# data[].attributes.body
Nonsense work

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What drains me (dreading or straining me)

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What drains me (dreading or straining me)

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Doing artistic and beautifying stuff eg canva

Staffing, email chains

Unfamiliarity

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Speaking with colleagues whom I’m able to bounce ideas with, to build on ideas.

going into a meeting and everyone brings with them an energy of “yes let’s try, we can make this work” even when things may not be as clear cut.

Learning about new ideas on strategies, support.

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What do you wish others could help you in more?

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What do you wish others could help you in more?

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Tips to engage school leaders, Supt, VP Facils - how to be confident without being overly pushy. Building relationships with them.

Systems-thinking

Intervention Planning

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Putting myself out there because it is necessary to build relationships and connections

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Interacting with child, beautifying slides/graphics, advocating for the child, sharing my knowledge with peers (e.g. literacy)

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Thinking up exciting ways to do things differently.

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Making connections with people and connecting people.

Not scared of difficult conversations/situations/pple.

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ADHD Expert Webinars from ADDitude Magazine

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CLICK HERE for a list of past webinars available for replay with downloadable slide presentations. Click below to register a...

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when people demonstrate learned helplessness e.g. teachers feeling like they can't do anything, and they don't want to take ownership of the problem

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Tell me directly when I’m being annoying or unhelpful.

Give me specific parameters on how to help you. Eg. how much time you have, what you need from me.

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Able to articulate ideas, perspectives, in a way that is easily understood.

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Casework, case conceptualization - even report writing because it's predictable and allows me to bring all the information I have together in one document.

Working with different professionals who are all working with the child (e.g., doctor, therapists, social worker, other psychologists)

Meeting the students and finding out their perspectives

Meeting parents and teachers and helping them to clarify some questions, psycho-education, providing emotional support and listening to their concerns

Conceptualizing literacy support for students

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Thinking about intervention plans and how to make suggestions that will be feasible and easy for teachers to implement, ensuring best fidelity. Very difficult for me from a 3rd person POV.

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Speaking with students, teachers and parents. Trying to understand the multiple perspectives, putting things together to paint the child's strengths and needs as best as possible.

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generative discussions of ideas, building on one another's ideas, people coming together and having the attitude of being in it together and playing their part; competition

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Working with highly cognitive and task focused people because I am a relationship, feeling person 100%

When I have given 100 percent and it is reflected to me, or I perceive feedback that there is more to do, to think, to xxx…

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What does ADHD look like in a girl? Does the presentation differ from boys?

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What do you wish others could help you in more? 

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What do you wish others could help you in more? 

# data[].attributes.body
To encourage me to be more self-affirming
To remind me, it’s a marathon, not a sprint

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Working together with people collaboratively

Engaging and interacting with supporters in the school

Helping others grow

Working with children to help

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Paperwork

Lack of control in situations

Engaging with others in difficult conversations or when there is a lack of buy-in

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How deep do we have to go in terms of Systems Work? Is this part of my core role as an EP or a good-to-have (if school is very ready)?

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Thinking of creative solutions at work (e.g. in committee work, or w schools, thinking abt how to successfully engage child with behavioural needs during ax, intervention planning)

Learning from others, and sharing what I've learnt - seeking growth together

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Communicating and scoping things

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The role of mental health in the manifestation of behavioural issues, and to what extent I may work with the school to address the MH aspect when supporting a student/providing intervention support

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what do you wish others could help you in more? 

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what do you wish others could help you in more? 

# data[].attributes.body
working out the processes, the step-by-step flowchart, the details that lead us to achieving our plan

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what you welcome others asking you for help in?

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what you welcome others asking you for help in?

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bouncing ideas off in casework, etc.

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What do you wish others could help you in more?

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What do you wish others could help you in more?

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Strength (What energises me, brings me joy)

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Strength (What energises me, brings me joy)

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Working with stakeholders, parents, teachers

Sense of completion, fluency, competency

Familiarity

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What would I welcome others asking me for help in

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What would I welcome others asking me for help in

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Jokes/ways to make conversations light hearted and in rapport building

Talking through cases, considering all possible hypotheses and explanations

Discussing the many ways and best ways to complete things

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What do you already have/do that may be of use to others?

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What do you already have/do that may be of use to others?

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Deep understanding of school systems
Adult PD
Lots of safe space and love for our fellow EPs and SENOs

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Instagram pages: @navigatingbehaviorchange

Books: Sensory Solutions in the classroom, RTI with Differentiated Instruction (I have these books if you would like to borrow them!)

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What do I have that may be of use to others

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What do I have that may be of use to others

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I try to keep templates of emails and things I do to make my subsequent work easier.

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What I wish others would help me with more (Need connection)

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What I wish others would help me with more (Need connection)

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working with data

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interacting with teachers and parents, able to take in/consider perpsectives of various stakeholders, good listener, scoping work

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Would have been great if they could share much more about their processes, how they work with the schools, payment schedule, caseload limitations, who they can actually refer to, how we can link up with them and for what...

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Doing admin / paperwork

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Staff work - Coordinating schedules, drafting the perfect email, getting up to speed when we are in huge meetings where so many issues are discussed

CMT Meetings and systems discussions - when things are less predictable and require numerous discussions to identify goals and problem-solve huge systemic issues

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we could have greater clarity of the objectives and the format of the session - was it to get to know REACH personnel then perhaps we can have some structure to have informal chats, or to clarify processes/q&a? e.g. REACH EP shared that actually she had slides

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Good at scoping problems and deciding on the next step forward.

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Wish others could help me more in (need connection)

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Wish others could help me more in (need connection)

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Guiding me when I do things for the first time

Providing affirmation that I am on the right track

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Helping to nuance comms, thinking about perspectives of different stakeholder and how they might respond to the messages.

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Discussion about medication and behavioural management strategies for students with ADHD/mental health - implications, side effects, suggestions to parents and teachers, what to look out for

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A sounding board, my alternative quirky perspectives to situations and ideas

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I do own books on ADHD that can be shared (if I can find them). And also just general experiences and self-learning.

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CHADD - Improving the lives of people affected by ADHD

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Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

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ADHD males versus females - from conference

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ADHD males versus females - from conference

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1. Bright and Quirky: https://brightandquirky.com/screen-time-mental-health-summit-evergreen/

Resources for supporting twice exceptional children. They have a free yearly summit.

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What can I do to energise me and reduce drain 

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What can I do to energise me and reduce drain 

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Choose work that gives me joy

Plan time to connect with friends and colleagues (once or twice a month)

Learn to give less than 100 percent; somethings can be just 10 percent with no big consequences

Guard weekends as I have been doing - no work… even if it means it piles

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Executive functioning - building blocks and systems 

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Executive functioning - building blocks and systems 

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https://www.instagram.com/currentadhdcoaching?igsh=MWUxb2doNWN5enFjcw==

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Collaboration for impact and change - What we can do together excites me to push the envelope

Growing people - I love watching and supporting people to become the best version of themselves

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Systemically, what can we do to support kids with EF difficulties, not just those with ADHD?
How can we help teachers build their knowledge, skills and buy-in to develop EF skills in the classrooms?

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Practical advice for teachers to support students with co-occurring SEN, and anxiety and depression in the classroom.

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What do I want to know about ADHD & MH needs?

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What do I want to know about ADHD & MH needs?

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I'm curious about ADHD and girls, and how it may present differently and what considerations we may need to bear in mind in supporting them

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Practical advice for parents to support students with co-occurring SEN, and anxiety and depression.

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How would we support cases where ADHD is comorbid with other SEN or MH issues?

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For students with a history of trauma, where their mental health difficulties manifest as very intense and persistent challenging behaviours, how/who can we collaborate with to better support these students?

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Resource on Executive Skills that I rely on

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Resource on Executive Skills that I rely on

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Executive Skills in Children and Adolescents

by Peg Dawson and Richard Guare

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Q1. What is the earliest age (or are there other considerations eg parenting style) in which we would safely diagnose ADHD. P2 or P3, after going through at least a few years of beh intervention?

Q2. Can we say that children's behaviours are likely due to ADHD if there is poor parenting styles? no right? We will need to ask parents how they manage the children's behaviours at home ?

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I found Mental Health Academy useful. it has useful seminars, workshops

https://www.mentalhealthacademy.co.uk

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Submission clearance of formal emails

The first thought that I have to go to MPCC / STAT (first gut response)

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Realising how much trust the children have in me in sharing their innermost thoughts, which have not yet been shared with significant adults or they have never been asked.

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I am a great fan of Dr Russell Barkley.

I have a book on 12 principles for raising an ADHD child. I also have YouTube clips of him explaining how to support kids with ADHD.

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What I wish others could help me more in

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What I wish others could help me more in

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Staffing impeccable formal emails

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Is it just co-morbidity we are looking at, or is it like what Russell Barkley believes - that ADHD does cause MH, like ODD.

This link between emotional problems and behaviour problems.

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random thoughts and different perspectives

Lots of books and journals from my table

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What qns do I have/what else do I want to know about ADHD x Mental Health

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What qns do I have/what else do I want to know about ADHD x Mental Health

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What are the risk-factors?

How can we collaborate across agencies and with schools and other community resources to go upstream/proactive/preventative?

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Deepening my understanding on ADHD in females and how it may look differently

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What are some concrete ways/frameworks/strategies we can suggest to support people working with students with self-regulation difficulties in the classroom setting?

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Actually quite glad SLs are more involved now. Used to have a problem getting some SLs on board bc they're so busy and leave it to their YHs. I plan to be more open and accessible to SLs about their SPED cases, and tell them that I'll really need their support to do my work well.

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Casework, case conceptualization - even report writing because it's predictable and allows me to bring all the information I have together in one document.

Working with different professionals who are all working with the child (e.g., doctor, therapists, social worker, other psychologists)

Meeting the students and finding out their perspectives

Meeting parents and teachers and helping them to clarify some questions, psycho-education, providing emotional support and listening to their concerns

Conceptualizing literacy support for students

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What I wish others could help me in more

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What I wish others could help me in more

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Share with me directly your thoughts and feedback on what can be better (work processes, how we work together, how I can communicate better, etc.)

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Presentations and support for girls with ADHD

Presentations and support for twice-exceptional children (gifted + ADHD).

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Check in with SLs on what has been shared at CBM

Work with CMT to nuance comms to parents

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to engage one of my school’s VP on their takeaways from the CBM and follow up on the case

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What are some good practices (in how the SLs are involved) in my schools that I can bring over/share with my other schools?

Go through with the schools what has been shared with the CBM.

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How to create opp for energisers, and mitigate drainers

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How to create opp for energisers, and mitigate drainers

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Recently signed up for a 2-day attachment to SAAS, got the opp to talk to the teachers, watch and interact with the students, get to know the daily challenges. Felt energised during the day (but exhausted after!).

I tend to procrastinate the drainers, but I've learned to do a little at a time so it doesn't feel so painful to do. I use a few reminder apps to help keep me on track!

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How do you make time or create opportunities to do the things that energise you?/What are some strategies to mitigate things that drain me 

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How do you make time or create opportunities to do the things that energise you?/What are some strategies to mitigate things that drain me 

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(writing under one box bc similar strategies)

Time management: Planning my day the night before, knowing and incorporating non-negotiables in my daily routine that keep me from feeling too drained (e.g. making time for prayer/meditation, spending time with loved ones, limiting use of phone)

Saying no to things that aren’t necessary + drains me (if it’s not a 100% yes, it’s a no)

Journaling/reflecting

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How do I make time or create opportunities to do the things that energise me?

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How do I make time or create opportunities to do the things that energise me?

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1.       I try to find pockets of time in my routines to tap on, or build it into my routines. Eg use the time during commuting/travelling to read newspapers, books, pray, listen to sermons or google things that I like or interest me.

2.        I also set myself rules such as no more doing work after 7pm, or find time 15-30min before bed to read.

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What are some strategies to mitigate things that drain me?

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What are some strategies to mitigate things that drain me?

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1.       Have an internal system to remind myself that I am burning out and I have to take care of myself.  Pareto principle

2.       Ask for help

3.       Take a step back, review if I am on the right track and doing the right/efficient thing. Remind myself of the purpose of what I am doing, my value add

4.       Distract myself: take time to watch youtube, play hp games, go for a walk/run

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Aspiring quotes for the day

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What areas of ASD PD would be helpful? Comment below!

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What areas of ASD PD would be helpful? Comment below!

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Which aspects of ASD assessment and intervention are you most confident? Comment below!

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Which aspects of ASD assessment and intervention are you most confident? Comment below!

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Any other questions that you may have about supporting students with ASD? - Comment below!

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Any other questions that you may have about supporting students with ASD? - Comment below!

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Share one learning goal to apply ASD CPG in casework/system work - comment below!

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Share one learning goal to apply ASD CPG in casework/system work - comment below!

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Engage and enquire SLs and CMT’s understanding… work on cases slowly for clarification and reiteration

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Knowing how the system works but also having the awareness that there is very little control I have over it.

Work conversations that needs a lot of thinking and/or getting buy-in

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This is how you treat ADHD based off Science - Dr Russell Barkley

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This is how you treat ADHD based off Science - Dr Russell Barkley

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One takeaway: the understanding of pharmacological treatment helps me in parent/teacher engagement sessions, where they may surface concerns and concerns

One learning goal: thinking of how we can signpost and guide parents to have further discussions with psychiatrist/doctor.

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Reflection on Professional Learning Journey

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Reflection on Professional Learning Journey

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Some mentoring experiences has been the most meaningful.

It is a trusted relationship where truth can be spoken in kindess and a common goal to address a specific learning need.

In the East Zone, or even across zones, effort and time should be made to develop these mentoring relationships more deliberately.

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I learnt a lot more on the types of medication given to children with comorbid presentation of ASD and ADHD. I also learnt more in depth about the genetic/biological factors of ASD presentation.

During meeting with parents, this information would be useful to address myths on ASD and alleviate guilt that parent may be feeling.

Learning goal: to better understand the presentation of ASD in girls

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highlight: attending the inaugural developmental paediatrics conference.

It was a f2f event over two days and included health care and mental health professionals so I got to hear about the issues across the different but related spaces. I think the f2f aspect of the conference was helpful for me + being in a different environment -> protected time to just be exposed to different ideas.

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1. Highlight : nothing specific comes to mind, but I thought of the supervision workshop. i also enjoyed last year’s time set aside during zonal to read articles / books and discuss our learning

2. Why / How so?

talking to someone about what our takeaways from the workshop were

sharing it with others

trying one thing out

3. one aspect to include

a culture that encourages us and is open to or forces us to try one thing

setting aside time in zonal mtg to read books or parts of books and sharing the knowledge with one another

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Videos from perspectives of adolescents and adults, great videos to show/share with schools and parents, to show what their teenagers are going through.

Executive Skills in Children and Adolescents - book with lesson plans, teacher tips, printable lesson plans/structure, questionnaire for public use, tips for transition support.

Harvard Uni Centre for the developing child publications, really good publications!!

Helps to build positive parent/teacher child relationships

Relational Invitational Approach (RIA) when working with parents, even KKH has been advocating this approach, sending people to conferences to learn and apply this.

Parent Engagement Book from Iris, talks about cultural diversity among parents

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31 July reflections on Professional Learning Journey

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31 July reflections on Professional Learning Journey

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·       What has been a highlight in your Professional Learning journey so far?

o   Fronting CMT sessions, speaking to SLs, CMT heads where previously I worked with case managers only

o   Receiving positive feedback from schools

·       What made it a highlight/ meaningful?

o   I was very scared at first as the task was very daunting. Awareness and stress by a significant knowledge/skills gap that I need to bridge in short period of time

o   I see that actually I can do the basics, can engage the schools and my style of preparation is ok. Good to know that I am on the right track

·       What is a feature that could be included in our EZ meetings?

o   Models of systems? Psych competency checklist mentions these models and frameworks as something we should know

o   Possible things that we can work on with schools that they highlight to us? Eg how to examine and improve a case referral system, how to support schools with parent engagement