ICEBREAKERS GROUPS AND MENTAL HEALTH OH MY Brought

ICEBREAKERS, GROUPS AND MENTAL HEALTH! OH, MY! Brought to you by: The Nicasa Prevention Team

Let’s color your name plate.

ICE BREAKERS MAKE THINGS HAPPEN An icebreaker is a special-purpose ship that is designed to navigate through dangerous ice covered waters. This is how the name “ice breaking” began to be applied to clearing the course for learning in a setting that could feel “dangerously” uncomfortable as members don’t know each other or know what to expect.

Icebreakers can be used whether kids/people know each other or not.

How did you get your name?

Ice breakers are often used haphazardly and to fill time as default activities. They are less likely to have impact when they are not designed, not developed, or not processed.

Life with the Wright Family

Well designed and well facilitated ice breakers can be used at anytime and can positively impact the purpose and goals for your gathering.

IS AN ICE BREAKER AN ENERGIZER? Yes and No! An energizer does just that…. ENERGIZE! An icebreaker can energize but that is not always the objective.

BENEFITS OF ICEBREAKERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. They are fun. Laughter is a positive thing! Kids get involved quickly and more easily. Barriers are broken. People get to know each other or know more about each other. Help clear out the cobwebs! Icebreakers create interaction that is nonthreatening. They can instill confidence. Opening up communication is key to success. Creativity will improve. New ideas will be generated.

AND EVEN MORE BENEFITS………. Icebreakers create a rich learning atmosphere. They prepare kids to learn. Icebreakers improve facilitation skills. They are good for you, too! They can make kids feel special. Motivating through activities can create more learning success down the road. Many learning styles can be used. Isolative participants can engage more easily. Icebreakers make commonalities more evident. Out of the box thinking is a life tool.

And now it’s time for M&Ms

A good facilitator can use icebreakers to gauge the temperature of the group and assess the skill base of the participants.

Icebreakers are great because they can be used in all settings and across the lifespan.

HELPFUL HINT: The key to a successful icebreaker is making sure that it is focused on meeting a goal and that it is the environment.

DO’S FOR CREATING THE RIGHT KIND OF ICEBREAKER Plan ahead, make a good choice and practice. Have supplies ready. Allow sufficient time for completion and processing. Process everything. Relax! and have fun. Reduce complex instructions. Monitor what happens. Don’t repeat it. Have a back up plan. If it doesn’t work, don’t blame……process it!

AND NOW THE DON’TS FOR ICEBREAKERS …forget to gauge who is in your group assume they must occur only at the beginning of group/activity force participation…. ask yourself; what does participation look like? provide painful feedback…. this may be setting a tone for group interest. occur too many times without variety…. no direct relevance lack of preparation or going in “cold”

WHEN TO USE ICE BREAKERS: ANYTIME!!! But, Consider them as openers when people don’t know each other or you don’t know the participants. Use them after a lot of talking has occurred or to relieve the tension of tough subject matter Know that they can illustrate a point. Use them if the topic is new and you want to use differentiated learning. They will help you regroup after a break or transition.

awesome? ? WHAT’S

OTHER CONSIDERATIONS: Keep it simple. Have clear objectives. Avoid touch. Keep personal info to a minimum. Always debrief. Be ready for anything. Always maintain respect in the group and for the group. Be the leader so you can gauge value and offer feedback. Know how to offer feedback.

A LITTLE BIT OF THEORY………………… Maslow and Ice Breakers

AND FINALLY: Carefully crafted, icebreakers can be very powerful. Create a fun atmosphere for learning and help people retain information.

Alligator River

ESSENTIALS FOR UNDERSTANDING AND FACILITATING GROUPS Observe with eyes that honor people. Know that poor behavior might be a math problem: Frustrations > Skills Priorities, attitudes and goals can become more evident because of the group experience.

WHAT IS A FACILITATOR? Facilitators are people who make things easier for the group by smoothing the path so the group can work together, Facilitators are information anchors.

ATTRIBUTES OF FACILITATORS Open Honest Fair Consistent Focused Active listeners Accessible Flexible Assertive Enthusiastic Adaptive Proactive Responsive Resilient

Facilitation takes Time and Practice

And one more thing……….

ANSWER ME THIS………… Behavior in a group belongs to:

GROUPS HAVE VALUE Make decisions Share info Plan ahead. Learn from one another Create buy-in Solve problems

Physical Plant

Group Size?

the value of co-facilitation

What is your goal?

The more you understand yourself the better you are able to understand what motivates others.

THEN ………. YOU HAVE TO ASK QUESTIONS……………. AND…………… It requires skill to ask the right questions.

HOW WOULD YOU ASK FOR MORE INFO? I hate Mr. Smith. I am going to kick her ass. Mrs. Jones hates me. Jorge hates me.

Go in cold or plan?

RULES: How? When?

Ground Rules are the expected rules of conduct that are important for the group’s full participation and success. Four walls behavior Control what you can

promote participation

A FEW KEY DON’TS…. JUST DON’T DO IT! Be afraid of disagreement Allow one person to dominate Let one point of view override the group Assume because of background, environment or culture Be the font of all wisdom Disclose your past as an adolescent

Values Auction

PARTICIPATION DISTRIBUTES POWER AND CAN CREATE: Fear Investment Power Pride

Food or no food? Rewards or no rewards?

THE SIX TENSIONS OF GROUP: l. Structure 2. Pace 3. lnteraction 4. Focus 5. Concern 6. Control

Lea d e Squ rshi are p s

THE KEYS TO ACTIVE LISTENING Translates but doesn't parrot Expresses understanding Reflects content States the problem

BRAINSTORMING IS: generation of new ideas using experiences and knowledge of the group.

Market this MARKER

IN A BRAINSTORM: Everyone participates Record ideas No feedback provided Repetition is ok Strive for quality Quality is energy

TUCKMAN’S : MODEL OF GROUP DEVELOPMENT

FOSTERING THE OPEN PROCESS: Nurturing the open process means paying attention to the process, content, and interpersonal dynamics of the discussion all at the same time-- not a simple matter.

GROUPS: 4 EMOTIONAL QUOTIENTS 1. Know your emotions 2. Manage your emotions 3. Motivate yourself 4. Seek to understand

THE MOST THERAPEUTIC MATERIALS ON THE PLANET (NO KIDDING): Legos The Box o’Crap Uno

GROUP BEHAVIOR GOALS . Be fully present Be responsible for your own needs Listen and respond Take risks Lean into discomfort Accept conflict as a catalyst Be open-minded Honor confidentiality Accept diversity Decide what particpation looks like

GOALS Behavior, Grades and Relationships

MAKE YOUR GROUP: 1. 2. 3. 4. 5. 6. 7. Relevant Meaningful Active Safe Encouraging Open Structured

Be ready for resistance Why does resistance occur?

BIG ISSUES: Tranference Dependence

COMMON SITUATIONS WHERE YOU MAY NEED TO INTERVENE Side bars On time Never ending discussions lnternal conflict

Process EVERYTHING!

TECHNIQUE$ FOR EASING INTO PRODUCTIVE CONVERSATION do something different understand peer needs predict the best don't challenge ideology scoop & stoop catch people being good peer model

RESILIENCY MODEL Problem solving Sense of future Sense of humor Social competence Mentor

Model what you want to see. Control your own biases Predict what you want to see.

Ensure self care and co-facilitator care.

closing your group with a feedback whip

You will have an impact on every person you come in contact with either by design or by default. Which do you choose? L. Tobin

Depression Abuse of alcohol/ drugs Physical complaints Self-injury/ Cutting Intense fear of becoming Aggression Frequent obese Nightmares outbursts Marked change in school performance Unusual behavior Threat to harm self or others Sexual acting out Threats to run away Inability to cope

MENTAL ILLNESS IN KIDS 1 in 4 of us has a mental illness, 1 in 5 kids have an identified mental illness, the median age of onset for anxiety is 11 years old, substance use begins as early as 10 -12 years old… so chances are, you will be confronted with a mental illness in one of the kids in your group.

At least 1 in 5 children and adolescents has a mental health disorder 1 in 10 has a serious disorder 90% of people who develop a mental disorder show warning signs during their teen years

For the most part children can develop the same mental health conditions as adults, but their symptoms may be different.

SOME KIDS DON’T GET HELP BECAUSE………. Many mental illnesses may look like typical adolescent behavior Stigma is alive and living in your neighborhood Families don't know about available treatment Kids may not have the vocabulary to tell us that something is wrong Families may be afraid of medication

SOME ILLNESSSES THAT AFFECT KIDS ARE: Anxiety disorders ADD/ADHD Autism Spectrum Disorders Eating Disorders Mood disorders Schizophrenia Substance Use Disorders Behavioral Disorders Non Suicidal Self-injury

CLINICAL DEPRESSION • Deep despair, sadness, crying • 1 in 13 teens experience symptoms BIPOLAR DISORDER • Extreme changes from happy to sad • 1 in 100 teens have it • Hard to diagnose, looks like depression

ANXIETY DISORDERS • Overwhelming fear with no cause • Risk is greater with family history EATING DISORDERS • Unrealistic thoughts about weight • 1 in 20 teens suffer; 90% females • Untreated it can result in hospitalization or death

SCHIZOPHRENIA • Strange thoughts, unusual behaviors • High functioning, then big decline • Distrustful, no longer social, voices ADHD • Problems paying attention • Can seriously impact ability to learn

OPPOSITIONAL DEFIANT DISORDER • Stubborn, argumentative, hostile • Major distraction in the classroom CONDUCT DISORDER • Verbal/physical aggression • Junior sociopaths • End up in detention centers

In general, a problem is a problem when the SYMPTOMS last longer than two weeks and seem to be affecting home/school, activities and/or relationships. What is the difference between signs and symptoms?

WATCH OUT FOR: Sadness, withdrawal, moodiness Intensity in feelings or anxiety Anger or risk taking Talking about suicide, subtle talk as well Difficulty concentrating Weight loss Changes in appearance Bruising, cuts…. Changes in how clothing is worn Change in peers Physical symptoms

A SHAMELESS PLUG FOR: Assess for risk of suicide or harm ( What is your approach? ) Listen nonjudgmentally Give reassurance and information Encourage appropriate professional help Encourage self-help and other support strategies

KEY UNDERSTANDINGS: What is your role and what does your role allow? What do you know about your community for professional help and self-help? Are you prepared for a mental health issue? Do you have an agency protocol?

WHAT IS NORMAL? Change Weirdness Peer importance Inexperience Self-consciousness Risk Taking

SKILL BUILDING Think: lack of skill not intentional misbehavior Think: building missing skills not shaming for lack of skills Think: nurture not criticize Think: teach not blame Think: discipline not punishment 86

Three basic building blocks to success: Adapted from the research of Dr. Margaret Blaustein Attachment - feeling connected, loved, valued, a part of family, community, world Regulation - learning about emotions and feelings and how to express them in a healthy way Competence - acting rather than reacting, accepting oneself and making good choices 88

Steps YOU Can Take NOTICE TALK ACT

No help = Pain Suffering Failing

“Adolescence is like having only enough light to see the step directly in front of you. ” ― Sarah Addison Allen, The Girl Who Chased the Moon

REFERENCES Youth Mental Health First Aid Surviving Your Adolescence A Tribe Apart Maslow