GENTLE CURIOSITY navigating mental health challenges as a youth worker 2 Title: “Gentle curiosity” Authors: Đorđana Barburić, Cosmin Catană, Maja Drobne, Jaka Kovač, Špela Nayeli Peterlin, Ivo Puljek, Aljaž Zupan, Editing: Maja Drobne Proofreading: Joel Smith Designer: Estelle Lehmann Produced by: Društvo Lojtra Place: Litija Year of the launch: 2024 Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 183981571 ISBN 978-961-07-1961-8 (PDF) License: CC BY-NC-SA 4.0 - Attribution-NonCommercial-ShareAlike 4.0 International 3 TABLE OF 6 Why this toolkit and why to be gently curious? 8 Competence model for Youth workers, dealing with young people with emotional and behavioral problems. 14 1. Key theory about youth with emotional and behavioral issues? 17 Trauma theory 18 Cognitive-behavioural theory 19 Social learning theory 20 Self-determination theory 21 Social support theory 22 Family systems theory 23 Ecological systems theory 24 Resilience theory 26 2. Most common emotional and behavioural issues among young people 27 Attention deficit hyperactivity disorder (ADHD) 29 Oppositional defiant disorder (ODD) 31 Autism spectrum disorder (ASD) 32 Anxiety disorders 34 Depression 35 Bipolar disorder 37 Alcohol abuse disorder (AUD) 38 Substance abuse disorder (SUD) 39 Post-traumatic stress disorder (PTSD) 40 3. How should we react and what should we do when working with young people with emotional and behavioural issues? 44 Designing activities for young people with emotional and behavioral issues? 4 CONTENTS 46 4. Methodologies we can use 47 Courageous interactions 48 Active listening 49 Maintaining Curiosity 50 Building the trust 51 Regular checkpoints 52 Moving 52 Nature 54 5. Do’s and don’ts – The youth worker’s role 58 6. Taking care of yourself as a youth worker 64 7. Guildelines for Youth organisations 5 WHY THIS TOOLKIT AND WHY TO BE GENTLY CURIOUS? In the engaging world of youth addressing emotional and behavioral issues work, Društvo Lojtra’s commitment to (EBI) among young people, prompting a the Experience Erasmus+ program in deep dive into the subject. Our research 2019 emphasized collaboration with illuminated the prevalence of these topics local educational institutions to mentor a into the trainings for youth workers in dynamic group of 15 young individuals. this area. The “Gentle Curiosity” toolkit Through consistent interactions and a emerged from the understanding that youth youth exchange initiative, we sought to work is a nuanced field that requires more integrate these young people to the fabric than traditional methods. It’s about forging of local youth organizations, nurturing a connections, empathizing with unique sense of community and teamwork. The circumstances, and addressing the intricate unexpected decision of two participants needs of young people, particularly those to withdraw from the program highlighted facing additional challenges. This toolkit a crucial learning curve. We were on the encourages active listening and creating point, where we knew, that we need to nonjudgmental spaces for self-expression, dive into introspection, not accustomed which are crucial for fostering trust and to losing members, especially within a open dialogue. It integrates gentle curiosity setting that prided itself on creating a into youth work, prompting workers to secure environment for teenagers. The wholeheartedly understand each young reasons for their departure varied, but at person’s unique narrative and challenges. the core, we uncovered emotional and With strategies such as grounding and behavioral challenges. This revelation was mindfulness, the toolkit aims to navigate a reminder of the complexities of youth conversations with insight and empathy, work. It exposed our preparedness gaps in affirming and normalizing the experiences 6 of the youth to promote resilience and self-agency. The toolkit also advocates for a collaborative approach involving mental health professionals and other stakeholders, ensuring comprehensive support. It highlights the importance of self-care for youth workers, encouraging emotional well-being practices that are vital for sustaining their ability to support others effectively. In summary, the ‘Gentle Curiosity’ toolkit is more than a resource; it is proof that a deep dive into a topic sometimes brings you to the point where you need to know how to listen and how to seek help. It also shows the transformative power of youth work. It is designed to strengthen the role of youth workers and contribute to empowerment and to an understanding that setting limits and seeking help are the two crucial ingredients for helping young people in the best possible way. 7 COMPETENCE MODEL for Youth workers, dealing with young people with emotional and behavioral problems. When it comes to professional development, the journey toward mastery involves the integration of knowledge, skills, values and behaviours. The following competence framework outlines the areas critical to fostering growth and effectiveness when dealing with young people with emotional and behavioural problems. Each competence comprises interconnected elements, reflecting the nuanced nature of personal and interpersonal dynamics. The journey through active listening, self-care, trauma-informed care, flexibility and adaptability, teenage development, guidance and direction is a holistic exploration of human interaction, personal well-being and professional efficacy. This framework inspires a reflective and action-oriented approach, fostering not just the acquisition but also the practical application of knowledge. Active listening Knowledge Skill Value/Attitude Behaviour Knows the key Pays attention while Is open to other Keeps an OPEN concepts of active listening people and their posture during listening ideas conversation Recognizes the Clarifies topics Is open to sharing elements of active own ideas with listening in a others conversation Summarizes the Does not issue Does not express conversation judgement judgement in conversation Reflects upon facts Asks questions to presented better understand or question the facts 8 self cAre Knowledge Skill Value/Attitude Behaviour Good Prioritize and Positive, open Engage in self care understanding of practice self care attitude towards activities what self-care is activities regularly self-care Has information on Choose a healthy Open to new diets Eating a balanced healthy eating diet and cuisines diet Has knowledge on Practice physical Open to physical Exercise regularly physical exercise exercise regularly exercise Has knowledge of Set boundaries, Admit when in Engaging in stress management manage time, need of help, open practice mindfulness, activities that bring to seeking help if meditation joy and fulfillment necessary Has information on Practice proper Love to sleep Getting enough sleep hygiene sleeping sleep Has information on Practice nonviolent emotional hygiene communication, offer behavioural feedback, assertiveness 9 trAumA-informed cAre Knowledge Skill Value/Attitude Behaviour Understands and recognizes the Creates a safe Respect for others Provides resources importance of environment creating a physically safe and welcoming environment Understands and Sets boundaries in a recognizes the Values diversity Provides support respectful way importance of creating an emotionally safe and welcoming environment Good understanding Builds trust with Transparency Communicates of trauma, including young people Honesty clearly and its causes, symptoms, Reliability provides accurate and impacts information Be familiar with able to provide Compassionate Responds to trauma trauma-informed care principles, such as emotional support triggers safety, trustworthiness, choice, collaboration, and empowerment. Empathetic 10 flexibility And AdAptAbility Knowledge Skill Value/Attitude Behaviour Good understanding of Able to work in Work well under the importance diverse teams pressure of flexibility and adaptability Be familiar with Able to adapt to strategies for Positive attitude Adjust to new new contexts and managing change towards change and situations technologies and uncertainty uncertainty Good knowledge Communicate Open-minded Find creative on workplace effectively solutions policies and procedures Curious Handle ambiguity and uncertainty with ease Willing to take risks Learn quickly from new experiences 11 teenAge development Knowledge Skill Value/Attitude Behaviour Good understanding Is able to listen Positive attitude Being supportive to of the stages of actively towards teenagers teenagers adolescence and the physical, cognitive, social, and emotional changes that occur during this period Be familiar with the challenges and Is able to identify Can empathise Provide feedback opportunities that the unique needs of with the challenges and guidance teenagers face in individuals and struggles that different contexts, teenagers face such as in school, at home, and in their communities Able to respond Committment Creates supportive to unique needs of to promoting relationships with individuals teenagers well- teenagers being 12 guidAnce And direction Knowledge Skill Value/Attitude Behaviour A good understanding Able to listen of effective actively communication, goal setting, and motivation Extensive knowledge Able to provide on strategies and Be positive and Recognises feedback techniques to supportive towards teenagers’ potential guide individuals to others reaching their own objectives Able to set Able to set Empathize with Values teenagers’ achievable goals teenage struggles contributions Able to motivate Promotes young others to achieve people’s well-being their goals Able to adapt the approach to meet the needs of different individuals 13 1 KEY THEORY ABOUT YOUTH WITH EMOTIONAL AND BEHAVIOURAL ISSUES 14 What should a youth worker know? What are key terms that youth workers should understand? Adolescence is a crucial phase in a as the death of a loved one, physical or person’s development: one in which they go sexual abuse, or being witness to violence. through a great many physical, social and Emotional and behavioural problems can emotional changes. It can also be a period have long-lasting, widespread impacts a of intensely positive and negative emotions. young person’s social, intellectual and As a result, some young people struggle with personal life, and can lead to social emotional and behavioural problems that can exclusion, academic challenges and strained significantly impact their everyday lives. They interactions with family and friends. Making may have trouble controlling their feelings, and keeping friends can be difficult, which ideas and actions, and struggle with social in turn hinders their social development. interaction, academic achievement and Emotional and behavioural problems can interpersonal relationships. This toolkit will also have a significantly negative impact examine the factors that lead to emotional on academic performance, resulting in and behavioural problems in children and lower grades and a decreased willingness young adults, and give tips on how to to learn; and because young people often intervene to alleviate them. Young people’s have trouble controlling their emotions, emotional and behavioural issues have many which results in impulsive actions such as different and complex root causes: genetic drug use or self-harm, these problems can predisposition, contextual circumstances and also affect a young person’s personal life. traumatic events are just some of the things Working with young people who have that can lead to emotional and behavioural emotional and behavioural problems can problems. be a complex process. They may suffer from various mental health conditions, Research suggests that people with a and have problems with dynamic control, family history of mental illness are more likely impulse control and social competence. to experience emotional and behavioural Many different theories and ideas attempt problems. Environmental elements such to explain the underlying reasons for these as poverty, living in a dangerous area or problems, and offer guidance on managing experiencing abuse or neglect can also play these young people effectively. a role in their emergence. A young person’s mental and behavioural health can be negatively affected by traumatic events, such 15 ATTACHMENT THEORY Attachment theory, developed by British psychologist John Bowlby in the middle of the last century, has emerged as a cornerstone in understanding the intricate dynamics of human relationships. It examines the profound emotional bonds formed between individuals, primarily focusing on the attachment between infants and their primary caregivers. Over the years, attachment theory has transcended its roots in developmental psychology, finding applications in diverse fields such as clinical psychology, education, and counselling. At its core, attachment theory posits that early interactions and relationships significantly shape an individual’s emotional and social development. Bowlby identified four key attachment styles that individuals may develop based on their early caregiving experiences: secure, anxious-ambivalent, anxious-avoidant and disorganised. These styles are blueprints for future relationships, influencing how individuals approach intimacy, trust and emotional connection1. Secure attachment style Individuals with a secure attachment style typically had caregivers who were consistently responsive to their needs, providing a safe and supportive environment. These individuals tend to form healthy relationships characterised by trust, effective communication and emotional intimacy. Securely attached individuals are more likely to explore their environment confidently and to develop strong social skills. Anxious attachment styles The anxious-ambivalent and anxious-avoidant attachment styles arise from inconsistent caregiving. Anxious-ambivalent individuals may exhibit clinginess and fear of abandonment, while anxious-avoidant individuals may develop a tendency to avoid emotional closeness. These attachment styles can lead to challenges in forming stable relationships, such as jealousy, fear of rejection and difficulty establishing trust. Disorganised attachment Disorganised attachment, often from traumatic experiences or severe neglect, is characterised by a lack of coherent attachment strategies. Individuals with disorganised attachment may struggle with emotional regulation, exhibit unpredictable relationship behaviour, and face challenges forming secure connections. Attachment theory has a far-reaching impact on human development and mental health. In clinical psychology, therapists often use attachment-based interventions to address relationship issues, trauma and emotional difficulties. In education, understanding attachment styles can guide teachers in creating supportive environments that foster emotional well-being and academic success. Attachment theory heavily influences parenting practices, emphasising responsive caregiving and creating secure attachments from infancy. Additionally, businesses and organisations recognise the relevance of attachment theory in team dynamics, leadership and interpersonal communication2. Attachment theory is a foundational framework for comprehending the intricacies of human connection. It sheds light on the lasting impact of early relationships on an individual’s emotional landscape, and provides valuable insights for professionals across diverse fields. As our understanding of attachment theory continues to evolve, so does its capacity to inform and enhance our approach to fostering healthy, fulfilling relationships throughout life3. 1 https://www.researchgate.net/publication/314694646_Attachment_Theory 2 https://heeoe.hee.nhs.uk/sites/default/files/attachment_disorders.pdf 3 https://mindsplain.com/wp-content/uploads/2020/08/ATTACHMENT_AND_LOSS_VOLUME_I_ATTACHMENT.pdf Trauma Theory Trauma theory, a field rooted in such as Sigmund Freud and Pierre Janet. Freud’s psychology and psychiatry, examines the concept of the unconscious mind and Janet’s profound and lasting impact of traumatic exploration of dissociation laid the groundwork experiences on individuals and communities. for understanding how individuals cope with It serves as a lens through which scholars, overwhelming experiences. However, it was clinicians and researchers seek to comprehend not until the latter half of the 20th century that how trauma infiltrates the human psyche and trauma theory gained prominence, thanks to shapes a person’s worldview. the contributions of Judith Herman and Bessel The roots of trauma theory can be traced van der Kolk, among others1. in the pioneering work of early psychoanalysts KEY PRINCIPLES: 1. Definition of 2. Impact on the 3. Survival trauma brain and body strategies As conceptualised in trauma Neurobiological research has Trauma theory emphasises that theory, trauma extends beyond demonstrated how trauma individuals develop adaptive physical harm to emotionally can alter brain structures, strategies to survive traumatic distressing experiences that particularly in areas responsible experiences. These may overwhelm an individual’s for emotional regulation manifest as dissociation, denial ability to cope. It includes abuse, and memory processing. The or the formation of protective violence, natural disasters and body’s stress response system, psychological mechanisms. war. which includes the release of Understanding these coping adrenalin and cortisol, is crucial mechanisms is crucial if in determining how traumatic therapeutic interventions are to events are experienced after they be effective. occur. APPLICATIONS OF TRAUMA THEORY: 1. Clinical 2. Social 3. Policy and psychology and cultural advocacy Trauma theory has had a perspectives Trauma theory informs policies significant impact on clinical Trauma theory extends beyond and practices related to victim psychology by fostering the individual experiences to support, criminal justice and development of trauma-informed examine how entire communities social services. Advocacy therapeutic approaches. and cultures can be affected by groups leverage trauma- Therapists now recognise the collective traumas. These include informed approaches to create importance of creating a safe historical events such as wars, systemic change and promote and supportive environment to genocide and systemic injustices a more compassionate and facilitate healing and recovery. that leave lasting imprints on the understanding society. collective psyche. Trauma theory stands as a testament to the resilience of the human spirit in the face of adversity. By unravelling the complexities of trauma, we gain insights that extend beyond the individual and that permeate the realms of psychology, sociology and public policy. As we refine our understanding of trauma, we hope that this knowledge paves the way for more compassionate and effective responses to those who bear the weight of profound experiences2. 17 1, 2 https://sandrabloom.com/wp-content/uploads/2018-BLOOM-TRAUMA-THEORY.pdf CogniTive-behavioural Theory Cognitive-behavioural theory, or CBT is characterised by its cognitive-behavioural therapy (CBT), is a collaborative and goal-oriented nature. key field of psychology and one that offers Therapists and clients work together a comprehensive and practical approach to set specific, measurable, achievable, to understanding and modifying human relevant and time-bound (SMART) goals. behaviour. CBT was developed by Aaron This collaborative approach empowers Beck and Albert Ellis in the 1960s, and individuals to take an active role in their has since become one of the most widely treatment, fostering a sense of agency and practised and empirically supported types self-efficacy. The strengths of CBT lie in its of therapy. CBT is rooted in the belief that versatility and applicability across a wide our thoughts, feelings and behaviours are range of psychological disorders. Whether interconnected, and that they shape our addressing anxiety, depression, eating experiences and well-being. It proposes disorders or substance abuse, CBT has that distorted or negative thought patterns demonstrated its effectiveness in helping contribute to emotional distress and individuals manage and overcome the maladaptive behaviours. Consequently, challenges they face. Its adaptability makes the primary goal of CBT is to identify and it a valuable therapeutic tool, allowing challenge these cognitive distortions with practitioners to tailor interventions to meet the aim of fostering more constructive and each client’s unique needs. realistic thinking. CBT has received substantial empirical Cognitive restructuring is a vital support, with numerous research studies component of CBT, which involves attesting to its efficacy. The evidence-based recognising and changing irrational thought nature of CBT contributes to its widespread patterns. Through this, individuals learn to acceptance and integration into various identify the automatic negative thoughts therapeutic settings, while its structured and (ANTs) that contribute to emotional distress, goal-oriented nature makes it particularly and then replace them with more balanced suitable for brief, time-limited interventions; and rational alternatives. Individuals gain this, in turn, makes it more accessible to greater control over their emotions and a broad spectrum of individuals seeking behaviours by challenging and restructuring psychological support. cognitive distortions. CBT provides a systematic and Cognitive-behavioural theory is not evidence-based approach to understanding solely focused on cognitive aspects (it also and modifying human behaviour. It empowers emphasises the importance of behavioural individuals to navigate the intricate interplay interventions), while cognitive-behavioural between thoughts, emotions and actions therapy involves identifying maladaptive through cognitive restructuring, behavioural behaviours, understanding their triggers and interventions and a collaborative therapeutic implementing strategies to modify them. process. Its adaptability, empirical support Behavioural techniques, such as exposure and focus on practical solutions underscore therapy and systematic desensitisation, are its enduring relevance in the ever-evolving frequently employed to address anxiety landscape of mental health treatment. disorders and phobias, providing individuals with the tools to confront and overcome their fears1. 18 1 https://www.sagepub.com/sites/default/files/upm-binaries/40689_2.pdf SoCial learning Theory Social learning theory (SLT) attempts the consequences of others’ actions and to shed light on how individuals acquire new adjusting their behaviour accordingly. behaviours, values and knowledge through Moreover, the theory emphasises the role of observational learning and modelling. cognitive factors such as attention, retention, Developed by Albert Bandura in the early reproduction and motivation in shaping 1960s, SLT has become a pivotal framework learning2. for comprehending human behaviour in social The practical applications of SLT extend environments. At its core lies observational across various fields, such as education, learning, a process by which individuals psychology and criminology. In education, acquire new behaviours by observing others1. educators can leverage observational Bandura’s famous Bobo doll learning to foster positive behaviours experiment exemplified this phenomenon, among students by providing suitable role demonstrating how children imitate models and creating environments that aggressive behaviours witnessed in adults. promote prosocial behaviour. In psychology, This type of learning emphasises the role of therapeutic interventions often incorporate role models, peers and significant others in modelling elements to help individuals shaping behaviour. develop adaptive behaviours. A central tenet of SLT is that individuals Although SLT has become widely are likelier to imitate behaviours that they accepted, it is not without its criticisms. perceive as rewarding or reinforcing. The Some argue that the theory places too much concept of modelling, where individuals emphasis on external influences — that observe and emulate the actions of others, is, that it neglects individual agency and plays a crucial role in this process. internal factors. Additionally, the idea has Through modelling, people learn faced challenges in explaining spontaneous specific behaviours and the consequences and novel behaviours that do not stem from associated with those behaviours, which direct observation. influences the likelihood of imitation. SLT is a dynamic and influential Bandura expanded his theory by introducing framework that enriches our understanding the concept of reciprocal determinism, of human behaviour. By emphasising the highlighting the dynamic interplay between role of observation, modelling and cognitive an individual, their behaviour and the processes, it has contributed significantly to environment. Unlike earlier behaviourist fields ranging from psychology to education. theories that focused solely on external As we continue to explore the complexities stimuli and responses, SLT acknowledges of human behaviour, SLT remains a guiding the bidirectional influence between a person light in unravelling the intricacies of how we and their surroundings. This recognition learn and adapt within the social tapestry of of the mutual shaping of individuals and our lives3. their environment contributes to a more comprehensive understanding of behaviour. In addition to observational learning, SLT underscores the importance of cognitive processes in behaviour acquisition. Individuals engage in vicarious reinforcement, assessing 1 https://www.cooperativecollegejsr.ac.in/studymaterial/b.ed/Social%20Learning%20Theory%20of%20Albert%20Bandura.pdf 19 2 https://www.researchgate.net/publication/367203768_Bandura’s_Social_Learning_Theory_Social_Cognitive_Learning_Theory 3 https://www.cooperativecollegejsr.ac.in/studymaterial/b.ed/Social%20Learning%20Theory%20of%20Albert%20Bandura.pdf Self-deTerminaTion Theory The quest to understand what drives motivated when they perceive their efforts as individuals to pursue specific goals and effective in attaining the desired outcomes. aspirations has been a perpetual area of The journey towards competence is not just fascination to psychologists and others. Self- about external validation; it is a profoundly determination theory (SDT) is an attempt personal odyssey, and an internal gauge of to illuminate the intrinsic forces that propel one’s growth and capabilities. individuals toward growth, development and Within the intricacies of human fulfilment. existence, relationships are the threads that Developed by psychologists Edward weave the fabric of our lives. SDT recognises L. Deci and Richard M. Ryan, SDT posits that the fundamental importance of relatedness, humans have innate psychological needs that i.e. the need for meaningful connections drive their motivation. The theory identifies with others. Individuals thrive in personal or three fundamental psychological needs: professional spheres when they experience a autonomy, competence and relatedness. sense of belonging and connection. Autonomy refers to the natural desire to be SDT proposes that motivation the causal agent of one’s life, and to make and well-being are enhanced by social choices and decisions aligned with one’s environments that foster supportive personal values; competence is the need relationships. Actual relatedness goes to effectively interact with the environment, beyond superficial interactions to involve master challenges and acquire new skills; authentic connection, understanding, shared and relatedness involves the inherent desire emotions and interpersonal fulfilment. to connect with others, establish meaningful SDT has found applications in a wide relationships and experience a sense of range of fields, from education and workplace belonging. dynamics to healthcare and beyond. In Autonomy, which is the intrinsic education, the creation of environments that inclination to control one’s destiny, lies at support students’ autonomy, competence the core of SDT. This theory proposes that and relatedness has been shown to enhance individuals flourish when they perceive intrinsic motivation, engagement and themselves as the architects of their own lives academic performance. Organisations that and are able to make choices that resonate embrace SDT principles in the workplace see with their authentic selves. increased job satisfaction, productivity and Autonomy is not synonymous with overall well-being among employees. independence; rather, it encapsulates the SDT serves as a compass to guide us freedom to act in harmony with one’s values through the intricate landscape of human when guided by an internal locus of control. motivation. By recognising and nurturing Pursuing autonomy ignites a sense of purpose, the innate psychological needs of autonomy, and fosters a profound connection between competence and relatedness, SDT provides a actions and personal identity. Human beings roadmap for individual fulfilment and societal are driven by an inherent desire to face well-being. In a world where the pursuit of challenges, acquire new skills and experience external rewards often overshadows intrinsic a sense of mastery. The need for competence drivers, SDT reminds us that true motivation propels individuals to seek opportunities comes from within, echoing the eternal quest that stretch their abilities, leading to a state for autonomy, competence and genuine of ‘flow’, where challenges align with one’s connection1. skill set. SDT asserts that individuals are most 20 1 https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf SoCial SupporT Theory Social support theory (SST) proposes severity of conditions such as anxiety and that individuals’ well-being is intricately depression. linked to the quality and quantity of their Social support is important at every social connections. At its core, it underscores stage of one’s life, from infancy to old age. the fundamental human need for In early development, secure attachments interpersonal relationships, and highlights with caregivers lay the foundation for healthy the profound impact of social networks on social relationships later in life. Adolescents mental, emotional and even physical health. often turn to peers for support, while adults A deeper exploration of SST reveals that may rely on a combination of family, friends our experiences and our ability to overcome and romantic partners. In older people, social obstacles in life are influenced by the support becomes crucial in maintaining a relationships we establish and preserve. sense of purpose and mitigating feelings of Social support encompasses the diverse loneliness and isolation. resources that individuals receive from It is essential to recognise that the their social networks. These resources nature and impact of social support can vary can manifest themselves in various forms, across cultures and individuals. Cultural norms including emotional support, instrumental influence expectations and expressions support, informational support and appraisal of support, and individual differences in support. personality and attachment styles shape Emotional support involves empathy, how individuals seek and receive support. love and trust, instrumental support involves Understanding this diversity is critical for tangible aid such as financial assistance, tailoring interventions and support systems informational support offers advice and to meet the unique needs of individuals and guidance, and appraisal support involves communities. constructive feedback and affirmation. SST stands as a testament to the One of the central tenets of SST is its profound impact our social connections have role in stress buffering. Life is full of stressors, on human experience. From buffering stress from everyday ‘hassles’ to significant life to influencing health outcomes, the quality of events. Social support acts as a protective our relationships plays a pivotal role in shaping buffer against the negative impact of stressors the trajectory of our lives. As we navigate by providing individuals with a sense of the complexities of existence, the fostering security and the resources to cope. Knowing and maintenance of meaningful social that one is not alone in facing challenges and connections emerges as, simultaneously, a having a reliable support system enhances luxury and a fundamental human necessity. one’s ability to navigate adversity. Recognising the power of social support Extensive research has demonstrated opens avenues for interventions that can the profound impact of social support on enhance well-being, promote resilience and physical and mental health. Individuals with contribute to creating a more supportive and robust social networks tend to experience compassionate society1. lower levels of stress-related hormones, better cardiovascular health and enhanced immune function. Moreover, social support is a significant factor in mental health outcomes, influencing the prevalence and 21 1 https://www.researchgate.net/publication/286288765_Social_Support_Theory_and_Measurement family SySTemS Theory Society is characterised by a highly FST, or Bowenian theory, originates from intricate web of human relationships, at the pioneering work of psychiatrist Murray the centre of which lies the family as the Bowen in the middle of the last century. Bowen fundamental unit. Understanding the dynamics observed that an individual’s emotional and of families has been a perennial challenge to psychological well-being was intricately linked almost every psychological theory. Family to the dynamics within their family unit. He systems theory (FST) provides a comprehensive proposed that families functioned as emotional framework for exploring the complexities systems wherein the actions and reactions of of familial interactions by emphasising the each member influenced and was influenced by interconnectedness of family members. the others. KEY CONCEPTS: 1. triangulation 2. differentiation 3. the family projection process Central to FST is the concept of is another critical concept. It refers triangulation, where an individual to an individual’s ability to balance posits that parents may might involve a third party in emotional closeness with autonomy. unconsciously project their anxieties a conflict between two family Higher levels of differentiation and unresolved issues onto their members. This triangulation can enable individuals to maintain their children. This transmission of either ease tension or exacerbate identity amidst family pressures. emotional baggage can perpetuate existing issues. across generations. 4. the nuclear 5. the multigenerational family emotional transmission process system explores the emotional climate within is another critical concept. It refers to an the nuclear family, and emphasises how individual’s ability to balance emotional the emotional experiences of one family closeness with autonomy. Higher levels of member can reverberate through the differentiation enable individuals to maintain entire system. their identity amidst family pressures. FST has far-reaching implications in a to our understanding of familial dynamics, it is number of fields, including psychotherapy, not without its detractors. Some argue that it counselling and social work. Therapists who oversimplifies complex issues by neglecting the employ this approach aim to explore family role of external factors (e.g. societal structures dynamics rather than focus solely on individual and economic influences), while its emphasis issues. By identifying and addressing patterns on the family unit as the primary determinant of interaction, therapists seek to empower of individual well-being has been challenged in individuals within the family system to effect favour of more inclusive perspectives. positive change. FST offers a valuable lens through The theory has also proven valuable which we can examine the intricacies of in widely differing cultural contexts, as it familial relationships. Its emphasis on recognises the universality of family patterns interconnectedness, differentiation and while appreciating the unique cultural nuances multigenerational influences provides a that shape them. It encourages a holistic nuanced understanding of the factors that shape understanding of individuals within their familial individual experiences. Despite the criticisms and cultural contexts. levelled at it, FST remains a cornerstone in the While FST has contributed significantly study of family dynamics, guiding interventions to foster healthier and more functional family 22 systems1. 1 https://www.researchgate.net/publication/286288765_Social_Support_Theory_and_Measurement eCologiCal SySTemS Theory Human development is a dynamic and The macrosystem encompasses the intricate process that involves many factors broader cultural, societal and ideological that shape individuals’ lives. Ecological systems factors that influence development. This theory (EST), proposed by psychologist Urie includes cultural norms, economic policies and Bronfenbrenner, provides a comprehensive societal values. The macrosystem provides framework for understanding the multifaceted the overarching context that shapes the influences that contribute to human other systems. For example, societal attitudes development. It emphasises the importance towards education or gender roles can of the various environments or systems in significantly impact individuals’ opportunities which individuals exist, which range from and expectations within their microsystems. the immediate microsystem to the broader Lastly, Bronfenbrenner introduced macrosystem, and how these systems shape a the chronosystem, which recognises the person’s growth and experiences. importance of time in shaping development. At the heart of EST is the concept of the The chronosystem considers the impact microsystem, which refers to the immediate of historical events, life transitions and environments that have a direct impact on the developmental timing. For instance, a child individual. This includes family, peers, school born during an economic recession may face and other direct interactions. Bronfenbrenner different challenges and opportunities to recognised that these microsystems were those faced by a child born during a period of interconnected rather than isolated entities. prosperity. For instance, a child’s school experience can EST is a powerful tool for understanding have a significant influence on family dynamics, the complexities of human development. It creating a ripple effect that shapes that child’s highlights the interconnectedness of various overall development. systems, and emphasises the need to consider Moving beyond the microsystem, the multiple layers of influence. This perspective mesosystem examines the interconnections is invaluable for educators, psychologists and between different microsystems. It explores policymakers seeking to create environments how the individual is affected by relationships that foster positive development. By and interactions between family, school and recognising the intricate web of relationships community (for example). A child’s success and contexts that shape individuals, we can at school may be influenced by the support better appreciate the richness and diversity of they receive or the challenges they face human experience2. within their family, thereby illustrating the interconnectedness of these systems1. The exosystem expands the scope to cover environments that impact the individual in an indirect way. This includes parents’ workplaces, community services and extended family. Although individuals might not directly participate in these settings, the events and decisions within the exosystem can profoundly affect their development. For instance, a parent’s job loss may lead to changes in family dynamics that have an adverse effect on a child’s well-being. 23 1 https://gexinonline.com/uploads/articles/article-jphip-170.pdf 2 https://www.researchgate.net/publication/316046039_Ecological_Systems_Theory reSilienCe Theory Resilience theory, a dynamic and Resilience theory also emphasises the multifaceted concept, has gained significant interconnectedness of systems. In ecological traction across various disciplines, offering terms, this could involve understanding the profound insights into the complexities of intricate web of relationships between species human and ecological systems and helping us within an ecosystem. Similarly, social contexts to understand and navigate them. Resilience require a recognition of the interconnectedness theory emerged from environmental study, of individuals, communities and institutions. but is now widely employed in psychology, Strengthening these connections is a crucial sociology and economics, among other fields. strategy for enhancing resilience, as supportive At its core, resilience refers to the social networks and collaborative efforts capacity of a system to absorb shocks, contribute to collective adaptability. reorganise and continue while still maintaining The concept of panarchy, borrowed its essential functions. Initially developed to from ecology, suggests that resilience operates describe the ability of ecosystems to withstand at multiple scales simultaneously. Whether and recover from disturbances, the theory has applied to an individual, a community or a since evolved to encompass a broader range global ecosystem, resilience is not a one-size- of phenomena. In psychology, resilience theory fits-all concept. Instead, it involves nested focuses on understanding how individuals can layers of adaptive capacity, from the personal endure and bounce back from adversity, and to the societal. This perspective encourages emphasises the dynamic interplay between tailored approaches to resilience-building, risk and protective factors. recognising the unique characteristics and One fundamental aspect of resilience needs of various levels within a system. theory is the requirement to acknowledge In practical terms, resilience theory change as a constant. Rather than viewing has profound implications for various fields. change as a threat, resilience theory sees In education, it calls for curricula that foster it as an inherent and inevitable part of life. academic achievement and the development This perspective encourages a shift from a of emotional intelligence and coping skills; static, rigid approach to a more adaptive and in urban planning, it prompts a shift towards flexible mindset. In ecological systems, this sustainable and adaptable infrastructure; might involve recognising that biodiversity and in disaster management, it underscores contributes to the overall resilience of an the importance of responding to crises and ecosystem, while in human psychology it may investing in preparedness and recovery entail embracing challenges as opportunities mechanisms. for growth. Resilience theory offers a holistic and The concept of adaptive cycles is dynamic framework for understanding and another crucial element of resilience theory. navigating the challenges inherent in complex Whether natural or human, systems are seen as ecological, social or psychological systems. It going through cycles of growth, disturbance, provides valuable insights into the processes reorganisation and renewal. This cyclical nature of surviving and flourishing in adversity by underscores the importance of preparing for, embracing change, fostering adaptive cycles, responding to and learning from disruptions. recognising interconnectedness and operating Setbacks are viewed as potential catalysts at multiple scales. As we grapple with an ever- for positive transformation, and for fostering changing world, the principles of resilience recovery, growth and development. offer a roadmap for building a more robust and adaptable future1. 24 1 https://positivepsychology.com/resilience-theory/ 25 2 MOST COMMON EMOTIONAL AND BEHAVIOURAL ISSUES AMONG YOUNG PEOPLE 26 In an atmosphere of self-exploration, young people are frequently tasked with dealing with the mysterious riddle of identity. People may experience a wide range of emotions when they struggle with issues related to their values, beliefs, and goals in their quest to discover who they are. The pursuit of authenticity can occasionally be overshadowed by the urge to live up to social norms, and this path is difficult. Peer interactions turn into a testing ground for experiences during these early years. Young people are drawn into the complicated dynamics of friendships and social circles by yearning for approval and fear of rejection. Navigating this complex web can be emotionally exhausting since it pits the necessity of remaining true to oneself against the need to fit in. The ever-present impact of technology contributes an additional stratum to the mental terrain. Social media sites can foster comparison and self-esteem concerns while also providing connectivity. The tailored realities portrayed online can encourage irrational expectations, heightening feelings of inadequacy and loneliness. The previously taboo subject of mental health is becoming increasingly critical. Anxiety and stress disorders can arise due to numerous factors, such as familial expectations, academic achievement pressures, and future uncertainty. Recognising and resolving children’s mental health issues is an essential first step in creating an environment that supports their complete development. aTTenTion defiCiT hyperaCTiviTy diSorder (adhd) Attention Deficit Hyperactivity Disorder Genetic factors have long been (ADHD) is a testament to the intricate implicated in the etiology of ADHD. Family, interplay between genetics, neurobiology, and twin, and adoption studies consistently environmental factors in shaping the human highlight a heritable component, with a higher mind. This neurodevelopmental disorder, likelihood of ADHD among individuals with characterised by persistent inattention, affected first-degree relatives. The intricate hyperactivity, and impulsivity, has been a interplay of multiple genes, each contributing a subject of extensive research and debate within small effect, underscores the polygenic nature psychology, neuroscience, and education. of ADHD. While specific genetic markers have As we delve into the multifaceted layers of been identified, the interplay between genes ADHD, it becomes evident that understanding and environmental factors remains a focal point its origins, manifestations, and treatment in understanding the complex inheritance strategies requires a holistic approach. patterns of ADHD. At the core of ADHD lies a complex ADHD manifests in a spectrum neurobiological tapestry woven by genetic of behaviours that extend beyond mere predispositions and neurochemical distractibility or restlessness. Inattention, imbalances. Neurotransmitters, particularly characterised by frequent careless mistakes, dopamine and norepinephrine, play a pivotal forgetfulness, and an inability to sustain role in regulating attention, focus, and impulse attention, forms one facet of the disorder. control. Individuals with ADHD often exhibit Hyperactivity manifests as excessive fidgeting, dysregulation in these neurotransmitter restlessness, and difficulty engaging in quiet systems, leading to difficulties maintaining activities. Impulsivity, the third dimension, is sustained attention and inhibiting impulsive evident in hasty decision-making, problems behaviours. Advances in neuroimaging awaiting turns, and a propensity for interrupting technologies have further unveiled structural others. These behavioural manifestations and functional differences in key brain regions, often present challenges in academic, social, such as the prefrontal cortex, striatum, and and occupational domains, shaping the lived cerebellum, shedding light on the neural experiences of individuals with ADHD. underpinnings of ADHD. 27 SOME WARNING INDICATORS THAT YOU SHOULD WATCH OUT FOR: Inattention Has trouble maintaining focus, is quickly distracted, makes careless errors, finds it difficult to organise tasks, and frequently forgets daily tasks or directions. Hyperactivity Constantly fidgeting or wriggling, unable to sit still for Impulsivity prolonged periods, excessive talking, and a tendency Constantly interrupts others, answers questions to feel restless or the need to move around constantly. quickly, struggles to wait their turn or take turns, and acts impulsively without thinking about the repercussions. Ineffective time management Has trouble prioritising things, has trouble keeping to schedules, and frequently arrives late for appointments Poor academic performance or deadlines. Has difficulties concentrating on academics, tends to make thoughtless errors, struggles to follow directions, and has trouble finishing chores or assignments on Disorganisation time. messy workplaces, frequent misplacing or loss of personal goods, inability to keep track of possessions or school supplies, and difficulties keeping to a routine poor social skills that is organised. People with poor social skills have a challenging time keeping friends, talk over or interrupt people when they are speaking, have trouble taking turns or sharing, and Emotional dysregulation act impulsively or disruptively in social situations. Exhibits heightened emotional reactivity, has mood swings, struggles to control irritation or anger, and may be more prone to emotional outbursts. The repercussions of ADHD extend of ADHD involves a multimodal approach, beyond the diagnostic criteria, impacting recognising the heterogeneity of the disorder. various facets of daily functioning. Academic Behavioural interventions, such as cognitive- performance may suffer due to difficulties in behavioural therapy and psychoeducation, organising tasks and completing assignments. equip individuals with coping strategies Social relationships can be strained as impulsive and organisational skills. Pharmacological behaviours may lead to misunderstandings or interventions, typically involving stimulant conflicts1. medications like methylphenidate The workplace may need to improve and amphetamines, aim to modulate in maintaining focus and meeting deadlines. neurotransmitter activity. However, a nuanced Understanding these practical implications approach considering individual differences is crucial in fostering empathy and designing and preferences is essential, as response to interventions that cater to the unique needs treatment varies. of individuals with ADHD. The management 28 1 https://effectivehealthcare.ahrq.gov/sites/default/files/pdf/cer-203-adhd-final_0.pdf HERE ARE SOME HEALTHY BEHAVIOURS THAT MAY HELP: Developing healthy eating habits such as eating plenty of fruits, vegetables, and whole grains and choosing lean protein sources Participating in daily physical activity based on age Limiting the amount of daily screen time from TVs, computers, phones, and other electronics Getting the recommended amount of sleep by age ADHD is a paradigm of the intricate interplay between genetics, neurobiology and environment in shaping human behaviour. Unravelling the complexities of this neurodevelopmental disorder requires a multidisciplinary perspective, bridging insights from neuroscience, genetics, psychology and education. By fostering a comprehensive understanding of ADHD, we pave the way for targeted interventions, destigmatisation and the empowerment of individuals navigating the challenges posed by this often enigmatic condition1. oppoSiTional defianT diSorder (odd) Childhood is a time of exploration, The exact causes of ODD are growth and development, but for some multifaceted and involve a combination of children, navigating this phase can be marked genetic, environmental and neurobiological by persistent disobedience, hostility and factors. Genetic predisposition, family defiance. Oppositional Defiant Disorder (ODD) dysfunction, inconsistent discipline and is a behavioural disorder that often emerges exposure to trauma are among the numerous during childhood, presenting a unique set of factors contributing to the development of challenges for both the affected children and ODD. Neurobiological research suggests their families. that abnormalities in brain structures and Oppositional Defiant Disorder is neurotransmitter systems may also play a role classified under the umbrella of disruptive in manifesting oppositional behaviour. behaviour disorders and is characterised The behavioural challenges associated by a recurrent pattern of negative, defiant, with ODD can significantly impact a child’s daily disobedient and hostile behaviour directed functioning and interpersonal relationships. towards authority figures. The Diagnostic and Children with ODD often struggle academically, Statistical Manual of Mental Disorders (DSM- experience difficulties forming and maintaining 5) outlines specific criteria for diagnosing friendships, and may face disciplinary actions ODD, including frequent temper tantrums, at school. The disorder also greatly strains argumentative behaviour, defiance of rules family dynamics, leading to increased stress and a vindictive attitude. and conflict within the household. ODD is a common childhood disorder, ODD frequently coexists with other with prevalence rates ranging from 1% to 11% mental health disorders, such as attention- among school-aged children. It often emerges deficit/hyperactivity disorder (ADHD), conduct in early childhood, typically by age 8, and can disorder and mood disorders. Comorbid persist into adolescence and adulthood if left conditions complicate the diagnostic and untreated. Boys are more commonly diagnosed treatment process, requiring a comprehensive with ODD than girls, although the gender gap and individualised approach. narrows as children age. 29 1 https://www.cdc.gov/ncbddd/adhd/facts.html Intervening early during ODD is crucial Oppositional Defiant Disorder poses for preventing the persistence of disruptive significant challenges to the affected children, behaviours into adolescence and adulthood. their families, and the broader community. Treatment approaches typically involve a Understanding the complex interplay of combination of behavioural therapy, parent genetic, environmental, and neurobiological training, and, in some cases, pharmacotherapy. factors contributing to ODD is essential Behavioural interventions aim to improve for developing targeted interventions. By communication, enhance problem-solving implementing early and comprehensive skills, and promote prosocial behaviours, treatment strategies, we can successfully while parent training equips caregivers with empower children with ODD to navigate their practical strategies for managing challenging developmental journey, fostering positive behaviours. outcomes for their future well-being. The following are some ODD warning signs and behaviours that a youth worker should watch out for: Consistent defiance Arguing regularly with The young person persistently disregards rules, adults and being easily demands, or directives from adults. frustrated or enraged The young person exhibit this trait frequently. Anger and irritability Placing blame on others The young person has a short fuse, is frequently touchy or easily irritated, and may frequently lose The young person frequently place blame on others their cool. for their own errors or unruly behaviour. Vindictiveness Pushing boundaries The young person has a spiteful or vindictive The young person willfully tests and pushes attitude, actively seeking retribution or trying to boundaries, disobeying any guidelines or irritate others. limitations put in place by adults. Hostility against Disobedience at home and authority school The young person challenge the rules or directions Disobedient actions occur in a variety of contexts, of authority figures out of strong hate or resentment including both home and educational settings. for them. Difficulty sustaining Emotional instability friendships The young person may exhibit emotional instability, Because of their rebellious and antagonistic such as mood swings and intense emotions1. behaviour, the young people may find it difficult to uphold healthy relationships with classmates. 30 1 https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/odd/odd_resource_center_odd_guide.pdf auTiSm SpeCTrum diSorder (aSd) Is a captivating enigma within The second pillar of ASD lies in repetitive neurodevelopmental disorders. First identified behaviours and a fixation on routines. These in the mid-20th century, ASD encompasses repetitive behaviours can manifest in many various conditions with core features related ways, from stereotyped motor movements to to social communication challenges and an obsessive interest in specific topics. These restricted repetitive behaviour patterns. As patterns provide a sense of predictability and our understanding of ASD evolves, it becomes comfort to individuals with ASD, offering a evident that this disorder is not a singular coping mechanism in a world that may seem entity but a spectrum where individuals exhibit chaotic to them. various symptoms at varying degrees of The origins of ASD remain a complex severity. interplay between genetic and environmental The hallmark characteristics of ASD factors. While a genetic predisposition is revolve around impairments in social interaction evident in many cases, ecological influences and communication skills. Individuals with during prenatal development and early infancy ASD may struggle with understanding and also contribute. Recent research suggests reciprocating social cues, making establishing that a combination of genetic mutations, and maintaining relationships challenging. alterations in brain development, and Language development often poses a environmental triggers may converge to shape significant hurdle, with some individuals the manifestation of ASD. exhibiting delayed speech or lacking interest in verbal communication altogether. TYPICAL WARNING FLAGS TO WATCH OUT FOR: Social challenges Communication issues Children with ASD may have trouble interacting with People with ASD frequently struggle with language others, recognising, and interpreting social cues. They and communication. They could have difficulties could struggle to make eye contact, start, or maintain comprehending or expressing emotions, repetitious conversations, or comprehend nonverbal cues. or odd language patterns, and delayed speech or language development. Repeated behaviours and interests Sensory sensitivity ASD is characterised by a high prevalence of repeated People with ASD frequently have sensory sensitivity behaviours and interests. They might flail their hands issues. Their sensitivity to specific sensory stimuli, or rock back and forth repeatedly, follow strict routines including light, sound, touch, or taste, may vary. This or rituals, or show a passionate interest in a certain may result in sensory overload or a desire to avoid subject. sensory events. Difficulties with regular changes and activity Reduced social imagination Some people with ASD have trouble playing transitions People with ASD frequently struggle with these tasks. imaginatively and comprehending abstract ideas. They When confronted with unforeseen changes, they could might have trouble with pretend play or perceive words, experience sadness or anxiety and might need extra which might make it difficult for them to appreciate assistance and transitional planning. jokes, sarcasm, or metaphors. Issues with motor coordination People with ASD often struggle with fine and gross motor skills. Activities like tying shoelaces or catching a ball that calls for exact coordination may be challenging for them. 31 Advancements in neuroimaging facilitates adaptive behaviours, fostering a technologies have provided valuable insights more inclusive and supportive environment. into the neurobiological underpinnings of ASD poses challenges not only ASD. Structural and functional abnormalities in to individuals and their families but also the brain, particularly in social cognition and to society. Stigma and misconceptions communication regions, have been identified. surrounding ASD persist, leading to social The intricate balance of neurotransmitters, isolation and discrimination. Advocacy for such as serotonin and dopamine, appears to be increased awareness, acceptance, and support disrupted in individuals with ASD, contributing is essential to create an inclusive society that to the observed behavioural and cognitive embraces neurodiversity. variations. Autism Spectrum Disorder remains a Recognising ASD early in life is crucial complex and multifaceted neurodevelopmental for implementing effective interventions. condition. As we strive for a more inclusive Behavioural therapies, speech and language society, embracing and celebrating the unique therapy, and occupational therapy play pivotal strengths and perspectives of individuals roles in addressing the unique challenges faced with ASD becomes paramount in building a by individuals with ASD. Early intervention compassionate and understanding world1. enhances communication and social skills and anxieTy diSorderS Mental health, a realm as intricate as the situations. Additionally, Obsessive-Compulsive human mind, has increasingly become a focal Disorder (OCD) and Post-Traumatic Stress point of societal concern. Among the myriad Disorder (PTSD) are also classified under the mental health conditions, anxiety disorders umbrella of anxiety disorders. are one of the most prevalent and challenging The manifestations of anxiety disorders issues individuals face today. Anxiety extend beyond mere emotional distress. disorders encompass a spectrum of conditions Physical symptoms, such as headaches, characterised by excessive and persistent muscle tension, and sleep disturbances, often worry, fear, or apprehension. While it is normal accompany the psychological turmoil. The for individuals to experience occasional pervasive nature of anxiety can impair one’s anxiety in response to life’s challenges, anxiety ability to concentrate, make decisions, and disorders involve an abnormal intensity and maintain healthy relationships. Moreover, the duration of these emotions, often leading to chronic stress associated with anxiety disorders significant impairment in daily functioning. can contribute to developing or exacerbating Anxiety disorders are not a monolithic physical health problems. entity but a diverse set of conditions. Anxiety disorders are complex and Generalised Anxiety Disorder (GAD) involves arise from genetic, biological, environmental, chronic and excessive worry about various and psychological factors. Individuals with aspects of life. At the same time, panic a family history of anxiety disorders may be disorder is marked by sudden and intense predisposed to such conditions. Imbalances in fear accompanied by physical symptoms like neurotransmitters, brain structure, and function palpitations and shortness of breath. Social also play a role. Traumatic life events, chronic Anxiety Disorder involves an overwhelming stress, and a history of abuse can contribute to fear of social situations, and specific phobias the onset of anxiety disorders, highlighting the center around irrational fears of objects or intricate interplay between nature and nurture. 32 1 https://www.cdc.gov/ncbddd/autism/index.html INDICATIONS AND SYMPTOMS YOU SHOULD BE AWARE OF: Excessive worry Physical symptoms The person may exhibit strong and ongoing worry Physical signs of anxiety include agitation, fidgeting, about a variety of life issues, including relationships, muscle tightness, headaches, stomachaches, school, or personal safety. This concern might not exhaustion, perspiration, and a rapid heartbeat. be warranted given the circumstances. Avoidance behaviours Anxiety can contribute to Anxious people may avoid circumstances or mood changes, activities that make them feel anxious. They which might result in increased irritability, mood might avoid social gatherings, public speaking, or swings, or difficulties concentrating. The individual other settings where they might face criticism or could come out as tense or easily agitated. embarrassment, for instance. Sleep disturbances Social withdrawal Anxiety can cause sleep patterns to be disrupted. People who are anxious may avoid social situations. The individual can have problems going asleep, They might withdraw from friends, shun social have several nightmares, or wake up agitated and gatherings, or find it difficult to start or carry on unrested. conversations. Perfectionism Excessive self-consciousness Adolescents with anxiety disorders may tend to They may be highly self-conscious about how hold oneself to unreasonably ambitious standards they appear to others and frequently worry about and fear failing or making mistakes. This may result embarrassment, shame, or peer rejection. in severe self-judgment and dread of approval. Alterations in academic Physical complaints performance without a medical cause Anxiety can interfere with focus and concentration, Some anxious young people may frequently report which can cause problems in the classroom. The physical symptoms like headaches, stomachaches, individual might struggle to finish tasks, display or dizziness despite medical evaluations finding no a drop in academic performance, or refrain from underlying medical issue. taking part in in-class activities. The management of anxiety disorders mental health conditions, preventing individuals involves a comprehensive approach that may from seeking help. Education and awareness include psychotherapy, medication, lifestyle campaigns are crucial in destigmatising anxiety modifications, and support from loved ones. disorders and fostering an environment that Cognitive-behavioural therapy (CBT), a widely encourages open conversations and empathy. used therapeutic modality, helps individuals By acknowledging the pervasive nature of identify and modify negative thought patterns mental health challenges, society can promote and behaviours associated with anxiety. a culture of understanding and support. Medications, such as selective By fostering awareness, promoting serotonin reuptake inhibitors (SSRIs) and destigmatisation, and advocating for benzodiazepines, may be prescribed to accessible mental health resources, society alleviate symptoms. Holistic approaches can can contribute to a more compassionate also reduce symptoms, including mindfulness, and supportive environment for individuals exercise, and a balanced diet. grappling with anxiety disorders. In doing so, Despite the prevalence of anxiety we step towards a future where mental health disorders, societal stigma often surrounds is prioritised, understood, and embraced1. 33 1 https://www.cdc.gov/childrensmentalhealth/depression.html depreSSion Often described as the silent epidemic Disorders (DSM-5) characterises depression of the modern era, is a complex and pervasive as involving a combination of symptoms, mental health condition that transcends including persistent low mood, loss of interest demographic boundaries. Depression is more or pleasure, changes in appetite or weight, than just fleeting sadness; it is a persistent and disturbed sleep patterns, fatigue, feelings of pervasive mood disorder that affects how one worthlessness or guilt, difficulty concentrating, thinks, feels and handles daily activities. The and recurrent thoughts of death or suicide. Diagnostic and Statistical Manual of Mental SYMPTOMS THAT MAY SUGGEST DEPRESSION: Loss of enjoyment or Ongoing melancholy or interest poor mood They may stop finding enjoyment in past interests or The adolescent may exhibit constant melancholy, pastimes. They can cut themselves off from friends tears or emotional gloom, and feelings of sadness, and family, and stop participating in social activities. emptiness or hopelessness. Depression can cause significant changes in appetite that can cause obvious weight gain or loss. They may lose their appetite or, in certain instances, overeat as Fatigue and low energy a coping tactic. Depression can cause sleep habits to Despite getting enough rest, they might nevertheless be disturbed. The young person may struggle to fall feel constantly tired, unmotivated and exhausted in asleep, have a restless night, oversleep and struggle general. to get out of bed. Concentration problems Remorse or worthlessness Depression can affect cognitive function, making it difficult for some young people to focus, make choices Young people suffering from depression might feel or recall specifics. Their academic performance might excessive remorse or blame themselves for perceived decline or they might struggle in classroom settings. failings. They might admit to feeling unworthy or think of themselves as a burden to others. Agitation and irritability Suicidal or death-related Some adolescents with depression may exhibit thoughts increased agitation, restlessness or irritability. They In severe circumstances, the young person may exhibit might be more easily irritated, and even minor suicidal or death-related thoughts. They might express irritations can result in strong emotional reactions. a desire to terminate their lives directly or indirectly, or engage in self-destructive action. The origins of depression are diverse and Neurotransmitter imbalances, particularly intricate, often stemming from a combination involving serotonin, norepinephrine and of genetic, biological, environmental and dopamine, are implicated in the neurological psychological factors. Genetic predisposition aspects of depression. Stressful life events, plays a role, with individuals who have a family trauma, chronic medical conditions and history of depression being more susceptible. substance abuse can act as triggers, exacerbating the risk of depression. 34 Depression permeates every facet Fortunately, depression is a treatable of an individual’s life, impairing their ability condition. Various therapeutic approaches to function optimally. The emotional toll is alleviate symptoms, including psychotherapy, profound, with pervasive despair, hopelessness CBT and medication. Lifestyle modifications, and emptiness a frequent feature of their such as regular exercise and a balanced diet, lives. Social withdrawal often ensues, leading contribute to overall well-being. However, the to strained relationships and isolation. The effectiveness of treatment varies from person cognitive effects of depression, including to person, which emphasises the need for impaired concentration and memory, further personalised and comprehensive care. hinder day-to-day functioning. In severe cases, Depression is a pervasive and intricate depression can culminate in suicidal thoughts mental health condition that transcends or actions. individual experience, impacting affected Beyond its personal impact, depression individuals and society alike. Understanding imposes a significant burden on society the causes, symptoms and treatment options in terms of lost productivity, increased is crucial to fostering a compassionate and healthcare costs and a strain on social support informed approach to depression. By dispelling systems. Stigmatisation and misconceptions myths, reducing stigma and promoting surrounding mental health can perpetuate a accessible mental health care, we can work culture of silence, deterring individuals from towards a society where those grappling with seeking help and exacerbating the societal depression find the support and understanding impact of untreated depression1. they need to recover. bipolar diSorder Formerly known as manic-depressive bring profound sadness, fatigue, changes in illness, bipolar disorder is a mental health appetite, and thoughts of self-harm or suicide. condition characterised by extreme mood The milder form, hypomania, presents with swings, encompassing episodes of intense similar symptoms but of less intensity, often mania and deep depression. This disorder allowing affected individuals to maintain some affects millions of individuals worldwide, functionality. The exact aetiology of bipolar transcending age, gender and socioeconomic disorder remains elusive, involving a complex boundaries. Its intricate nature poses interplay of genetic, neurobiological and challenges in diagnosis, treatment and societal environmental factors. Genetic predisposition understanding. plays a significant role, as individuals with Bipolar disorder manifests in distinct a family history of bipolar disorder are at a phases: manic, hypomanic and depressive higher risk. Neurotransmitter imbalances, episodes. During manic episodes, individuals particularly involving serotonin, dopamine experience heightened energy levels, and norepinephrine, contribute to mood increased impulsivity, racing thoughts and dysregulation. Stressful life events, substance a decreased need for sleep. At the other abuse and hormonal imbalances can also end of the spectrum, depressive episodes trigger the onset of bipolar episodes. 35 1 https://www.cdc.gov/childrensmentalhealth/depression.html SOME KEY INDICATORS OF BIPOLAR DISORDER IN YOUNG PEOPLE: Mood swings Dramatic and severe mood swings are a common Increased activity or feature of bipolar disorder. These mood swings impulsivity can range from manic episodes (characterised by People with bipolar disorder may become more an elevated mood, excessive activity and racing active or impulsive during manic episodes. They thoughts) to depressive episodes (characterised by might spend excessively, drive recklessly or act a depressed outlook, a loss of interest and a sense promiscuously. They might also have an inflated of worthlessness. Keep an eye out for sudden, sense of self-worth. Watch for abrupt behavioural sharp mood swings that are regular and unusual shifts that appear out of the ordinary. for the person concerned. Modifications in sleep Poor concentration and habits rushing thoughts Bipolar disorder can cause sleep habits to change. People who are experiencing manic episodes may People may find they need less sleep during manic speak more quickly and have trouble concentrating. episodes, and feel more energised and restless. On This may affect their capacity for concentration, the other hand, people could have trouble falling compliance with rules or ability to engage in asleep and feel too exhausted during depressed dialogue. periods. Weight changes and Loss of interest and changes in appetite social withdrawal Bipolar disorder can alter eating patterns and During depressive periods, people with bipolar appetite. People may have reduced appetite during disorder may lose interest in activities they once manic periods, and overeat (and therefore gain found enjoyable. They might isolate themselves, weight) during depressive periods. stop interacting with others and show signs of despondency or despair. Living with bipolar disorder can be an episodes. Establishing a routine, maintaining a arduous journey, marked by the unpredictability healthy lifestyle and building a robust support of mood swings and their profound impact on system are crucial components of long-term daily life. Relationships, work and overall quality management. of life often suffer the most in this disorder. Despite advances in mental health, the The challenges extend beyond the individual stigma surrounding bipolar disorder persists. affected to their families and social circles. Misconceptions and societal prejudices Patience, understanding and a supportive contribute to shame and isolation among those environment are therefore required. affected. Advocacy and awareness campaigns Treatment for bipolar disorder typically play a vital role in dismantling these barriers, involves a combination of pharmacotherapy, fostering empathy, and promoting a more psychotherapy and lifestyle adjustments. Mood inclusive and supportive society. Education stabilisers, antipsychotics and antidepressants about the realities of bipolar disorder are commonly prescribed to manage helps dispel myths and encourages open symptoms. Psychoeducational interventions, conversations, reducing the stigma associated such as CBT and psychoeducation about with mental health conditions1. the nature of the disorder, help individuals cope with the challenges posed by bipolar 36 1 www.nimh.nih.gov/sites/default/files/documents/health/publications/bipolar-disorder/19-mh-8088.pdf alCohol abuSe diSorder (aud) is a significant public health concern is crucial. Genetic predisposition plays a role, that affects individuals across diverse as individuals with a family history of alcohol demographics. Characterised by a pattern use disorders are at a higher risk of developing of excessive alcohol consumption that it. Environmental factors such as stress, persists despite adverse consequences, AUD trauma and societal influences also contribute, encompasses a spectrum ranging from mild to creating a multifaceted etiological landscape. severe. This essay explores the various facets Additionally, comorbid mental health of AUD, including its definition, causes, effects conditions, such as depression or anxiety, may and potential avenues for treatment. increase susceptibility to AUD1. AUD is classified in the fifth edition of The repercussions of AUD are far- the Diagnostic and Statistical Manual of Mental reaching and affect various domains of an Disorders (DSM-5) as a chronic relapsing brain individual’s life. Physical health consequences disorder characterised by an impaired ability include liver disease, cardiovascular issues and to stop or control alcohol use despite adverse an increased risk of accidents. Relationships social, occupational or health consequences. may suffer due to impaired judgment and DSM-5 outlines specific diagnostic criteria, behaviour associated with alcohol use. including insufficient control, social Occupational and legal consequences are impairment, risky use and pharmacological expected, as individuals with AUD may face standards, to aid the identification and challenges maintaining employment or legal categorisation of AUD. Understanding the troubles stemming from their alcohol-related complex interplay of genetic, environmental actions. and psychological factors contributing to AUD SIGNS OF AUD INCLUDE: Blacking out or not remembering things that happened Continuing to drink even if it causes distress or harm to you or others Drinking more or longer than you planned Feeling irritable or cranky when you are not drinking Frequent hangovers Getting into dangerous situations when you are drinking (e.g. driving, having unsafe sex or falling) Giving up activities so you can drink Having cravings for alcohol Having repeated problems with work, school, relationships or the law because of drinking Needing to drink increasing amounts to get the same effect Not being able to stop drinking once you have started Spending a lot of time drinking or recovering from drinking Wanting to cut back but not being able to Obsessing over alcohol Addressing AUD requires a person affected to address the underlying comprehensive approach tailored to the psychological factors. Medications such as individual. Treatments include behavioural disulfiram, naltrexone and acamprosate can therapies, pharmacological interventions assist in reducing cravings and preventing and support groups. CBT, motivational relapse. Support groups such as Alcoholics enhancement therapy (MET) and contingency Anonymous provide a community-based management can be effective in modifying approach to recovery2. drinking behaviour and helping the 37 1 https://www.niaaa.nih.gov/publications/brochures-and-fact-sheets/understanding-alcohol-use-disorder 2 https://www.healthline.com/health/alcohol-use-and-abuse#treatment Preventing the onset and progression pervasive challenge with significant implications of AUD involves a combination of strategies: for individuals and society. Addressing it public health campaigns raising awareness requires a holistic understanding of its causes, about the risks of excessive alcohol consequences and treatment options. By consumption, early intervention and education fostering a comprehensive approach that all have a crucial role to play. Implementing includes prevention, early intervention and policies that regulate alcohol availability, effective treatments, we can go some way pricing and advertising can contribute to towards mitigating the impact of AUD while reducing the overall burden of AUD on society. providing support to individuals on their AUD represents a complex and journey towards recovery. SubSTanCe abuSe diSorder (Sud) is a complex and pervasive public burden of SUD manifests itself as increased health issue affecting individuals, families, and healthcare and law enforcement costs and communities worldwide. SUD is characterised decreased productivity. by the harmful or hazardous use of psychoactive Addressing SUD requires a holistic substances, including alcohol and illicit approach tailored to the individual. Treatment drugs. The fifth edition of the Diagnostic and options may include behavioural therapies, Statistical Manual of Mental Disorders (DSM- pharmacological interventions and support 5), published by the American Psychiatric groups. Behavioural therapies, such as CBT Association, outlines specific criteria for and motivational enhancement therapy, aim diagnosing SUD, considering factors such as to modify unhealthy behaviours and thought impaired control, social impairment, risky use, patterns. Pharmacological interventions (e.g. and pharmacological measures. The aetiology medications for opioid use disorder or alcohol of SUD is multifaceted, involving a complex dependence) can help people to manage interplay of genetic, environmental, and withdrawal symptoms and cravings. Alcoholics psychological factors. Genetic predisposition Anonymous, Narcotics Anonymous and other may contribute to an individual’s vulnerability support groups provide a community-based to developing SUD, while environmental approach to recovery. factors, such as family dynamics, trauma Preventing SUD involves a combination and socioeconomic status, play a crucial of public health initiatives, education and early role. Psychological factors, including stress, intervention programmes. Comprehensive mental health disorders and a lack of coping substance abuse prevention efforts may focus on mechanisms, can also contribute to the onset reducing risk factors and enhancing protective of SUD1. factors at the individual, family and community SUD encompasses many substances, levels. Early intervention is crucial in addressing including alcohol, nicotine, prescription emerging substance use issues before they medications and illicit drugs. Each substance escalate into full-blown disorders2. SUD is a poses unique risks and consequences, and the complex and pervasive public health challenge severity of SUD can vary based on the type of requiring a comprehensive understanding substance involved. of its causes, consequences and treatment The consequences of SUD are far- options. By addressing the multifaceted nature reaching and affect various aspects of an of SUD and implementing effective prevention individual’s life. Health complications may and intervention strategies, individuals, include cardiovascular problems, liver damage, families, and communities can work together respiratory conditions and mental health to mitigate the impact of this widespread disorders. The social consequences of SUD issue and promote a healthier, substance-free can include strained relationships, legal issues society. and employment difficulties, while the societal 38 1 https://www.psychiatry.org/patients-families/addiction-substance-use-disorders/what-is-a-substance-use-disorder 2 https://www.nimh.nih.gov/health/topics/substance-use-and-mental-health poST-TraumaTiC STreSS diSorder (pTSd) PTSD is a complex and debilitating The impact of PTSD extends far beyond mental health condition that can appear mental health, seeping into every facet of an in individuals who have experienced or individual’s life. Relationships may fray under the witnessed a traumatic event. It can provoke a strain of emotional distance and communication wide range of psychological and physiological barriers. Occupational functioning may responses, and leaves an indelible mark on the suffer as concentration wavers in the face of lives of those affected. At the heart of PTSD intrusive thoughts. Sleep disturbances, such as lies a cascade of symptoms that can have a insomnia or night terrors, can erode physical profound impact on an individual’s day-to- health and exacerbate the overall distress day life. Intrusive memories, flashbacks and experienced by those grappling with PTSD. nightmares transport the affected person back The toll is personal and societal, as the ripple to the traumatic event, blurring the boundaries effects extend to families, communities and between past and present. Hyperarousal, broader society1. Navigating PTSD requires a marked by heightened vigilance, irritability comprehensive and compassionate approach and difficulty concentrating, can turn ordinary to treatment. Psychotherapy, particularly events into a battlefield of triggers. Avoidance CBT, can equip individuals with coping behaviours, which are an attempt to evade the mechanisms and strategies that enable reminders of trauma, further isolate individuals them to reframe their traumatic memories. from their surroundings and loved ones. Medications, such as SSRIs, may be prescribed Emotional numbness and a sense of detachment to alleviate symptoms and restore a sense of can create an emotional chasm, making it emotional equilibrium. Support networks, challenging to connect with others. PTSD does both professional and personal, play a pivotal not discriminate: it can emerge from a number role in the healing process. Encouragingly, of different traumatic experiences. Combat emerging treatments such as eye movement veterans, survivors of natural disasters, victims desensitisation and reprocessing (EMDR) offer of assault and individuals who have faced innovative avenues for reprocessing traumatic life-threatening accidents may be affected memories. While PTSD shows us the profound by PTSD, while the severity of the trauma, and lasting impact that trauma can have on the perceived threat to life and the lack of a the human psyche, resilience and healing supportive environment can contribute to the potential exist even in the face of distress and development of PTSD. While the triggers may despair. By understanding the complexities vary, the common thread is the overwhelming of PTSD, fostering empathy, and providing nature of the experience and the subsequent accessible and effective interventions, we can struggle to make sense of it. work towards untangling the knots that bind individuals to their traumatic pasts. In doing so, we contribute to the ongoing narrative of recovery, resilience and the triumph of the human spirit over the shadows of trauma2. 39 1 https://www.psychiatry.org/patients-families/ptsd/what-is-ptsd 2 https://www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-ptsd 3 HOW SHOULD WE REACT AND WHAT SHOULD WE DO WHEN WORKING WITH YOUNG PEOPLE WITH EMOTIONAL AND BEHAVIOURAL ISSUES? 40 Navigating situations involving a young person with emotional and behavioural issues can be challenging and delicate. Whether you are a parent, guardian, teacher or a concerned individual, understanding how to react and what actions to take is crucial for the well-being of the young person involved. Emotional and behavioural issues can appear in many guises, from tantrums and defiance to withdrawal and aggression. By fostering empathy, patience and a proactive mindset, we can create an environment that promotes understanding, support and (ultimately) positive growth for young individuals facing these challenges. When dealing with a young person with emotional and behavioural issues, it is imperative to approach the situation with empathy, patience, and understanding. HERE ARE SOME OF THE THINGS YOU CAN DO: Show empathy and Remain calm understanding Recognise that the young person may be It is crucial to keep your cool because your emotions experiencing emotional or behavioural issues. can have a major impact on the situation. Keep Put yourself in their shoes and think about how your composure, even if the young person becomes their actions might result from annoyance, worry upset or enraged. Take a few long breaths and try to or other underlying problems. Pay close attention get your emotions under control before speaking. to the young person and actively listen to their Your balance will help to calm and diffuse their concerns. To show empathy, acknowledge their emotions feelings and credit their experiences. Be sure to speak to the young person courteously and calmly. Avoid shouting or using obscene language. Instead, Establish a safe talk calmly and choose your words with care. This environment will encourage a fruitful discourse and reduce Ensure that you and the young person are in a tension. secure location. Create a calm, secure environment in which they can express themselves. Remove any potential hazards or triggers that might worsen Engage in conversation with the situation. To help them concentrate, make sure the young person while they have privacy and an atmosphere of silence. paying close attention to their words Make sure the young person knows that you are Create and keep clear keen to understand their point of view, concepts boundaries and feelings. Give close consideration to what they It is essential to be understanding, but it is have told you: this will show that you know and also important to create and maintain suitable share their perspectives. Give them your whole boundaries. It is critical to outline acceptable attention and actively listen to what they say. Do conduct, and to establish boundaries that not interrupt or make snap judgments. Encourage safeguard everyone’s safety and well-being. them to express their views and feelings openly. You can convey to others that you value their thoughts and concerns by listening carefully. Implement de-escalation techniques Offer assistance and Learn how to de-escalate heated situations. support Techniques include deep breathing exercises, Offer guidance and support depending on the counting, mindfulness exercises or suggesting a situation. Offer to help them create good coping break to allow the young person to regain their strategies for their emotions or, if necessary, composure. suggest that they get professional help. 41 Validate their emotions Recognise and validate the young person’s to acknowledge them. Tell them that you recognise emotions, even if you do not entirely agree and respect their feelings. Do not minimise or with their behaviour. Reassure them that their ignore their feelings, as this may make them feel sentiments are valid, and discuss healthy ways in unimportant or unheard. You can establish trust which they might express themselves. Even if you do and foster a positive environment by recognising not share the young person’s emotions, it is crucial and supporting their emotions1. If necessary, seek professional help If the emotional and behavioural issues persist or This might involve addressing certain disorders become overwhelming, consult specialists such such as ADHD, ODD or ASD, or teaching coping as counsellors, therapists and psychologists with mechanisms, social skills and anger control methods. experience in treating children and adolescents. Their knowledge guarantees that initiatives are Recognising the necessity of receiving professional sensible, secure and capable of producing fruitful assistance is crucial when working with young outcomes. Additionally, asking for expert help people who have behavioural problems. While shows that you care about the young person’s parents, teachers and mentors can provide direction overall growth and well-being. It demonstrates that and support for some behavioural challenges, others their behavioural issues are taken seriously and may necessitate specialist intervention from experts that concerted attempts are being made to address in child psychology and behaviour management. them adequately. Professionals can help parents Professional assistance has numerous benefits or other caregivers by offering advice, knowledge when behavioural issues in children and adolescents and resources to foster a supportive and nurturing are to be addressed. First, experts are thoroughly environment for development. It is crucial to aware of the complexity underlying behavioural remember that behavioural issues in children and disorders. They can identify the underlying reasons adolescents can significantly affect their emotional for these issues by considering the young person’s health, academic success, social development and environment, family dynamics, social pressures, overall quality of life. People who work with these and potential psychological or developmental children and adolescents might benefit from the illnesses. This thorough examination helps create knowledge and experience of experts trained to focused therapies catered to the unique needs of recognise and manage the problems that such each young person. Second, a variety of treatments people can face. This increases the likelihood of and evidence-based procedures are available to success and of the child or adolescent developing professionals. They have the knowledge and ability in a healthier direction. to implement efficient behaviour management strategies that encourage positive transformation. Take care of yourself It is essential that you look after yourself group. Establish sound boundaries from the start when working with children and adolescents - setting limits to what you can and cannot do is with behavioural challenges. It is satisfying to crucial. Accept that you are not solely responsible change their life, but it may also be physically for other people’s growth or behaviour. Recognise and emotionally draining. Here are some key your limitations and remember that it is totally recommendations for protecting your own well-acceptable to ask for help or support when needed. being when interacting with this challenging Second, give your needs constant attention. Spend 42 1 https://www.govinfo.gov/content/pkg/ERIC-ED466076/pdf/ERIC-ED466076.pdf time engaging in activities that energise and relax Likewise, keep a positive mindset. Try to keep your you, for example physical activity, meditation, mind on the progress you are making and the (small) hobbies and spending time with loved ones. By victories you are achieving, acknowledging at the looking after your physical and emotional well-same time that it is common to suffer setbacks being, you will be more effective in your role and and problems1. Celebrate your successes, no matter prevent burnout. Third, look for advice and support. how small, and be mindful of the difference you Discuss your experiences, problems and strategies are making. With the help of a positive outlook, frequently with your supervisors or coworkers. you can stay inspired and strong in the face of People who understand the nature of your profession challenges. Finally, look for support outside of work. might be able to provide interesting viewpoints Establish a network of friends, relatives or support and validation when you share your issues and groups that will empathise with you and help you victories with them. Additionally, educate yourself emotionally. Having a space to let your feelings out, on relevant topics. Stay current on the most recent relax and find support is essential. Remember that studies, therapies and best practices when working looking after oneself is not selfish: it is necessary with children and adolescents with behavioural for your health and success. By prioritising self-problems. Attend seminars, workshops or training care, establishing boundaries, getting help and sessions to increase your knowledge and skills. The maintaining a positive outlook, you will be better more prepared you are, the better you will be able able to support children and adolescents with to cater to the needs of the people you work with. behavioural issues. Involve the young person’s social circle of family and friends Speak to the young person’s parents, caregivers and family can maintain a coherent approach to and teachers: this will help you understand their regulating the young person’s conduct by being behaviour in greater depth and may lead to the aware of the issues involved. The young person will joint design of strategies to help them. Consistent have an explicit knowledge of what is expected assistance from several sources may improve of them, while misunderstandings or muddled the young person’s well-being. It is essential to messages will be minimised if expectations, involve the young person’s network of friends and boundaries and sanctions are consistent across family: these people can significantly impact the the many situations that arise within the family, at young person’s development by offering stability, school and at social gatherings. Friends and family support and advice as they work to overcome their can also actively participate in the young person’s obstacles. Above all, involving friends and family activities to help them develop their skills. They can strengthens the young person’s support network. give the young person opportunities for personal Family members aware of the young person’s development, promote healthy hobbies and involve behavioural problems can provide compassion, them in constructive social relationships. Through support, understanding and a secure and nurturing this involvement, the young person is exposed setting in which that young person feels loved to various experiences, hobbies and role models, and accepted. Friends and family members are which broadens their perspective and may prove also welcome to participate actively in the young beneficial to their conduct. It is important to note person’s therapy or medical care. They can go to that the young person’s network of friends and therapy sessions, workshops or educational events family can be a source of intervention if required. to learn more about the methods and approaches They can watch for symptoms of discomfort or employed to deal with behavioural issues. This triggers in behaviour, and alert the proper parties shared understanding enables them to encourage immediately. This cooperative approach guarantees good behaviour and help the young person apply that problems or issues are resolved directly, what they have learned in various social contexts. preventing them from growing and developing into Involving the young person’s network also promotes more severe cases. consistency and a sense of responsibility. Friends 43 1 https://www.ocali.org/up_doc/Dangerous_Behaviour_Guide.pdf deSigning aCTiviTieS for young people wiTh emoTional and behavioral iSSueS? Designing activities for young people with emotional and behavioural problems is a delicate art that requires a careful approach at all times. These young people frequently face distinctive difficulties, which means that the activities designed for them should be more than simply enjoyable diversions; rather, they should be therapeutic instruments that encourage development and resilience. In this field, paying close attention to tiny details is critical because the way in which activities are designed can have a significant impact on mental health and behavioural development. The secret lies in comprehending and adjusting to the wide range of emotions and behaviours to which these young people are subject. This includes fostering a secure and inclusive environment, and creating activities that resonate with their needs. The first crucial step in designing activities for young people with emotional and behavioural issues is to have a thorough understanding of everyone’s needs. Recognising the diversity of challenges and strengths within this population is essential. Conducting in-depth assessments, considering past experiences and collaborating with mental health professionals can help ensure that activities are tailored to meet specific needs. It is essential to recognise the needs of young people who are experiencing emotional and behavioural problems; this requires an understanding of their illness, their triggers and their behavioural patterns. With this insight, activities can be created that are appropriate and pertinent to their requirements, adaptable and versatile. This can entail offering a variety of options for entertainment or permitting breaks where necessary. Young people with emotional and behavioural problems may be highly sensitive to their surroundings, so it is crucial to establish a secure environment for them. This may involve setting clear limits, following a routine, and creating a relaxing 44 and encouraging environment. Make sure a strategy for handling challenging behaviour, that everyone participating in the activity such as de-escalation or redirection tactics. is safe in both the physical and emotional senses. Integrating therapeutic approaches Healthy relationships with peers and into activities can significantly enhance their adults are typically beneficial for young people effectiveness. Art therapy, music therapy or with emotional and behavioural problems. outdoor activities, for example, can provide These relationships should be fostered outlets for emotional expression and stress through activities such as cooperative games relief. Structured therapeutic interventions, or team-building exercises. Many young such as mindfulness exercises or group people may face challenges when it comes discussions, can also be woven into activities to social interaction. Social development to promote self-awareness and emotional might be aided by creating activities that regulation. Many adolescents with emotional promote peer support and constructive and behavioural problems may struggle social involvement, while incorporating to interact with others and hesitate to collaborative possibilities and well-defined participate in activities. It is crucial to promote communication protocols into group activities involvement without compulsion and offer can enhance participants’ sense of inclusion engaging, pleasurable activities. Encourage and mitigate feelings of seclusion. good behaviour and effort during the exercise The aim is to give young people with by giving praise, which may increase self- emotional and behavioural challenges the assurance and the motivation to engage in chance to express themselves, as many future activities. Tailoring challenges, pacing may find it difficult to do so in positive and intensity to each participant’s capabilities ways. If these young people are to develop ensures that they are engaged without being effective coping mechanisms, it is vital that overwhelmed or frustrated. Contingency they be given options for self-expression, for plans and alternatives allow adjustments to example through artistic or musical activities. be made based on participants’ responses in Designing activities for this population of real time. young people is a nuanced process that requires a deep understanding of individual Routine and structure are frequently needs, a commitment to creating a safe and beneficial to children and adolescents with supportive environment, and the integration emotional and behavioural problems. It is of therapeutic approaches. Educators and critical to set up a controlled setting that caregivers can contribute to these individuals’ makes children feel safe and supported, along positive development and well-being by with clear instructions and expectations. prioritising flexibility, social interaction and Giving them visual aids or other forms of empowerment. These considerations lay assistance can also be beneficial in helping the foundation for activities that address them to understand the task, and they challenges and celebrate each young person’s are empowered by being provided with unique strengths and potential1. opportunities for autonomy and choice within activities. Allowing them to make decisions regarding certain aspects, such as choosing between different tasks or activities, helps build a sense of control and self-efficacy. This empowerment contributes to a positive mindset and a willingness to engage in future activities. It is important to pay attention to potential problematic behaviours, and to know how to deal with them when the activities are being designed. This may involve developing 45 1 www.youth.ie/wp-content/uploads/2018/11/Chapter-7-working-with-young-people-with-a-mental-health-issue-all-Ireland_1.pdf 4 METHODOLOGIES WE CAN USE 46 CourageS inTeraCTionS The word ‘courage’ comes from the Latin word ‘core’, which means heart. Courageous people can be seen as those who speak and act from their heart, and those who allow themselves to be truly seen. The learning dimension of youth work benefits hugely from activities that create a space in which people can express themselves and be really seen, heard and understood. That kind of space enables deep connections, meaningful actions, and professional as well as personal changes, transformations and growth. A space of that kind is rarely created spontaneously. As youth workers, we therefore need to invest our intentions and energy into creating it. We need to bear a few things in mind from the outset: We can point out It is a process not It is a shared the direction of travel a result. Creating and responsibility. As youth but we cannot guarantee maintaining courageous workers, we can be the the destination, which spaces is a continuous people who suggest means that doing our best task that will have its ups that kind of space, but will sometimes result in and downs. And since its implementation and courageous spaces and relationships are never nourishment are in the sometimes in things that we ‘done’, that kind of space hands of the whole group. did not envisage. Relations is forever evolving and and interactions within each developing. group are complex things, which makes it impossible to foresee the exact outcome of our actions. Spaces for courageous interactions can be constructed in many different ways, so we would not presume to prescribe a ‘right’ approach. The reader can find many suggestions in the relevant sources for safe, safer and brave spaces. What we do here is simply point out some the elements that we believe to be valuable: Provide a framework for your activities. That framework really depends on the activity you are doing with the young people in your charge. Here are some ideas on what to include: purpose, objectives, timetable, local context, venue, food, accessibility, money and rules (i.e. what is not up for discussion). In general, framework refers to the kind of space we are inviting young people to enter. No matter what you are doing, what the topic is, how long you will be with a group: take time to build trust (more on this in the next chapter). Take time to discuss the space you wish to create together. We highly recommend that you do any kind of group exercise with a common objective – meaning that the whole group engages first in an exercise in which they need to achieve a common objective. This should be followed by a discussion about the exercise and a debate about the space we wish to create. Questions we can use to discuss this might include: What do you need in order to show up? What do you need in order to be able to share whatever is inside you at the present moment? What do you need to feel safe? What do you need to participate? What do you need to learn? Make regular checks to ensure that the atmosphere and the relations within the group are healthy (more on this in the next chapter). 47 Below are some navigational markers that can be used during the process of building a space for courageous interactions: Different opinions are welcomed and expressed. Participants are using ‘I’ sentences. Participants listen in order to understand and not to respond, i.e. they ask questions in order to understand others’ opinions. Another sign can be small pauses after each opinion (i.e. not jumping immediately to the next person). What somebody is expressing is not about anybody else, but about themselves. Be aware of the time that each person is using in front of the whole group. Every person should have the space to speak in front of the group. Vulnerability. Brené Brown defines vulnerability as ‘uncertainty, risk and emotional exposure’. She also says that ‘vulnerability is the birthplace of love, belonging, joy, courage, empathy and creativity. It is the source of hope, empathy, accountability and authenticity.’ Vulnerability can show in many forms: when we witness it, we let it be. This means that we give quiet attention to it and use our active listening skills as much as possible. Lean into fear. Fear could be an indicator of unknown territory and potential risk. It is a very fragile moment, one that can hold tremendous learning potential. However, it can also bring panic, pain and, in the worst-case scenario, physical injury. As youth workers, we can offer activities that ‘invite’ participants towards feelings of fear, and that have great potential for vulnerability, learning and growth; but we also need to be brutally honest about our invitation by stating exactly what are we inviting them to. We also need to clearly state that all participation, sharing or whatever else is totally their decision. We call that the ‘challenge by choice’ principle. Lean into frustration. Frustration is another feeling with learning potential. Try to catch the moment at which we are frustrated and see what is happening. What is frustrating us? How do we choose to react? ‘Challenge by choice’ also applies here. Give ourselves the benefit of doubt - that is, we are entitled to change our opinion as others present their opinions to us. It can be very difficult to change some opinions, so the ‘challenge by choice’ principle is relevant here as well. Reflect our intentions. What is the intention behind certain actions or comments? Not from the perspective of right and wrong, but from the perspective of curiosity. What is driving one’s actions? Be as much as possible in the ‘here and now’, in the ‘moment’. Feel the body. Act in line with the feelings and needs of the body. Voluntary participation. Anybody can take time off at any time, if that is what they need. aCTive liSTening Active listening creates a positive and motivational atmosphere for the young person, devoid of advice and criticism from the listener, aiding the young person in discovering their problem. By encouraging the young person to identify the issue, active listening prompts them to contemplate their problem and, later, potential solutions, fostering a collaborative approach. The young person typically responds positively, focusing on finding solutions without feeling compelled to adhere to advice and solutions imposed by a “passive” listener. Incorrect judgments, including attacks, opposition, denial, assumptions, and generalizations of the young person’s problem, highlight the crucial role of active listening as the foundation for the relationship between the young person and the advocate. 48 ADVANTAGES OF ACTIVE LISTENING: Accelerates ongoing communication. Establishes an atmosphere that builds trust and a good relationship. The young person feels important and accepted, experiencing a sense of acceptance from the advocate. Active listening relaxes the young person, encouraging further storytelling. Helps the young person recognize both apparent and hidden problems. Distinguishes the problem from the person. Corrects misunderstandings and false assumptions. Focuses on essential elements of the conversation. Enables the advocate to respond in a way that respects the young person. Excludes negative criticism. Through active listening, we respond in a way that shows genuine interest and respect for the young person, thereby increasing trust. Active listening can help the young person and positively reinforce relationships. mainTaining CurioSiTy Strive to maintain a stance of not knowing and show genuine interest in the young person. Let go of beliefs and expectations about what the young person should be like. Avoid judgments and expect the young person not to change for us. Summarize without interpretation when paraphrasing. Observer Continuously observe and pay attention to body language and subtle expressions. Stance: Be attuned to the young person’s nonverbal cues. Allowing Embrace silence as it may trigger a new stream of thoughts or newly discovered Silence: emotions for the young person. Use verbal pauses like “aha,” “I understand,” “really,” or “I see” to convey understanding and encouragement. Interruptions: Avoid interrupting the young person to allow them to express themselves fully. Interrupt only when clarification is needed and do so politely. 49 Affirming the To convey genuine listening, affirm the young person’s emotions with Young Person’s statements like, “If I understand correctly, it must have been really tough for you?” or “As I noticed, this seems to really upset you.” Emotions: Affirming emotions Ask open-ended questions related to the conversation content, reduces tension, allowing the young person to express themselves freely. resistance, and Use “what,” “when,” “who,” “how,” and “where” questions, avoiding disagreements. “why” questions that may sound critical. Clarify understanding with questions like, “Can you tell me more about this?” or “I’d like to understand your anger. What made you angry?” Hints: Avoid hints in conversation as they hinder communication. Some individuals find it challenging to express their thoughts and emotions, and young people even more so; therefore, they may hide them in hints. If a hint is detected, try to uncover its meaning by saying, “I’m not sure exactly what you mean by that; can you explain more precisely?” or “I assume that what you said... Am I thinking correctly? building The TruST Regardless of the activity we are doing with young people, trust is the single most important element to which we need to pay attention: trust in the relationship between the young people and the youth worker, trust in the relationships between the young people themselves. As youth workers, we need to make deliberate moves to build trust in every group we work with. The most important period for doing this is at the very beginning of the interaction with a group. While there are many possible ways of achieving this, we find the following pointers important for enhancing trust at the outset: Present the facilitator and the framework within which we will be working. This should be done briefly, in few minutes. If needed, we can return to a more detailed explanation later. Give everybody the space to be heard within the group, for example by sharing names and some (not too personal) information with the rest of the group. It is important that everybody speaks in front of the group as soon as possible. Enable conversations in pairs or smaller groups. Participants need to be able to share information with each other. Topics of conversation should be positive and should expose every person’s strong points. Topics should also boost conversation. Possible questions: What are you passionate about? What has been your favourite holiday so far? What are your dreams? 50 Get to know the group as a whole. Ask questions or provide some simple tasks that enable the characteristics of the whole group to be displayed: ask participants to line up, in silence, from the one with the brightest to the one with the darkest eyes, for example. Or we can ask: How do you like to spend your daily free time (reading, TV, sport, music, etc.)? Or participants can be invited to take up a space in the room and then tell everyone else why they chose that space. Do some team-building - there are hundreds and hundreds of exercises online. At the beginning, the point is to foster cooperation rather than competition. It is also essential for a structured discussion to be held after the team-building exercise. It is not just about fun and ‘being together’: it is also about enhancing trust, building stronger relations within the group, supporting learning, and exploring how we can exist and work together. These are just examples. No matter what you are doing, bear in mind that it will work better if you build a trustful environment within the group from the outset. regular CheCkpoinTS Regular checkpoints are, in different contexts, also known as daily reflections, “steam out teams”, home groups, etc. It simply means that after each day, or after a certain amount of time (if activities are not spread out over a number of days), we take time to think about: the progress made in relation to the purpose and objectives of our event or activity personal learning personal feelings and needs meaningful observations possible suggestions to the youth workers and the group Smaller groups enable participants to be more open; they also increase the amount of time for self-expression available to each participant. Ideally, groups should contain between three and five members for this section of the activity. However, in our experience, it is better to run this section as a whole group if the participants are aged between 13 and 16. Specific exercises can be very diverse and may be adapted to our target group. It is important for youth workers to identify what would they like the young people in their group to think about/ reflect on and what kind of feedback we need to plan the activities to come. We suggest that the methods be adapted accordingly. Regular checkpoints are indicators about what is happening within the group. They have the potential to show us the situations within the groups in advance, which allows us to plan our activities and adapt them in the best interests of the young people involved. 51 moving As simple as it sounds, moving the body gives us the potential to relax, to open up more, to talk more, to feel better … Movement can add value to activities for and with young people, depending on who those young people are, when the movement takes place and how intense the movement is. However, movement needs to be intentional and the reasons behind should be clear. Here are some examples of when movement can be used: Almost any kind of conversations in pairs can be done while walking. Practice shows that people open up more and are ready to share more personal things when they are on the move. In addition, we can explore our surroundings and stay outside. Moving exercises (energisers) can reduce the level of stress in the body, especially the stress connected with public speaking and some of the stresses brought about by the challenges the members of the group are facing. Stretching exercises can bring relaxation after long and demanding conversations. Longer walks or physical activity can bring connection within the group because they involve reaching a common goal. Tiredness can make participants more open to expressing what they need. However, as youth workers we need to be extremely careful when dealing with intense physical challenges. It might be easy for some participants and very frustrating for others. Any physical challenge must be approached with a lot of care and understanding. We invite you to think about including movement in your activities, and to observe what it brings to the group and to you. naTure Being in natural surroundings is another element that, in our experience, leads to more relaxed participation, deeper connections, a more trustful atmosphere and better learning outcomes. The question we need to ask is: How would we like to be in natural surroundings with the young people we are working with? Some examples from our practice are: Organising activities in tents/living under canvas for a week, and holding all activities outdoors. Organising some of the regular activities outdoors: going for walks, doing team-building or learning exercises outdoors, connecting the topics we are learning about with nature. The point is to stay outdoors, in natural surroundings, as much as possible. Take time to observe and listen to your surroundings. What can you hear? What can you feel (take your shoes and socks off for three minutes and walk around)? What can you smell, taste, experience? Being in the countryside is such a beautiful and powerful experience that it is enough by itself, and will definitely boost our progress towards the objectives we are working on. 52 53 5 DO’S AND DON’TS – THE YOUTH WORKER’S ROLE 54 TO BE RESPECTFULLY CURIOUS Špela Peterlin – Nayeli, NFE trainer, psychologist and gestalt experiential psychotherapy practitioner When we talk about the ‘right actions’ or the ‘right ways to respond’ within the mental health realm, there is surely more than one solution. It is important that we train ourselves to understand the complexity of psychological and behavioural functioning, and also to practise the personal position of ‘respectful presence’. But how do we start to understand this complexity? I say that we should start with curiosity. To be curious is to open up in order to attune oneself to the other person, to be compassionate about how they live and what lives inside them. How can we be compassionate about something we do not necessarily understand or have no experience of? This means we might not solve their problems, but we can help them to be present and heard, which is already therapeutic (but is mainly human). In gestalt we call this the ‘phenomenological approach’: that every person makes their own meaning of this world and of situations they are in. This ‘meaning making’ comes from their own life experiences and personality traits. When we listen to a person, it is important that we understand what they mean by what they say. If a young person comes and says they feel lost, we can explore what being lost means for them, rather than drawing conclusions based on what we already know. We might know what being ‘lost’ means for us, but not necessarily for them. So to be curious is an important inner state - it is not necessarily about ‘wanting to help’, which might be an action-based presence, but about staying in the state of ‘being’ with another and being curious of who they are at that moment. ‘All behaviours have meaning in the context in which they were formed’ Mario Salvador We can start by getting to know the person and the environment in which they live: Who is this person? What is the environment in which they function? How do they behave and think, what do I know about their emotionality? Does this person already have some support? What kind? What do we know about their social peer support and the friendships around them? This curiosity will help us create a safe and trustful relationship full of compassion and acceptance. This can be a very important step that provides a person with more emotional stability and makes them more receptive to further steps of support. 55 WHAT TO DO OR HOW TO BE A person with a symptom is perhaps holding a story inside that might not have been expressed yet. ‘Being’ and ‘doing’ both have importance in time-space when we set out to support someone. We embark on that support with our own calming presence first of all - any action we need to take to provide help and support can follow on from that. When a person is in emotional distress (reaction), they might experience different symptoms: their body or legs shake, they feel disoriented, they find it hard to focus, they cry uncontrollably, their chest tightens, they have very strong feelings of anxiety, they cannot sleep, and so on. These symptoms depend on the degree of distress and the person’s own capacity to contain it. They also depend on severity of expression (from very mild to severe). What we can do-be at times like this? You first have to ground yourself in the present moment so that you can notice your own breathing. You must make sure you are clear with yourself about how much capacity you have to listen and be supportive of the other person. If you are pushing yourself to be supportive and do not feel that it is authentic for you at that moment, it might be better to ask a colleague to take your place. When you speak to them, speak slowly and calmly; it is therefore important that you feel calm as well, so that your voice is calm and soothing. You can invite them to look at you and take some breaths together (if possible, look at each other; if not, you can both look as some point in the same direction). Assure them that you are there and that you will not go away. Help them to reconnect with the present moment with some sense-related mindfulness exercises: invite them to look around the room and count all the red objects they can find invite them to smell some essential oils, flowers or tea invite them to notice their feet and how they are in relation to the floor - they can push against the floor and walk around the room in this way for a while, etc When they are more present and centred again, you can ask them whether they experience this often and, if so, in what kind of situations, and whether they are already receiving some support. Normalise and validate what they feel. In this way you can help them feel understood and grounded in the reality of what they feel, even if their feelings do not make sense to you. They are not your feelings but theirs. Example: ‘It makes sense that you are angry or sad if this happened. I guess it’s normal.’ Give them time and space to talk about their experience without you monopolising attention or space. Be aware of how much space you take when you share your own experiences or thoughts. Set boundaries that are consistent, clear and meaningful. Safe and clear boundaries bring a sense of structure and security. Ensure that you make it clear that what they tell you will stay between you two. However, you must inform someone if you believe that they wish to harm themselves or others. Talk to them about possible further steps and find common ground on how to proceed. Tell them what your role can and cannot be (it cannot be that of a psychologist). Be honest and clear while staying compassionate. 56 DON’TS Don’t give advice on how they should solve their problems. Avoid ‘you should’ sentences altogether. Don’t judge or criticise their behaviour, even if it annoys you or you don’t understand it. Don’t use meditation or visualisation techniques with someone who expresses symptoms of disorientation in time and space. Don’t expose their problems in front of their peers or a larger group. Take a moment with them in a private and safe environment. Location is important and should have as few disturbances as possible (other people coming in and out, loud sounds coming from outside, etc.) Don’t panic or create drama. Try to calm yourself first before you take any other steps to offer support. Don’t push them to express their painful emotions or memories if they do not feel ready for it. Don’t generalise (‘Oh, this is nothing, it happened to me as well and I managed…’) REMEMBER: We can: support them to find professional help and make further steps in that direction help them learn some social skills remind them they are not alone WHEN SHOULD YOU ENCOURAGE SOMEONE TO SEE A SPECIALIST (PSYCHOLOGIST, PSYCHOTHERAPIST, PSYCHIATRIST)? When the symptoms persist for a longer period and are therefore already affecting their ability to function on a day-to-day basis. Example: They have problems sleeping and sleep very little. During longer periods of insomnia, our ability to regain equilibrium on our own and without any help might be limited. In order to start regaining psychological and physical balance, it is very important that we sleep enough and take sufficient rest. It might be that someone is too afraid to go alone to the doctor or psychologist, or to a psychotherapy appointment. Help them find a person who will go with them. If or when they express tendencies, wishes or plans to end their life, create an agreement that they will not try to harm themselves before you meet again. If they have a plan or make an attempt, you are obliged to call the emergency services or go with them to the emergency psychiatric unit. You should in any case check the legal procedures that apply in your country. ONE LAST DROP … YOUTH WORKER SELF-CARE As a youth worker, be clear with yourself about your role in supporting others: how much and what your responsibility is, and who around you can offer additional support. Create a good network around yourself of people who work professionally in the field of mental health (psychologists, psychotherapists, etc.). Turn to others for advice when you encounter cases that disturb or emotionally touch you. If you are a very empathetic person, practice establishing boundaries and emotional distance so that other people’s strong emotions do not overwhelm you. Be sure to know what your limits are. And … take loving care of your own inner world so that the help you give to others comes from a place of self-care. Thank you. 57 6 TAKING CARE OF YOURSELF AS A YOUTH WORKER 58 Jaka Kovač, Non violent communication trainer and facilitator Youth workers have an important role to play in supporting and empowering young people, and even shaping their lives and helping them to find a way through all the traps and challenges of adolescence, supporting them in making important decisions, encouraging them to develop their full potential, offering empathy while dealing with various family and life issues, and helping them to face their traumas, dysfunctional behavioural patterns and aggression. It is a rewarding role to witness their development, and all the little successes, moments of deep connections, and changes in self-perception and behaviour. But it is also emotionally, psychologically, and physically draining to be there all the time for them while also dealing with all other responsibilities (project work, reports, expectations of parents and financiers, logistics, etc.). Here are some of the challenges that youth workers can face: 1. Compassion fatigue 2. Stress and overwork Youth workers often invest significant emotional The demands of youth work can be overwhelming, energy in their work, and continuous exposure with long hours, tight deadlines and high to the struggles of young people can lead to expectations from stakeholders. These pressures compassion fatigue, a form of burnout that results can lead to stress and mental exhaustion. from excessive empathy. 3. Emotional intensity 4. Boundaries and self- Dealing with young people who are facing issues identity such as substance abuse, family problems, mental Youth workers may struggle to maintain health challenges or involvement in the criminal professional boundaries and sometimes become justice system can be emotionally draining. overly invested in their clients’ lives, leading to blurred lines between personal and professional identities. 5. Burnout During depressive periods, people with bipolar disorder may lose interest in activities they once found enjoyable. They might isolate themselves, stop interacting with others and show signs of despondency or despair. It is not just recommended that you practise self-care: it is a necessity if you wish to maintain mental and physical well-being, build up your resilience and offer high-quality support to young people in the long term. It is also about being a good role model: if you don’t know how to take care of yourself, how will you be able to support young people in their efforts to practise self-care? If you don’t care for yourself, it is almost impossible to care for others - at least not in a healthy, sustainable and long-term way. 59 You need to take care of yourself in they need is a little movement, relaxation order to be present in the situation you are and understanding. Colleagues are no longer in: to be calm, focused and in touch with annoying, confrontational and stubborn: yourself and the people you work with, even maybe they just need some rest, empathy in challenging situations. This is the only and a bit of time for themselves. way you can effectively lead the process Self-care also means becoming aware of learning and help young people to go of your internal dialogue and the patterns through their own processes. It means that that influence your relationship with young you have to be prepared and to understand people. If you are excessively critical and what you need and what you can contribute. demanding of yourself, how can you possibly In other words, taking care of yourself means help young people fully accept themselves being physically, emotionally and mentally and build healthy self-esteem? If you lack self- present. When you are calm, you are better confidence and trust in the people you work able to perceive, observe and respond to with, how can you help young people trust what is happening in the group. When you are themselves and bring mutual trust into the focused and in touch with yourself, you can classroom? How can you act in a calming way more easily recognise the needs of the group in intense situations if you already come to and of the individuals within the group - that work nervous and triggered? What we carry is, what it takes for them to relax, connect, within us, we bring into our relationships and focus and move forward. Being attentive the groups we work with. To explore such to the group’s needs makes participants patterns, both in ourselves and in the group, feel heard, respected and understood, honesty, authenticity and the courage to and increases their internal motivation to open up to vulnerability are needed, which participate. Focus and presence help you may arise when we face our darker sides. The endure the chaos necessary for creativity more willing you are to explore and embrace and vitality, and prevent you from slipping your vulnerability, the easier it will be for you into exerting control and establishing order to understand the people you work with and when it is not yet needed. The calmer you support them in their exploration. At the are, the less you need to deal with yourself, same time, this will bring more authenticity and you can, with curiosity and openness, and integrity to your role as a youth worker. listen to others more. At that point, your The more fully present and focused you are, perception of what is happening around you the easier it will be to encourage the group often changes. Young people are no longer members you work to be present and to wild, uneducated and spoiled: perhaps all focus. How can one truly practise self-care? Here are some practical self-care strategies you can incorporate into your life: 1. Develop self-empathy Self-empathy means being in touch with doing, you are trying, in a more or less functional/ your own feelings and needs. It means pausing when successful way, to meet some of your own needs. you are in an intense situation and checking how The more you are aware of this fact, the easier you you feel, what is happening in your body, and what will find it to be compassionate and gentle when you needs lie behind those feelings. It means enriching encounter an intense situation. And the more often your vocabulary of feelings and needs in order to you do that, the easier you will find it to be self-know how to name your subtle inner world. Self- connected and resilient. When you are conscious empathy is the awareness that whatever you are of your needs, it is easier to find strategies to fulfil 60 them - you are taking power and responsibility for to find compassion for others. When we become your feelings and needs into your own hands and aware that others are also simply trying, in more or you stop being the victim of ‘unfair’ circumstances less functional/successful ways, to fulfil their own and surroundings. The more you practise self-needs, it can bring us a greater measure of peace empathy, the more likely it is that you will be able in our lives and in our work with young people. 2. Finding support Having a friend/colleague or a group of each other, or practise elements of empathy/self-friends/colleagues with whom you meet on a empathy. Check for these groups in your country. regular basis and talk about the challenges you are facing at work can be life-saving. Having somebody If you are dealing with constant intense cases there who is ready and able to listen to you, without or more demanding target groups, organise interfering, and to give you advice and correct you supervision. A professional supervisor will help so that you are able to fully express yourself can you to process the intensity and get more insights be something close to regular therapy. Set a date into what is happening in specific relationships/ when you meet every week, every 14 days or every situations. Individual psychotherapy is also month. Divide and measure time so you both/all always a good choice (if you have the financial have a chance to express yourself and to practise resources, of course). The more you are conscious deep, empathetic listening. of your behavioural patterns and traumas and the strategies that you use to fulfil your needs, the Many countries and cities have regular non-easier will be for you to support young people in violent communication practice groups. People their struggles - and to care for yourself at the who are familiar with non-violent communication same time. gather together for a couple of hours and listen to 3. Setting boundaries Having a friend/colleague or a group of gather together for a couple of hours and listen to friends/colleagues with whom you meet on a each other, or practise elements of empathy/self-regular basis and talk about the challenges you are empathy. Check for these groups in your country. facing at work can be life-saving. Having somebody If you are dealing with constant intense cases there who is ready and able to listen to you, without or more demanding target groups, organise interfering, and to give you advice and correct you supervision. A professional supervisor will help so that you are able to fully express yourself can you to process the intensity and get more insights be something close to regular therapy. Set a date into what is happening in specific relationships/ when you meet every week, every 14 days or every situations. Individual psychotherapy is also month. Divide and measure time so you both/all always a good choice (if you have the financial have a chance to express yourself and to practise resources, of course). The more you are conscious deep, empathetic listening. of your behavioural patterns and traumas and the strategies that you use to fulfil your needs, the Many countries and cities have regular non-easier will be for you to support young people in violent communication practice groups. People their struggles - and to care for yourself at the who are familiar with non-violent communication same time. 61 4. Regular practice Identifying practices that help you centre Breathing exercises, either as individual practice or yourself and relax is another strategy that can as part of yoga, martial arts, walking, meditation support your efforts towards self-care. Find and the like, can be a very useful tool for use in some activity that helps you get calm, centred everyday life. When we are under stress, our and connected with yourself. It might be yoga or breathing gets very shallow, our sympathetic martial arts, country walks, dancing, meditation or nervous system is stimulated and we enter fight-or-breathing exercises. Do them on a regular basis. flight mode. One of the easiest ways to stimulate When we are in intense situations and under the parasympathetic nervous system (the thing stress, we tend to hold on to what is familiar to that calms us down) is to slow our breathing. If us. If our usual coping mechanisms are to close we manage to breathe into our belly, with deep down, attack others, defend ourselves or run inhalations and long exhalations through the mouth, away, it is very likely that we will hold on to those, we stimulate the parasympathicus even more. This automatically and subconsciously. Most of the makes it more likely that we are able to maintain practices mentioned above place emphasis on a calmness and to distance ourselves from the calm, conscious response that helps us strengthen drama that is happening around us. Consequently, our peaceful core and create a calmer place from we can respond much more constructively and in a which to respond when called upon to do so. supportive way, towards ourselves and others. 5. Recharging one’s batteries Making a list of things you enjoy doing is into your schedule so that you don’t do them only if a lovely activity that can help you recharge your you ‘have time’, but consciously set aside time to do batteries. Write down 30 things you love doing - at them. That makes it much more likely that you will least half of them should be things that do not take do them. This will bring more joy and enthusiasm much money, time or equipment, so you can really into your life and into your relationships at home or do them anytime, anywhere. Then incorporate them at work. 62 63 7 GUILDELINES FOR YOUTH ORGANISATIONS 64 Here are a few guidelines that could be of use to you in your future work: 1. Reacting to Emotional and Behavioral Issues: Remain calm and composed. Show empathy and understanding. Create a safe and private environment. Engage in active listening without making snap judgments. Set clear boundaries while validating emotions. Offer guidance and support, including professional help if needed. Implement de-escalation techniques. Involve the young person’s support network. Take care of your own well-being as a caregiver. 2. Designing Activities: Understand each individual’s needs. Establish a safe environment. Seek for therapeutic approaches if needed from professionals Encourage involvement and praise good behavior. Tailor challenges to each participant’s capabilities. Foster healthy relationships through cooperative activities. 3. Methodologies for Courageous Interactions: Provide a clear framework for activities. Build trust through group exercises and discussions. Welcome different opinions and encourage vulnerability. Ensure everyone has the opportunity to speak. 4. Active Listening: Create a positive atmosphere. Focus on understanding the young person. Avoid negative criticism and maintain curiosity. Observe nonverbal cues and allow silence for thought. 5. Building Trust: Present facilitators and the framework clearly. Allow everyone to share information in the group. Conduct team-building exercises to enhance trust. 65 6. Regular Checkpoints: Reflect on progress, learning, and personal feelings. Use smaller groups for more open discussions. 7. Incorporating Movement and Nature: Use movement to reduce stress and foster connections. Engage in activities outdoors for a more relaxed and trusting atmosphere. 8. Do’s and Don’ts for Youth Workers: Be respectfully curious and understand the complexity of each individual. Avoid giving direct advice or criticizing behavior. Don’t use meditation with disoriented individuals. Keep discussions private and avoid creating drama. 9. Support for Professional Help: Encourage seeking professional help when symptoms persist. Assist in finding support for severe cases or suicidal tendencies. 10. Youth Worker Self-Care: Understand your role and limits. Practice self-care to maintain mental and physical well-being. Develop self-empathy and find support networks. Set clear boundaries between work and personal life. Regularly practice activities that help you relax and stay centered. 66 We have come to the end of this listening, the toolkit aims to create safe and ‘Gentle Curiosity’ toolkit - or have we? We empathetic environments for young people, should perhaps more rightly regard it as fostering trust and opening avenues for the beginning of a life-learning journey. The meaningful dialogue. Integral to the toolkit is toolkit embodies this ethos, serving as a vital the concept of ‘gentle curiosity’, which urges resource in the dynamic realm of youth work. youth workers to genuinely understand the It began with the unexpected unique stories and challenges faced by young departures of young people who were people. Techniques such as grounding and suffering from emotional and behavioural mindfulness are tailored to the dynamic nature issues, and ended as a beautiful learning of youth work, and can assist in navigating journey. We have learned a lot: that we need conversations with clarity and sensitivity. to set boundaries and understand, and that The toolkit also stresses the importance of we need to know when to stop and let young collaboration between youth workers, mental people seek professional help. But there are health professionals and other stakeholders still things we can do. This toolkit is grounded to form a holistic support system. The toolkit in the understanding that effective youth is therefore not just a resource but a set of work transcends conventional approaches. guidelines for integrating the principles of It advocates for a compassionate, nuanced gentle curiosity into youth work. It aims to strategy that addressed the diverse needs strengthen the impact of the profession and of young individuals, particularly those contribute to the holistic development and facing additional obstacles placed in their empowerment of young people over the way by socio-economic, educational or long term, while emphasising the importance personal challenges. By emphasising active of also taking care of yourself. 67 Co-funded by the European Union. The views and opinions expressed are those of the author(s) alone and do not necessarily reflect those of the European Union or the National Agency. Neither the European Union nor the granting authority can be held responsible for them. 68 69 GENTLE CURIOSITY navigating mental health challenges as a youth worker