
 Delusion
Behavioural Signs
 Loss of interest in
school/ social activities
 Increased consumption
of ATOD (high risk
behav.)
 Withdrawal from friends,
family
 Home problems
 Conflicts with siblings
Signs Cont’d
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Depression
Irritability, mood swings
Angry outbursts
Feeling uncertain / overwhelmed
Loss of emotional control
Helplessness/hopelessness
Suicidal ideation
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Socially unsuccessful
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Excessive sense of guilt or
unworthiness
Child & Youth Mental Health Facts
 If one mental health disorder is present, more than likely there will
be other problems present (co-morbidity is the norm)
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Learning and school-related problems
Health problems
Substance misuse / abuse
Developmental issues
Risk-taking behaviour
Legal infractions
 Mental health problems in children and youth are predicted to
increase by 50% by 2020 (CPS 2007)
Source: Dr. Simon Davidson 2010
Vulnerabilities…?
Contrary to our beliefs, we adults are all vulnerable – as are all youth.
 Protect ourselves
against insecurities
 Paid employment
statement of power
 Youth do the same
 Physical/material
displays of achievement
Many adult struggles are rooted in childhood experiences.
 Devaluation
 Low academic achievement
 Negative attitude toward school/low bonding/low school
attachment/commitment to school
 Suspension/expulsion
 Dropping out of school
 Inadequate school climate/poorly organized and
functioning schools/negative labeling by teachers
 Identified as learning disabled
 Frequent school transitions
 Racism
Being Proactive…School
 School motivation/positive attitude toward school
 Student bonding and connectedness (attachment to
teachers, beliefs, commitment)
 Academic achievement/reading ability and mathematics
skills
 Opportunities and rewards for prosocial school
involvement
 High-quality school environment/clear standards and
rules
 High expectations of students
 Presence and involvement of caring, supportive adults
Proactive…Individual
 Rehumanization of loss
 Social competencies and problem-solving
skills
 Healthy sense of self
 Positive expectations/optimism for the
future
 High expectations
 Awareness of, and the ability to engage
personal resources
Our Roles in this Work
 To engage with the real person behind the
personae
 Help the child/youth to trust the “real person”
 The clothing and attitudes are often smoke
screens or defense mechanisms
 To build on the strengths/capacity of each
youth
 To expand their outlook
 To build resilience
Factors in Building
Strength
 Understanding what places youth at
risk
 Develop effective interventions to
overcome risk factors
 Enhancing protective factors that
promote resiliency
Effective Strategies…
 Always use the youth’s  Only acknowledge the
real name
real person, not the
personae
 Never use nick names
 Maintain awareness of
 Offer unsolicited
power dynamics
compliments
 Awareness of your role
 Only compliment
in the power dynamics
personality traits
Strategies
• Be immediately responsive when ask for help – no wait
listing
• Forget about time limited interventions
• Understand harm reduction
• Take your services to affected clients
• Outreach
• Attention to cultural hierarchies
• Your personal power status may impede the relationship
• Holistic considerations
• Strength based interventions paramount
Strategies…
 Rehumanizing loss
 Be mindful of your privilege and power
 Be knowledgeable of the psychological
impact of colonialism
 Embrace holistic frameworks in your
practice
 Understand and integrate strength
based frameworks in your practice
Strategies…
 Do not use group work with gang involved
youth
 Acquire their perspective
 Follow their leadership (safety issues)
 Be cognizant of your privilege (you get to walk
away when you want)
 Understand the psychology of the condition
 Understanding of the power dynamics
(devaluation)
Strategies
 Work from an anti-oppression framework
 Understand the power dynamics of
devaluation
 Consider impact of systemic barriers,
racism/discrimination, poverty and other
structural issues on your client’s health and
well-being
 Advocate for organizational change
Mindfulness
 Each affected young person do not choose the
hardship of dealing with mental health
challenges
 Compassion, not pity, always prevail
 We must appreciate that the person preceded
the condition
 We must embrace the focus on health equity
 Health equity must thread through all of our
actions
RESILIENCE
Involves feelings of belonging,
rootedness, identity, connection,
safety, security, familiarity, caring,
and hope.
LET’S LEAD THE WAY!
THANK YOU
Lew Golding, MA
MANAGER,
Substance Abuse Program for African Canadian and
Caribbean Youth
Psychological Assessment Team
416-535-8501 ext. 6767
lew_golding@camh.net