East Greenwich Strategic Support Mentor Program Presents Mental Health Month Teacher Support Toolkit
This Year’s Theme- Staying Mentally Healthy is just as important as Physical Health The Toolkit Includes Suggestions for:
● Age Appropriate Mental Health Vocabulary ● Mental Health Read Alouds and Mental Health Topic Books for Children ● Basic Feelings Word List, Word Search and Emotional Weather Report ● Ways to Boost Mental Health and Coping Tool Box ● Calming Down Yoga Poses for Kids ● Mindfulness for Kids ● Talking about Mental Health Conditions and Using the Right Words ● Talking about Mental Health Conditions- Common Myths and Questions ● Online National Mental Health Resources ● Mental Health Wellness Local Resources ● The Power of the Words We Use ● 10 Scientific Ways to Be Happy
Introduction-
We know this time of year can be busy and there is little room in your schedule to add anything in. However, we hope that you might take a few moments this month to highlight Children’s Mental Health as part of National Mental Health Month. Children’s Mental Health is one of the most important aspects of working with children yet it often falls in the sidelines due to stigma and a focus on mental illnesses over mental health. We hope you find the Mental Health Teacher’s Support Toolkit includes suggested activities that can be modified as you see fit to quickly and easily increase awareness of mental health in your classroom. The goal is to arm your students with a few tools to help them achieve a positive mental health life style. Your complete electronic toolkit is waiting in your email inbox including resources starting at early elementary and progressing to high school.
At the same time if there is a child who you are worried about for any reason and you feel would benefit from some one on one attention, please do not hesitate to fill out the Mentor Program Teacher Referral Form or contact the Mentor Program. While you may think it is too late in the year to get something started, statistically spring is the time when people vulnerable to mental health conditions suffer the most and a key time for intervention. Thank you for your time and consideration. Please feel free to contact the Strategic Support Mentoring Program with questions or for more resources. We are happy to help in any way possible.
Nina Mackta 401-398-1634 [email protected]
East Greenwich School District Strategic Support Mentor Program Go Green- Are you a GREEN RIBBON classroom? Feel free to hang this optional sign on your classroom door to show that your class supports Mental Health Awareness Month for Children!
WE ARE A GREEN RIBBON CLASS! WE SUPPORT MENTAL HEALTH AWARENESS! Mental Health Month Teaching Toolbox Mental Health Vocabulary- Age Appropriate Suggestions This Year’s Highlight Word- Stigma Early Elementary- ● Mental Health ● Emotions ● Awareness ● Family ● Green Ribbon ● Wellness Elementary- (previous list and) ● Stigma ● Proactive ● Support Middle School- (previous lists and) ● Anxiety ● Depression ● Grief/ Loss ● Prevention ● Resources ● Support System High School-(previous lists and) ● Mental Illness ● Self-Harm ● Eating Disorder ● Body Image Dysmorphic Disorders ● Addiction ● Inner Support System
Mental Health Month Teaching Toolbox Mental Health Read Aloud Books
(Control click on books for more information)
The Girl Who Buried Her Dreams in a Can by Tererai Trent
The Princess and the Pony by Kate Beaton
Buddy by M.H. Herlong
A Dance Like Starlight: One Ballerina's Dream by Kristy Dempsey
Boats for Papa by Jessixa Bagley
Crenshaw by Katherine Applegate
Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah by Laurie Ann Thompson
Wolfie the Bunny by Ame Dyckman
Auntie Yang's Great Soybean Picnic by Ginnie Lo
Mountain Dog by Margarita Engle
The War that Saved My Life by Kimberly Brubaker Bradley
One for the Murphys by Lynda Mullaly Hunt
Stella by Starlight by Sharon M. Draper
Nickel Bay Nick by Dean Pitchford
The Farmer and the Clown by Marla Frazee
Brown Girl Dreaming by Jacqueline Woodson
My Cold Plum Lemon Pie Bluesy Mood by Tameka Fryer Brown
Marisol McDonald Doesn't Match by Monica Brown
Each Kindness by Jacqueline Woodson
Bully by Laura Vaccaro Seeger
Have You Filled a Bucket Today?: A Guide to Daily Happiness for Kids by Carol McCloud
Judge Judy Sheindlin's Win or Lose by How You Choose! by Judy Sheindlin
Cookies: Bite-Size Life Lessons by Amy Krouse Rosenthal
Somewhere Today: A Book of Peace by Shelley Moore Thomas
For more great children’s books with mental health themes, check out the Bank Street links below
Theme One: Accepting One Another, Fitting In, and Identity
▪ Books for Children Eight and Younger ▪ Books for Children Nine and Older
Theme Two: Bullying and Teasing
▪ Books for Children Eight and Younger ▪ Books for Children Nine and Older
Mental Health Month Teaching Toolbox Mental Health Books for Children- Abbreviated List by Topic
ADD/ADHD 80HD: A Child’s Perspective on ADHD by Trish Woods Cory Stories: A Kid’s Book about Living with ADHD by Jeanne Kraus The Survival Guide for Kids with ADD and ADHD by John F. Taylor ANXIETY David and the Worry Beast by Anne Marie Guanci What to DO When You Worry too Much by Dawn Hueber When My Worries Get Too Big by Kari Dunn Buron AUTISM Asperger’s Huh? A Child’s Perspective by Rosina Schnurr Autism Through My Sister’s Eyes by Eve B Band and Emily Hecht What Does it Mean To Me? By Catherine Flaherty BIPOLAR Brandon and the Bipolar Bear: A Story for Children with Bipolar Disorder by Tracy Anglada My Bipolar, Roller Coaster, Feelings Book by Bryna Hebert DEPRESSION When Devon Met Oz by Magy Martin, Don Martin and Erin Martin Michael Rosen's Sad Book by Michael Rosen DEVELOPMENTAL DISABILITIES All Kinds of Friends, Even Green! By Ellen B. Senisi Keeping up with Roo by Sharlee Glen My Friend Isabelle by Eliza Woloson Susan Laughs by Jeanne Willis and Tony Ross We’ll Paint the Octopus Red by Stephanie Stuve-Bodeen EATING DISORDERS Picky Ricky and the Food Fairy by Emily Mcleod What's Eating You?: A Workbook for Teens with Anorexia, Bulimia, and other Eating Disorders by Tammy Nelson PhD GREIF/LOSS Byron the Bear and his Balloon by Naif J Faris Cat Heaven/Dog Heaven by Cynthia Rylant I Miss You: A First Look at Death by Pat Thomas The Next Place by Warren Hansen OCD A Thought Is Just a Thought by Leslie Talley Mr. Worry by Holly Niner What to Do When Your Brain Gets Stuck by Dawn Hueber Polly’s Magic Games by Constance H. Foster and Edwin A. Chase SENSORY INTEGRATION Arnie and His School Tools by Jennifer Veenendall The Goodenoughs Get in Sync by Carol Stock Kranowitz Meghan’s World by Diane Renna TEASING/BULLYING My Secret Bully by Trudy Ludwig Simon’s Hook by Karen Gedig Burnett Words Will Never Hurt Me by Sally Northway Ogden
For other topics or children or adult book suggestions please contact the Strategic Support Mentor Program office at [email protected].
Mental Health Month Teaching Toolbox- Basic Feeling
Mental Health Month Teaching Toolbox Basic Emotions Word Search
Mental Health Month Teaching Toolbox Basic Emotions- Feelings Weather Report HOW ARE YOU FEELING NOW? Directions- Put a dot between the two words in the outer boxes to show which word you feel closer too right now.
Stormy Calm
Energized Tired
Curious Disinterested
Tuned Tuned In Out
Negative Positive
How are YOU feeling today? Directions- Use words to describe how you feel today and why you feel that way. Give a weather report of your current emotions. ______Mental Health Month Teaching Toolbox Mental Health Awareness Activities Ways to BOOST Mental Health-
What do you do to stay Mentally Healthy? Circle all that apply: Listening to MUSIC Find a way to relax Deep Breathing A Hobby Talking to Friends Write in a Journal Dance Exercise What else can you think of to add to the list? What works for you? ______Mental Health Month Teaching Toolbox What is in YOUR coping tool box?
What is in YOUR coping tool box? Draw all the things that help you calm down or feel balanced in the box below.
My Toolbox
Mental Health Month Teaching Toolbox Yoga Poses for Calming Kids
Check out http://childhood101.com/?s=yoga for more yoga and movement ideas! Mental Health Month Teaching Toolbox What is Mindfulness? Why does it matter?
8 Ways to Teach Mindfulness to Kids 07/23/2014 03:26 pm ET | Updated Sep 22, 2014 ● Sarah Rudell Beach Writer, mother, teacher, and blogger at LeftBrainBuddha.com We know mindfulness is good for us. Mindfulness allows us to be present in our parenting, choosing a skillful response, instead of succumbing to our visceral reactions. Mindfulness is also good for our kids. There is an emerging body of research that indicates mindfulness can help children improve their abilities to pay attention, to calm down when they are upset and to make better decisions. In short, it helps with emotional regulation and cognitive focus. Do I even need to ask if you want that for your kids? So where do we start? How can we teach these important skills to our children? First things first... Establish your own practice. You would have trouble teaching your children ballet if you had never danced. To authentically teach mindfulness to your children, you need to practice it yourself. You can start slowly with a meditation practice of just five to 10 minutes a day. Find ways to incorporate mindfulness into your daily activities. Don't let this step intimidate you -- you're probably practicing a lot of mindful habits already! Keep it simple. Mindfulness is a big word for young kids to understand. Put simply, mindfulness is awareness. It is noticing our thoughts, feelings, bodily sensations, and anything that is around us and happening right now. Check your expectations. Are you expecting mindfulness to eliminate tantrums? to make your active child calm? to make your house quiet? If so, you are likely to be disappointed. While feeling calm or being quiet are nice side-effects of mindfulness, they are not the ultimate purpose. The purpose of teaching mindfulness to our children is to give them skills to develop their awareness of their inner and outer experiences, to recognize their thoughts as "just thoughts," to understand how emotions manifest in their bodies, to recognize when their attention has wandered, and to provide tools for impulse control. It is not a panacea, and it will not completely get rid of what is, frankly, normal kid behavior, like tantrums and loudness and whining and exuberance and arguing... Don't force it. If your kids aren't interested in your lesson or activity, drop it. This is a good time for you to practice non-attachment to outcomes! Now that we've got the preliminaries out of the way, here are some suggestions for how you can begin to introduce mindfulness to your children: 1. Listen to the bell. An easy way for children to practice mindfulness is to focus on paying attention to what they can hear. You can use a singing bowl, a bell, a set of chimes or a phone app that has sounds on it. Tell your children that you will make the sound, and they should listen carefully until they can no longer hear the sound (which is usually 30 seconds to a minute). 2. Practice with a breathing buddy. For young children, an instruction to simply "pay attention to the breath" can be hard to follow. In this Edutopia video, Daniel Goleman describes a 2nd-grade classroom that does a "breathing buddy" exercise: Each student grabs a stuffed animal, and then lies down on their back with their buddy on their belly. They focus their attention on the rise and fall of the stuffed animal as they breathe in and out. 3. Make your walks mindful. One of my children's favorite things to do in the summer is a "noticing walk." We stroll through our neighborhood and notice things we haven't seen before. We'll designate one minute of the walk where we are completely silent and simply pay attention to all the sounds we can hear -- frogs, woodpeckers, a lawnmower. We don't even call it "mindfulness," but that's what it is. 4. Establish a gratitude practice. I believe gratitude is a fundamental component of mindfulness, teaching our children to appreciate the abundance in their lives, as opposed to focusing on all the toys and goodies that they crave. My family does this at dinner when we each share one thing we are thankful for. It is one of my favorite parts of the day. 5. Try the SpiderMan meditation! My 5-year-old son is in to all things superheroes, and this SpiderMan meditation is right up his alley. This meditation teaches children to activate their "spidey-senses" and their ability to focus on all they can smell, taste, and hear in the present moment. Such a clever idea! 6. Check your personal weather report. In Sitting Still Like a Frog, Eline Snel encourages children to "summon the weather report that best describes [their] feelings at the moment." Sunny, rainy, stormy, calm, windy, tsunami? This activity allows children to observe their present state without overly identifying with their emotions. They can't change the weather outside, and we can't change our emotions or feelings either. All we can change is how we relate to them. As Snel describes it, children can recognize, "I am not the downpour, but I notice that it is raining; I am not a scaredy-cat, but I realize that sometimes I have this big scared feeling somewhere near my throat." 7. Make a Mind Jar. A mind jar is a bit like a snow globe - shake it up and watch the storm! But soon, if we sit and breathe and simply watch the disturbance, it settles. As do our minds. 8. Practice mindful eating. The exercise of mindfully eating a raisin or a piece of chocolate is a staple of mindfulness education, and is a great activity for kids. You can find a script for a seven-minute mindful eating exercise for children here. Above all, remember to have fun and keep it simple. You can provide your children with many opportunities to add helpful practices to their toolkit -- some of them will work for them and some won't. But it's fun to experiment! A version of this post first appeared on Sarah's blog Left Brain Buddha. You can follow Sarah on Facebook, Pinterest, and Twitter.
Other Mindfulness Resources: http://mindfulnessforchildren.org/research/ http://www.mindful.org/tips-for-teaching-mindfulness-to-kids/ http://www.sarasotamindfulness.org/mindful-kids-resources.html https://www.parentbooks.ca/Mindfulness_Resources_for_Children.html http://www.pbs.org/thebuddha/teachers-guide/ http://www.mindfulteachers.org/p/free-resources-and-lesson-plans.html http://kidsrelaxation.com/?cat=17
Mental Health Month Teaching Toolbox More Mindfulness Exercises
*Click page to link to second page. Mental Health Month Teaching Toolbox Talking About Mental Disorders- Using the Right Words
Top of Form Bottom of Form IMPACT OF MENTAL ILLNESS
Mental illnesses are disorders of brain function. They have many causes and result from complex interactions between a person’s genes and their environment. Having a mental illness is not a choice or moral failing. Mental illnesses occur at similar rates around the world, in every culture and in all socio economic groups. The statistics are staggering, 1 in 5 young people suffer from a mental illness, that’s 20 percent of our population but yet only about 4 percent of the total health care budget is spent on our mental health. MENTAL ILLNESSES
The impact is more than in statistics and factoids, it’s in feelings and emotions. It’s in our families, with our friends and in our communities. Having a mental disorder should not be any different than experiencing a physical illness. And it doesn’t have to be; you can help make a difference.
A mental illness makes the things you do in life hard, like: work, school and socializing with other people. If you think you (or someone you know) might have a mental disorder, it is best to consult a professional as soon as possible. Early identification and effective intervention is the key to successfully treating the disorder and preventing future disability. A health care professional (doctor, mental health specialist, etc.) will connect the symptoms and experiences the patient is having with recognized diagnostic criteria (DSM or ICD) to help formulate a diagnosis.
These guides separate mental disorders into a number of categories. We’ve listed some of the most common mental disorders below. This list is not comprehensive, but is reflective of the most common diagnoses.
Anxiety Disorders: Disturbances in brain mechanisms designed to protect you from harm Specific Phobias General Anxiety Disorder Social Anxiety Disorder Panic Disorder Agoraphobia Mood Disorders: Disturbances in usual mood states Major Depressive Disorder (Clinical Depression) Bipolar Disorder Psychotic Disorders: Disturbance of thinking perception and behavior Schizophrenia Delusional Disorder Personality Disorders: Maladaptive personal characteristics Eccentric: Paranoid, Schizoid, Schizotypal Dramatic/Emotional: Antisocial, Borderline, Histrionic, Narcissistic Fear-Related: Avoidant, Dependent, Obsessive-Compulsive Personality Disorder Eating Disorders: Disturbances of weight and feeding behavior Anorexia Nervosa Bulimia Nervosa Binge Eating Disorder Developmental Disorders: Early disturbances in usual brain development Autism Spectrum Disorder Attention-Deficit/Hyperactivity Disorder (ADHD) Learning Disorder Behavioral Disorders: Persistent disturbances in expected behaviors Oppositional Defiant Disorder Conduct Disorder Addictions: Disorders of craving Substance Use Disorders Obsessive-Compulsive and Related Disorders Obsessive-Compulsive Disorder Body Dysmorphic Disorder Trauma and Stressor-Related Disorders
Mental Health Month Teaching Toolbox Talking About Mental Disorders- Common Myths and Questions
How many of these myths about mental illness have you heard? ● Many mentally ill people are dangerous and violent. ● Once you’ve had a mental illness you can never recover. ● People with a mental illness have a split personality – like Dr Jekyll. ● Mental illness isn’t common and it’s got nothing to do with me.
These statements are all common. They’re also untrue. And they are damaging to the millions of people who have experienced, and may live with, a mental illness. That’s why we need to try to understand the truth about mental illness. After all, we’re talking about everyday people. Physical health and physical illness. We all know the difference between being physically healthy and physically ill. We’ve all felt unwell at some stage. And mostly it’s easy to see when people have something physically wrong with them, like a broken leg, for example. What is mental illness? The word “mental” simply means “to do with the mind”. “Mental illness” is a term that refers to a group of illnesses that affect a person’s mind – much the same as “heart disease” refers to a group of illnesses that affect a person’s heart. Mental illness is invisible. Yet it can affect how a person thinks, talks, feels and behaves towards others and themselves. Because people do not understand much about mental illness they may have unreasonable fears about it. The truth is that mental illness can affect anyone. There are many different types of mental illness. Some people may experience a mental illness once, and then fully recover. Others require ongoing treatment, much the same as people with some physical illnesses like diabetes and arthritis require ongoing treatment. People can often be frightened by their mental illness. They need the same understanding, support and acceptance as people who are physically ill. Mental illness is no different. No one should be blamed for having a mental illness. Aren’t all mentally ill people dangerous and violent? No. Most people with a mental illness are unlikely to be dangerous or violent. They’re much more likely to be frightened than frightening. Sadly, much has been made of the link between mental illness (particularly schizophrenia) and violent offending. The truth is that only a very small number of people with a mental illness have a history of violent offending. Most people who are having psychiatric help or who have been in hospital are not violent or dangerous. How many people have a mental illness? Mental illness affects many people from every walk of life. At any one time as many as one in four people may be experiencing mental health problems. Some mental illnesses are as widespread as diabetes or asthma. So the chances are that at some stage, everyone will come in contact with someone who has or has had a mental illness, or may experience a mental illness themselves. What makes people mentally ill? Like many physical illnesses, it is not known exactly what causes mental illness. Mental illnesses can be the result of things such as a chemical imbalance in the body, or “triggers”, such as stress or trauma. It is also believed that some mental illnesses may be passes on from one generation to the next. Drug and alcohol abuse play a part in some types of mental illness. Mental illness often occurs as a result of a combination of these factors. If I get stressed out, does that mean I’m mentally ill? We all need a level of stress in order to be healthy. But just as some people get physically ill from too much stress and develop such things as high blood pressure, other people can become mentally ill. From time to time, everyone can feel sad, depressed, anxious, tense or afraid. These are common and natural human emotions. But sometimes these feelings these feelings can become so overwhelming that coping with day-to-day life – work, leisure, and relationships – becomes difficult. Sharing your worries and talking things through openly are good ways to look after your mental and your physical health. What are the common types of mental illness? There are a number of different types of mental illness. Depression and anxiety illnesses are the most common. Can these illnesses be treated? In the past, many people with serious mental illness were simply placed in institutions away from society. Today these illnesses are treated with medication, counselling, education and support and, in more serious cases, by hospitalization. That means that most people affected by mental illness are able to live productive and rewarding lives in the community. What is it like to have a mental illness when you are living in the community? Today there is more emphasis on supporting and treating people in the community because more effective treatments are now available to help people recover and live more normal lives. Treatment can include medication and/or counselling. One of the biggest issues for anyone with a mental illness is dealing with the poor behaviors and attitudes of other people – such as employers, friends, flat mates and family – towards them. These behaviors and attitudes often come about because of lack of knowledge and fear of mental illness. The result is that people with a mental illness can often face unnecessary isolation and discrimination. They may find it hard to find a job or a place to live, to keep custody of their children, or obtain insurance. People with a mental illness want to live a satisfying and productive life like everyone. Their abilities may be temporarily affected by their mental illness, but in general their thoughts, feelings and behaviors are the same as anyone else’s. So is their wish to manage all the usual aspects of their life. Sadly, it is often only those who are close to someone with a mental illness who understand what they experience. So how can you help people with a mental illness? People with a mental illness deserve to be treated the same as everyone else. They don’t expect sympathy, just tolerance and support. That means showing understanding and a willingness to help. For example, if you see someone walking along the footpath talking to themselves you don’t need to rush up and ask if they are alright. Equally, there’s no need to panic. But if they seem confused or distressed you could offer to help them. If you have neighbors who have had a mental illness, you should treat them in the same way as other people round about. If you are an employer or landlord, treat people who have had a mental illness the same as anyone else, and judge them on their abilities to do the job or be a good tenant. Think of it this way: Mental illness isn’t contagious. But your attitude towards it is.
Online National Mental Health Resources Access Research and Resources https://www.thekennedyforum.org/resources Substance Abuse Support http://www.samhsa.gov/ National Alliance on Mental Health http://www.namirhodeisland.org/ http://www.nami.org/ Student Created Awareness Resources http://projectaware.net/ Grief Support http://www.friendsway.org/contact.asp Mediation Guidance https://www.headspace.com/ National Institute of Mental Health http://www.nimh.nih.gov/index.shtml American Psychological Association http://www.apa.org/ American Psychiatric Association http://www.psychiatry.org/ National Association of Social Workers http://socialworkers.org/ National Wellness Institute http://www.nationalwellness.org/?page=Six_Dimensions National Autism Center http://www.nationalautismcenter.org/ Learning Disabilities Association of America http://ldaamerica.org/ National Resource on ADHD http://www.chadd.org/ Centers for Disease Control and Prevention- LGBT Youth Health http://www.cdc.gov/lgbthealth/youth.htm Have a great resource that should be added to this list or want to share- email us at [email protected] Mental Health Month Teaching Toolbox Talking About Mental Disorders- Using the Right Words Misuse of Mental Health Terms in Everyday Conversation
By Solomon Hammerly ’16
The sayings, “That’s so OCD” and “What a schizo” often appear in conversations amongst students, and in most cases are less noticed than more crude terms that, while not intending to be derogatory, are still stated in a nonchalant manner. While the moral use of these terms can be debated, it is important that students recognize that they are in some cases hyperboles, or even completely inaccurate. Terms like OCD, ADHD, and others often come up in conversations when used to refer to an action performed by a person. For example “That’s so OCD” is often used to refer to one’s organizational skills or when performing actions such as washing hands, or excessive arranging. Its use in this context appears more casual and not referring to a legitimate case of Obsessive Compulsive Disorder. In an article published by the Anxiety and Depression Association of America, Sarah Myers discussed living with OCD and how she overcame the disorder. “One of the first things I remember is trying to get as far away as possible from the two cottonwood trees in the backyard, terrified they would fall over and crush me. My parents were in the backyard and I couldn’t leave them, but no matter how many times they reassured me that the trees wouldn’t fall, I couldn’t stop begging them to come inside.” While this is an extreme example of OCD, it provides a stark contrast to the terms use in normal conversations when it is used to describe somebody performing actions purely for the sake of “cleanliness.” Another well-known condition, schizophrenia, has recently become more acceptable in daily conversations than other mental illness terms. The definition of schizophrenia is often misunderstood as it is often recognized for its most common symptoms: hallucinations and hearing voices. A 2003 report conducted on behalf of a presidential commission on mental health found that 61 percent of Americans believe that people with schizophrenia could be dangerous. The report states that, “in reality, these individuals are rarely violent. If they are violent, the violence is usually tied to substance abuse.” NAMI conducted another survey which found that the most common misconception held by people that took the poll was that schizophrenia directly correlates with “split or multiple personalities.”
Similar to the misuse of the term “OCD,” schizophrenia is often used in social settings to describe a person acting paranoid or generally wild or unstable. Commonly abbreviated “schizo,” this has even been attached to inanimate things such as the fluctuation of the stock market. Large media outlets unfortunately do not help with this mental illness stigma, as shown in the International Monetary Fund’s September 2011 World Economic Outlook which characterized our global economy as “bipolar” and when reporter Robert Harris described Gordon Brown and Richard Nixon as having a form of “political Asperger’s syndrome.” What were previously terms designated for disorders have shifted to simplistic metaphors. Yet with solidified definitions relating to real conditions, these terms are once again proving the point that one should have general knowledge of a word before they attempt to use it, or categorize it as a light and casual descriptor. Mental Health Wellness Local Resources Teen Center- Friday Nights at Eldredge Elementary School 6-8 PM http://eastgreenwichfaces.webs.com/teencenter.htm Local Yoga and Fitness - http://www.yellowpages.com/east-greenwich-ri/yoga West Bay YMCA http://www.ymcagreaterprovidence.org/Branches/WestBay/WestBayYMCA/tabid/285/Defa ult.aspx East Greenwich Parks and Recreation http://eastgreenwichri.com/TownServices/ParksRecreation/tabid/189/Default.aspx Women and Infants Center for Health Education http://www.womenandinfants.org/directions/1050-main-street.cfm URI Psychological Consulting Center http://web.uri.edu/counseling/ South County Community Action http://sccainc.org/ Washington County Coalition for Children http://www.washcokids.org/ Kent Center for Family and Children http://www.thekentcenter.org/youth-family.htm Family Services of Rhode Island http://www.familyserviceri.org/locations.asp Meadow’s Edge http://www.familyserviceri.org/locations.asp Autism Project http://www.theautismproject.org/ RIPIN http://www.ripin.org/ Youth Pride http://www.lgbtcenters.org/Centers/Rhode-Island/496/Youth-Pride-Inc.aspx Contact school guidance counselors or social workers for individual provider recommendations. Mental Health Month Teaching Toolbox The Power of the Words We Use- Word Chart
This list of Pain to Power Vocabulary can be extremely empowering. It comes from Susan Jeffer’s book, Feel the Fear and Do it Anyway.
Turn a Pain statement into a Power statement: ______
Mental Health Month Teaching Toolbox The Power of the Words We Use- Article Pain-To-Power Vocabulary By Andreea Cozma | Submitted On September 02, 2010 Scientists discovered that adopting a certain vocabulary really makes you become another person, more optimistic and therefore, more powerful. The subconscious believes what it hears and not necessarily what it's true. There are certain techniques that help people turn negative thoughts into positive, as the way people use words have a great impact upon the quality of their life. While some specific words have a destructive power, others are very constructive and provide you with more power to gain great achievements.
Let's take an example: "I can't" suggests that you don't have control on your life, as compared to "I won't", which suggests that you can have your own choice. Simply reduce using "I can't" from your vocabulary and you'll surely see the difference. Your subconscious won't record "Weak" and it feels like you can choose from various options. You can try using "I could, but I prefer to..." "I should" is another pain, suggesting weakness. Replace it with "I could". For example, "I could go out for dinner tonight, but I'm choosing to stay home and cook". Can you see the difference? It's not like you obliged to do something, you rather choose what to do and what not to do. Every time you say or repeat in your mind "I should", your power weakens, draining your emotions to the negative aspect. Here comes the green-eyed monster: "It's not my fault". This makes you appear like you're helpless and irresponsible, becoming a victim or a cry baby. You don't want to look that way, do you? Well, flush it away and replace it with "I'm totally responsible". For instance, let's say you lost your job. How come? You surely could have done better. You can say "I'm totally responsible and I will be better prepared next time". This surely makes you more powerful. "It's a problem". No kidding! People face problems all the time, every single day, but this doesn't mean that you have to repeat it so often. In fact, don't say it at all, it's not like it's music to your ears and to your subconscious. Replace it with "It's an opportunity". Now you adopted a different approach, knowing that you can handle difficult situations without repentance. "What will I do" is another issue. Now you really look desperate and it puts you in a really bad light. Your subconscious registers fear and complaint, you can almost hear it screaming in anger. Just replace it with "I know I can handle it". Well, that sounds a lot better. Start trusting that words have their power and they can influence your life. Take advantage of this, it doesn't cost you a lot on life coaching trainings, it doesn't require time or patience. It's the easiest way to make your life better, to improve your image and...it's scientifically proven. Article Source: http://EzineArticles.com/expert/Andreea_Cozma/641301
Mental Health Month Teaching Toolbox
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