The BEMH Pathway an integrated response to complex behaviours in - - PowerPoint PPT Presentation
The BEMH Pathway an integrated response to complex behaviours in children and young people With thanks to the Solihull Parenting course and Dr Gail Holliman, Educational Psychologist, CEPS Team Session aims An overview of difficult,
With thanks to the Solihull Parenting course and Dr Gail Holliman, Educational Psychologist, CEPS Team
SCHOOL Poor attendance Bullying/teasing Learning issues - struggling to keep up/work too hard or easy / inappropriate expectations Poor understanding about child’s needs CHILD Tired, hungry, unwell Sad/unhappy/upset, Worried/anxious Hearing/vision problems Developmental delay / learning difficulties LOW SELF ESTEEM Medical condition ASD/ADHD HOME Family disruption Chaotic lifestyle Parental illness /disability/mental health issues /alcohol
Poverty Sibling illness/disability Safeguarding issues Domestic violence Bereavement
When we are born our brains are not fully developed. We already have about all of the neurons we will ever have. The cerebral cortex however is not yet complete and is rewiring itself constantly through early infancy. In fact it develops continuously throughout our lives, being sculpted by our experience of the outside world.
age of five years old. Experiences and interactions during these first important early years, when the brain is most “flexible”, or plastic, can influence a child's health, behaviour and learning skills for a lifetime.
your brain has reached 80 percent of its adult volume.
synapses as it will have when you’re an adult. These surplus connections are gradually eliminated throughout childhood and adolescence, a process sometimes referred to as blooming and pruning.
brains, to help us “survive” in our environment.
connect and grow according to what has or has not happened for them. Being left stressed or crying with needs not met, when very young will make a brain which is different from someone who had a trusting and responsive relationship. This taught them they can cope with and manage feeling uncomfortable for a short while, as help is coming.
Early brain development will influence a child’s ability to concentrate, regulate feelings and behaviour, and to learn.
If stress and threat are chronic in early life the connections to the cortex are not reinforced, leading to constant states
hard to change. The emotional response centre produces very strong immediate responses, and the cortex does not develop well enough to moderate these. These children become very upset very quickly. They are genuinely upset.
Key points – Brain development
development
response)
development and function
is the only way to get their needs met? Are they copying behaviour and ways to manage emotions from adults around them? Have they learnt that if you “kick off” or threaten to kill yourself you don’t have to do things that are uncomfortable?
understanding or anxiety, social difficulties, being overwhelmed etc.
problems with attachments and relationships with a child’s key care givers.
difficulties.
reassuring, serious problems can occur, they deal with difficulties by themselves and become increasingly reactive.
Parental factors:
for 22.4% of the city population.
Aspley
Significantly worse than in either Nottinghamshire County
want/need?
Children’s Centres, Family Support Workers, Teachers) supporting parents to put structure in, be available for the child, show interest, and reinforce the positives!
involved
Magic)
Pre school age children
school (age 2-5 years) vary considerably from 10% to 19.6%.
School Age Children
Using data from the 2000 Adult Psychiatric Morbidity Survey, Chimat (National Child and Maternal Health Intelligence Network) have estimated numbers of young people aged 16-19 living in Nottingham who would be expected to have a neurotic disorder
CAMHs Citywide (Tier 2): Children and Young People with mild to moderate mental health difficulties (anxiety, depression, eating difficulties, trauma). Ages 0 – 18 years old.
parents of children with behavioural difficulties
Ages 0 – 18 years old (up to age 24 when EHCP)
Spectrum Disorder
with behavioural difficulties (ages 5 - 12)
young people with ADHD (ages 5- 12)
young people with ASD (no age range)
and young people with a diagnosis of ADHD and/or ASD (ages 5 – 12)
www.bemhnottingham.co.uk
Via choose and book
Self-referral by website above or directly to the SPA on 0115 8764000
triggers, frequency and how this is impacting on their daily functioning.
assessments.
has helped .
Not the right time for therapeutic intervention or pre- assessment for ASD / ADHD. However CAMHs may need to be involved to manage mental health crisis reactive to social care crisis.
It is normal to show emotional distress and some behavioural changes after major events like a bereavement, school change
three month period after the event, consider seeking support from more specialised services.
aggressive to parents, sensory issues. Currently open to Targeted Family Support team (TFST) to address parental boundaries.
Team and Choice assessment with CAMHs.
were very much around school.
As a result of the Consultation the agencies already involved felt better able to support James and School accessed the ASD Team, to support James at School. It also became clear that James had a lot
and managing this.
already learned many things and will learn many more
them…
The brain is an amazing organ. It carries on forging new connections and be formed by the world around us until our last day. Changing your brain is ALWAYS a possibility. https://www.youtube.com/watch?feature=player_detailpage &v=ELpfYCZa87g