{"id":338,"date":"2021-02-03T17:44:45","date_gmt":"2021-02-03T22:44:45","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=338"},"modified":"2022-02-08T13:32:22","modified_gmt":"2022-02-08T18:32:22","slug":"who-can-you-count-on","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/stress-management-and-coping\/support-seeking\/who-can-you-count-on\/","title":{"rendered":"Who can you count on?"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><p>Provide rationale for the practice (refer to the \u2018Evidence\u2019 section)<\/p>\n<p>Brainstorm:<\/p>\n<ul>\n<li>What are some positive stress management ideas?<\/li>\n<li>Who can potentially be helpful\/supportive people in\u00a0your life?\u00a0In your school? In your community?<\/li>\n<li>When\u00a0would you ask for support from\u00a0a\u00a0friend and when should you seek the support of an adult?<\/li>\n<\/ul>\n<p>Ask students to:<\/p>\n<ul>\n<li>Identify two strategies and two people\u00a0that can help them manage stress.<\/li>\n<li>On a\u00a0wallet sized\u00a0card, write two strategies on one side of the card and two people on the flipside\u00a0of the card.<\/li>\n<li>Add\u00a0the Kids Help Phone\u00a0number\u00a0and\/or website.<\/li>\n<\/ul>\n<p>NOTE:\u00a0If you notice students who are struggling with the practice, consider approaching students individually to brainstorm.\u00a0Recognize that building trust take time.<\/p>\n<p>Check-in with the students on a regular basis to reflect on the usefulness of their selected practices, keep the concept of a \u201chelp card\u201d active and to ensure the information listed is still current.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Supplementary-resources-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneSupplementary-resources-0' aria-expanded='false' aria-controls='collapseOneSupplementary-resources-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Supplementary resources<\/h3><\/a><\/div><div id='collapseOneSupplementary-resources-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneSupplementary-resources-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li><a href=\"https:\/\/kidshelpphone.ca\/\" target=\"_blank\" rel=\"noopener\">Kids Help Phone<\/a>: 1-800-668-6868<\/li>\n<li><a href=\"https:\/\/smho-smso.ca\/blog\/online-resources\/reaching-out\/\" target=\"_blank\" rel=\"noopener\">SMH-ON Reaching out tip sheet<\/a><\/li>\n<li><a href=\"https:\/\/smho-smso.ca\/blog\/online-resources\/mental-health-literacy-and-anxiety-management-social-media-bundles\/\" target=\"_blank\" rel=\"noopener\">Mental Health Literacy and Anxiety Management Social Media Bundles<\/a><\/li>\n<li><a href=\"https:\/\/smho-smso.ca\/blog\/online-resources\/no-problem-too-big-or-too-small-student-help-seeking-resource\/\" target=\"_blank\" rel=\"noopener\">No Problem Too Big or Too Small: student help-seeking resource<\/a><\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Discuss with students that the first step is to know who to reach out to, the next step is to know how to ask for help. Brainstorm with students some ideas on how to ask for help (e.g. \u201cI\u2019m not feeling good.\u00a0 Do you have a few minutes to talk?\u201d).<\/li>\n<li>Put up posters around the school (back of bathroom stalls also), of people that students can access for help in their school.Ensure that they are culturally diverse.<\/li>\n<li>Students can create a stress buster bulletin board to showcase community resources, in school supports and positive stress management ideas. This could include posting ideas on Post-it Notes for students to take as needed.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Evidence-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneEvidence-0' aria-expanded='false' aria-controls='collapseOneEvidence-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Evidence<\/h3><\/a><\/div><div id='collapseOneEvidence-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneEvidence-0' data-parent='#accordion0'><div class='card-body'><p>Students may feel stressed and overwhelmed without realizing it or may be aware of these feelings but unsure of what to do to manage these feelings. Normalizing stress through psychoeducation can reduce the impact of stress on well-being and development (U.S. Department of Health and Human Services, 2008; Van\u202fDaele,\u202fHermans, Van\u202fAudenhove, &amp; Van den Bergh, 2012). Sharing strategies in the classroom helps model that we all need to develop the coping skills that will allow us to be resilient in the face of stress.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='References-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneReferences-0' aria-expanded='false' aria-controls='collapseOneReferences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> References<\/h3><\/a><\/div><div id='collapseOneReferences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneReferences-0' data-parent='#accordion0'><div class='card-body'><p>Barker, G. (2007)\u00a0<em>Adolescents, social support and help-seeking behaviour<\/em>: An international literature review and programme consultation with recommendations for action. World Health Organization Discussion Papers on Adolescence. Geneva: WHO.<\/p>\n<p>Bergin, C., &amp; Bergin, D. (2009). Attachment in the classroom.\u00a0<em>Educational Psychology Review, 21<\/em>(2), 141-170.<\/p>\n<p>McNeely, C., &amp; Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support.\u00a0<em>The Journal of School Health, 74<\/em>(7), 284-92.<\/p>\n<p>Roorda, D. L., Koomen, H. M., Spilt, J. L., &amp; Oort, F. J. (2011). The influence of affective teacher\u2013student relationships on students\u2019 school engagement and achievement: A meta-analytic approach.\u00a0<em>Review of educational research, 81<\/em>(4), 493-529.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To encourage support seeking, which is an important skill for personal resiliency<\/p>\n","protected":false},"author":2,"featured_media":976,"parent":157,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[31,17,55],"tags":[],"class_list":["post-338","page","type-page","status-publish","has-post-thumbnail","hentry","category-monthly","category-promote","category-stress-management-and-coping"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/338","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/comments?post=338"}],"version-history":[{"count":9,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/338\/revisions"}],"predecessor-version":[{"id":1252,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/338\/revisions\/1252"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/157"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/976"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=338"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=338"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=338"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}