Healthy Ireland Smart Start Parents’ and Carers’ Information Session.

Healthy Ireland Smart StartParents’ and Carers’ Information Session

Research tells us…

Good mental health and emotional health is essential for positive health and well–being

1 in 10 children experience mental health problems

(Needs Assessment Report on Child & Adolescent Mental Health Public Institute for Scotland 2003)

It is estimated that one in every four people will experience a mental health problem during their lifetime. More Irish young people die by suicide than in other countries (Healthy Ireland, 2013)

The Early Years’ sector provides a vital frontline service Attention to emotional and social needs is a pre-requisite of learning

(National Health Promoting Schools Unit, 2005) Early Years’ practitioners and parents play a vital role in developing

emotional intelligence

Emotional Well-being and Mental Health

Mental health is defined as a state of well-being in which every individual:

realises his or her own potential

copes with the normal stresses of life; can work productively and fruitfully

is able to make a contribution to his or her community

Emotional Well-being and Mental Health cont...../

“If mental health becomes more of an everyday issue, that matters to us all, then the stigma attached to getting help can be reduced. Whilst Irish society will continue to experience considerable change andface new challenges ahead, a mentally healthier Irishsociety will be much better able to cope” Health Service Executive (2007)

Emotional Well-being

The concept of well‐being has elements that describe emotional health. It is best expressed as ‘feel like a fish in water’. Children who do so express their feelings in various ways

The most obvious signal of well‐being is enjoyment, having fun, taking pleasure in interacting with others in activities

Children who feel good give a relaxed impression. They do not feel threatened in any way. Their facial expression is open and there is no sign of tension or restlessness

Emotional Well-beingcontinued…

Children are relaxed and/or show good levels of energy and vitality

When well‐being is OK, children show an open attitude towards the world around them. Whatever happens, they are equipped to cope

Children are happy with the attention they receive: a hug, a compliment, a word of comfort, encouragement or help

There are more chances for well‐being to occur when one feels strong and self‐assured

(Ferre Laevers, 2011)

KEY AIMS: Emotional Well-being/Literacy

To develop a sustainable emotional literacy curricular input To meet mental health needs of early years’ To promote emotional literacy awareness within community to children, parents/carers and staff To improve emotional literacy skills of children and families To encourage parents and carers to be actively involved in their child’s developmentTo provide support for parents of children in early years’ services

To provide staff with appropriate training to be able to deliver a sustainable focused programme on emotional literacy

To link to mental health agendas

To increase other activities/opportunities within early years’ settings

What is Emotional Literacy?

“The ability to recognise, understand, handle and appropriately express emotions”

• Understand our emotions in order to learn

• Manage our emotions to develop relationships

• Appropriately Express our emotions in order to develop as people capable of being emotionally healthy

We need to ………

Relevance of Emotional Literacyfor Pre-schools and Children

• Learning enhanced when worry free

• Learning about the importance of building and nurturing relationships

• Creating a caring ethos and environment for pre-school practitioners and children

• Learning to deal with disappointment and difficult situations

• Fun and enjoyment

Emotional Well-being/Literacy Overview

Children Emotional Literacy themed stories, activities and music

Emotional Literacy themed books

Early Years’ Staff Training for Early Years’ staff to implement programme

Curriculum timeline for each Early Years’ setting

Resources to support programme – books, finger puppets, music and movement activities, circle-time activities

Service assessment visit as part of the on-going programme

Parents/Carers Parents/Carers leaflet

Parent evening on “Emotional Well-being/Literacy”

Signpost supports for parents/carers 

How Can You be Involved?

• Emotional Literacy can be further developed in the home

• Access to Information Leaflets

• Signposting to other sources of information

10 tips to build emotionally literate children

1. Be aware of your own behaviour Your child will do as you do. Do you have minor tantrums when things go wrong? Can you stay calm during difficult situations?

2. Be willing to say ‘no’Children will naturally ask for things they can see. Saying ‘no’ will give them an opportunity to deal with disappointment and to learn impulse control

3. Start coaching Coaching your child will help them to be more responsible. Instead of “Get your hat and gloves” you could ask, “What do you need to wear to go to playgroup?” Constantly telling your child what to do will not help them to develop confidence and responsibility

4. Think about your responses Most problems in families get bigger when parents respond to them in a way that makes the problem worse. If your child makes a mistake, remember how crucial it is for you to have a calm, reasoned response

5. Get your child involvedResearch suggests that children who are involved in household tasks from an early age tend to be happier and more successful. They are made to feel that they are an important member of the family. Children want to belong and feel they are valued

6. Encourage PlayPlaying actively rather than sitting in front of a screen will help your child develop creativity and problem solving skills. Allow your child time to play. It is also advisable to monitor what your child watches as some elements of the mass media can encourage negative behaviour

7. Let your child know what type of behaviour you like If you notice your child doing something which is uncaring, tell them. Rather than saying, “You’re not nice” say something like “When you took your brother’s toy, it made him cry. That wasn’t a nice thing to do. It would be nice if you shared your toys with him and I know he would like that too”. If your child learns that caring behaviour is important to you, these behaviours are likely to become important to your child

8. Talk about feelings as a familyHelp your child identify what they feel by being specific with questions. It is often helpful to ask,” Are you feeling sad?” or “Are you feeling angry?” Pay attention to your child’s response to your questions. Your goal is to help your child identify and deal with their feelings and emotions

9. Don’t try to distract your child from their feelings Don’t belittle your child when they are hurt by saying, for example “A little scratch like that doesn’t hurt” or “Big boys don’t cry”. Acknowledge, empathise, let your child show you what happened and give them time to deal with it

10. See your child as wonderful There is no greater way to create emotional literacy than to see your child as wonderful and capable. Every child has their own unique talents and sharing these will increase their sense of self-worth

Make these 10 ideas daily habits and you’ll give your child the best chance possible to become a creative confident child and a responsible adult

Questions?

People are hot, People are cool,Sometimes I’m bright,Sometimes a fool

People often laugh,People often cry,Sometimes I’m happy,Sometimes painfully shy

People can shrink,People can grow,Sometimes I’ll be open,Sometimes I just flow

Feelings are powerful,Thinking is too,One without the otherAnd who are you?

Acknowledgements

Culture & Sport, Glasgow, ScotlandGlasgow City Council, Glasgow, ScotlandGlasgow City Hall, Glasgow, ScotlandH.S.E. Health Improvement Division, IrelandNational Health Service (NHS) Greater Glasgow & Clyde, ScotlandNorth Glasgow Community Health & Care PartnershipSouth East Glasgow Community Health & Care Partnership