MARCH 2013 - PowerPoint Presentation

Slide1

MARCH 2013Slide2

Tyrone GAA Youth Conference

Date

: M\arch 7

th

2013

Venue

: Tyrone GAA HQ at

Garvaghey

Time

: 6.45pm – 9.30pm

‘The Winner Within’

Addressing the Emotional Health and Wellbeing of Young Players

7:00pm:

Introduction

Ciaran McLaughlin,

Cathaoirleach

/ Stephen McHugh, Youth Committee Chairman.

7: 10pm:

‘Sports psychology: time to think beyond performance and

acknowledge the presence of mental illness amongst athletes’

Dr

Lynette Hughes (BSC. MA.

Ph.D

)

8:00pm:

Safeguarding in Clubs: promoting the ‘Code’

Kathryn

Anderson,

Oifigeach

Leanaí

(County Children’s Officer)

8:15pm:

The role GAA can play in addressing suicide prevention

through promotion of

SafeTALK

training for local Clubs.

Brendan Bonner Head of Health and Social Well-being Improvement (West) Public Health Agency

.

8:30pm:

Sharing Best Practice in Managing Youth Affairs at Club level

Stephen

McHugh, Chairman Tyrone Youth Committee.

8:45pm:

How to Develop Self - Empowerment in Young Players.

Brendan

Harpur

,

Oiliúna

&

Forbartha

(County Coaching Officer)

9:15pm:

Plenary / Close

BUFFETSlide3

Sports psychology:

beyond performance, acknowledging mental

illness amongst athletes

Dr. Lynette HughesSlide4

ArousalSlide5

POMS (profile of mood states)Slide6

Individualised zones of optimal functioning (IZOF;

Hanin)Slide7

5-a-day for mental wellbeingSlide8
Slide9
Slide10
Slide11
Slide12
Slide13
Slide14
Slide15
Slide16

Physical Activity can compromise healthSlide17
Slide18

Variation in:

Diagnosis

TreatmentDoctors in sports environment:under intense pressure from management, coaches, trainers and agents to improve performance in the short termFaced with a myriad of ethical dilemmas that compromise the well-being and treatment of the athlete.7

Concerns for athletes

SAME SYMPTOMSSlide19

Vulnerabilities to Mental IllnessSlide20
Slide21

Vulnerabilities to Mental IllnessSlide22

PRESSURE OF LIFE BALANCE

i.e. Student, work, relationships

↑

public recognition &

↑

public scrutiny

Role model status

‘Homeostasis’

essential

for performance and growth and repair.

Students pressures of exams, coursework, training and competing.

Recovery element of training compromised.

Additional teams to represent.

Athletes with a family, job, children, girlfriend etc. can find it hard to deal with the demands of intense training on top of everything else

.

Self-pressure: high motivation and expectations

Many athletes enjoy being recognised by the public BUT brings with it additional pressures.

Self-pressure to always be “the star” which is unrealistic when other factors like injury or illness are to be factored in.

The pressure to be a role-model leaves it hard for athletes to make the mistakes their peers make without being under the scrutiny of fans, the media, coaches and managers.

Athletes who experience success very early in life can struggle with such a title.

 Slide23

↑

Time constraints

Pressure to perform by coaches

mental and physical demands in terms of intense training

Dealing with

injury/ career termination

Rest and recovery are essential components for athletic performance.

Coaches need to reinforce this to athletes.

Coaches also need to be aware when they are pushing for their own needs as opposed to the greater good of the athlete.

An athlete who feels understood and valued will ‘want to’ commit and make the sacrifices necessary for performance as opposed to feeling like they ’have to’ commit.

Experience of injury compared to experiencing a bereavement.

Athletes struggle with a body that does not perform or operate to its normal capabilities.

Can become very isolated within the sports setting and their

team, left out.

Athletes are tested and pushed when injured which serves to fuel the psychological trauma

experienced

An athlete needs to continually think of what they eat and drink, how much sleep they get and how they get themselves “into the zone” for optimal performance.

Physically striving to push the body.

Depression, body dysmorphia, anorexia and bulimia are just some of the

documented

conditions athletes suffer in trying to deal with the pressures that come with being a performer.

 Slide24

Current approach to mental illness in athletes

Inaccurate and unhelpful =

deprives the athlete of effective care (6)Slide25

Common Mental Health DisordersSlide26

Anxiety, panic and phobias:

When these feelings become too strong they can stop us from doing the things we want to.Slide27

Stress becoming “distress”Slide28

Often the result of some event or trigger: Negative (such as the death of a loved one (acute), redundancy, divorce or relationship ended (chronic), Positive (a new partner, new job or going on holiday).

StressSlide29

StressSlide30

Genes - (trait anxiety).Circumstances - (state anxiety) sometimes it's obvious what is making you anxious. When the problem disappears, so does the anxiety. However, some extreme situations are so threatening that the anxiety goes on long after the event (PTSD). Drugs - recreational drugs like amphetamines, LSD or ecstasy can all make you anxious.

Life experience - bad experiences in the past or big life-changes such as pregnancy, changing job, becoming unemployed or moving house.

Causes of anxiety, panic and phobiasSlide31

At least 2% of children under 12 struggle with significant depression By teenage years this has risen to 5% - i.e. at least one depressed child in every classroom.

Simply appearing unhappy much of the time, feelings so extreme or persistent they get in the way of normal activities.

ExhaustionHeadaches, stomach aches, tiredness and other vague physical complaints that appear to have no obvious cause.Spending a lot of time in bed but sleeping badly and waking early in the morning.

Doing badly at school or not coping with things that used to be manageable

Major changes in weight.

Being unusually irritable, sulky or becoming quiet and introverted.

Losing interest in favourite hobbies.

Having poor self-esteem or recurrent feelings of worthlessness, hopelessness.

Contemplating suicide

Depression in children: symptomsSlide32

Losing a loved one (or in children, a good friendship breaking up)Illness, stress, family problems (marital disharmony or breakup)AbuseSchool problems (such as bullying, exam fears).

Some children are more resilient to difficulties than others

Genetics and family tendencies: may also explain susceptibility and why the levels of certain brain chemicals become abnormal in depression. Depression is also a feature of many other illnesses and conditions.

‘Organic' causes include:

An underactive or overactive thyroid gland

Vitamin B12 deficiency

Viral infections

Traumatic brain injury

Causes of depressionSlide33

Children less capable of expressing feelings = often react to their moods in a more physical way. Some are clearly sad, withdrawn and tearful, others may become hyperactive, troublesome bullies.Symptoms for longer than 3/4 weeks = GP.Talk about suicide should

always

be taken seriously = get expert advice.Difficulties spotting it:Slide34

Bipolar (also known as manic depression) causes severe mood swings, that usually last several weeks or months and can be:Low mood, intense depression and despair.High or ‘manic’ feelings of joy, over-activity and loss of inhibitions.

A 'mixed state' such as a depressed mood with the restlessness and over-activity of a manic episode.

Bipolar DisorderSlide35

Genes.There may be a physical problem with the brain systems which control mood - so bipolar disorder can often be controlled with medication.Stress can trigger mood swings.

There are a number of types of bipolar disorder:

Bipolar I. There has been at least one high, or manic episode, which lasts for longer than one week. You may have only manic episodes, although most people will also have periods of depression.Bipolar II. Where you have more than one episode of severe depression, but only mild manic episodes (called ‘hypomania’).

Rapid cycling

. You have had more than four mood swings happen over a 12 month period. This affects around one in ten people with the condition.

Causes of bipolarSlide36

DepressionFeelings of unhappiness that won’t go awayAgitation and restlessnessLoss of confidence

Feeling useless, inadequate or hopelessUnable to think positively

Can't concentrate or make even simple decisionsLoss of appetiteSleeping problems including waking early in the morningLack of interest in sex

Avoiding other people

Thoughts of suicide

Mania

General elation

Feeling more important than usual

Full of energy or ideas; moving quickly from one idea to another

Unable, or don't want to sleep

More interested than usual in sex

Making unrealistic plans

Overactive, talking quickly

Irritable with other people who can't go along with your mood or ideas

Spending money recklessly

Bipolar SymptomsSlide37

Psychotic symptoms If a mood swing becomes very severe, you may have 'psychotic’ symptoms. These include:When depressed feeling guilty, worse than anybody else, or even that you don't exist.When manic, feeling you’re on an important mission or you have special powers or abilities.

May also experience hallucinations - hear, smell, feel or see something that isn’t there.

Bipolar SymptomsSlide38

CausesMay be genetic or caused by a chemical imbalance in the brain.

Who’s affected?At least 1% of the UK population.

More common in people with a history of depression and/or social phobia. Often occurs with obsessive-compulsive disorder or generalised anxiety disorder.May also exist alongside an eating disorder.It usually starts in adolescence when people are most sensitive about their appearance.

Symptoms

Excessive worry about a part of their body which they perceive to have a defect, despite reassurances about their appearance.

May:

Wear excessive make-up or heavy clothing to hide their perceived defect

Repeatedly look in the mirror and seek reassurance about their appearance

Frequently touch or measure the perceived defect

Repeatedly pick at their skin or pluck their hair and eyebrows

Feel anxious when around others

Diet and exercise excessively

Not be able to hold down a job and sometimes avoid socialising.

Find it difficult to have relationships.

Body dysmorphiaSlide39

Is a broad name for a number of problems we face with food in our society.

Bulimia: comfort in feeling full but dreads taking on the extra calories. Induce vomiting, causing long-term problems for their throat and teeth on top of psychological problems.

Common behaviour of someone affected by an eating disorder includes:

Mentally keeping a balance between calories taken in and calories used up

Deep-seated feelings of anxiety if they consume a few calories too many

Self-loathing, depression or panic if they haven’t lost any weight or put a little on

Many anorexics and bulimics know the damage they are doing to themselves but are still unable to stop. This increases feelings of despair and self-loathing, causing their condition to continue.

Eating disordersSlide40

Evidence that eating disorders can run in families.Socially: - Images of physical perfection

- Encouragement to eat foods packed with calories made up of saturated fat and simple carbohydrates.

Psychologically, at the root of an eating disorder:Distorted body imageLow self-esteem

Anxiety for some control

An expression of deep emotions such as depression or trauma that can’t be put into words

Causes of eating disordersSlide41

CausesGetting diagnosed with a serious illness.

Having (or seeing) a serious road accident.The unexpected injury or violent death of someone close.

Continuing physical or sexual abuse.Conflict or war experiences

Symptoms of PTSD

Usually start within six months, and sometimes only a few weeks after the trauma.

After the traumatic event you can feel grief-stricken, depressed, anxious, guilty and angry.

May also:

Have flashbacks and nightmares, reliving the event in your mind, again and again (forced to think about what happened and decide what to do if it happens again)

Avoid thinking and feeling upset about it by keeping busy and avoiding anything or anyone that reminds you (helps you not to become exhausted from remembering a trauma)

Be ‘on guard’ – you stay alert all the time, can’t relax, feel anxious and can’t sleep (helps react quickly to another crisis).

Vivid memories = adrenaline levels high = feel tense, irritable, unable to relax or sleep

Feel physical symptoms – aches and pains, diarrhoea, irregular heartbeats, headaches, feelings of panic and fear, depression.

Start drinking too much alcohol or using drugs (including painkillers).

Post-Traumatic Stress DisorderSlide42

Schizophrenia is a disorder which affects thinking, feeling and behaviour. It usually starts between the ages of 15 to 35 and affects about 1 in every 100 people during their lifetime.

CausesAren’t known for sure. It’s likely that several different factors may have an affect:

Genetic links - one in ten people with schizophrenia has a parent with the condition.Damage to the brain during pregnancy or birth.Use of recreational drugs, including ecstasy, LSD, amphetamines (speed), cannabis and crack.Stress.

Schizophrenia

Slide43

“Positive” (represent a change in behaviour, or thoughts ):

Delusions - believing something completely even though others find your ideas strange and can't work out how you've come to believe them.

Difficulty thinking – finding it hard to concentrate, drifting from one idea to another.Feeling controlled – feeling as though your thoughts are vanishing, that they‘re not your own, or that your body is being taken over and controlled by someone else.

Hallucinations

 - hearing, smelling, feeling or seeing something that isn’t there. Hearing voices is the most common problem. The voices can seem utterly real., they are more often rude, critical, abusive or annoying.

“Negative” (represent loss of normal thoughts, feelings or actions)

Loss of interest, energy and emotions

. You don't bother to get up or go out of the house. You don't get round to routine jobs like washing, tidying, or looking after your clothes. You feel uncomfortable with other people.

Some people hear voices without negative symptoms

. Others have delusions but few other problems.

Schizophrenia symptomsSlide44

It’s thought 1 in 10 people has some form of personality disorder. You may have a personality disorder if:

Parts of your personality make it hard for you to live with yourself and other peopleExperience doesn’t teach you how to change the unhelpful parts of yourself

You find it hard to make or keep relationshipsYou find it hard to control your feelings or behaviourYou find that you upset or harm other people because you’re distressedSome evidence that, similar to other mental disorders, genes, brain problems and background can play a part.

Personality disorderSlide45

Suspicious: Paranoid, suspicious of other people, sensitive to rejection, tendency to hold grudges.

Schizoid (unable to make contact with other people, preferring your own company and developing a rich fantasy world).Schizotypal

(have odd ideas and difficulties with thinking, see n as eccentric and you may see or hear strange things).

Emotional and impulsive

Antisocial (don't care about other people’s feelings, get easily frustrated and aggressive, find it difficult to develop close relationships, do things on the spur of the moment without feeling guilty and unable to learn from unpleasant experiences).

Emotionally unstable (do things without thinking and find it hard to control emotions, may feel empty inside or so bad they self-harm. Make relationships quickly, but easily lose them. Can also feel paranoid or depressed and may hear noises or voices.

Histrionic (are self-

centered

and over-dramatise events, emotions are strong, but change quickly, worry a lot about appearance and crave excitement).

Narcissistic (crave success, power and status, seek attention and tend to exploit others for self gain).

Personality disorder: 3 sub-groupsSlide46

AnxiousObsessive-compulsive (perfectionist, worrying about the detail in everything, cautious, find it hard to make decisions, have high moral standards, worry about doing the wrong thing and judging other people, sensitive to criticism and may have

obsessional thoughts and behaviours).

Avoidant (very anxious and tense, worrying about insecurities, feel inferior and want to be accepted, sensitive to criticism).Dependent (rely on others to make decisions and do what others want to do, find it hard to cope with daily tasks, feeling hopeless and incompetent and easily feel abandoned by others).

Personality disorderSlide47

Approx 1 million people/yearAround 6,000 in the UK and Ireland.Number of young men committing suicide has increased over the past couple of decadesWomen may be better at expressing and dealing with their distress.

Current social, financial and economic issues have put more pressure on men.

SuicideSlide48

There’s rarely one single trigger, although there may be an important 'last straw'.Genetic predisposition, personality trait or lack of support. A long history of mental health problems, the main ones being depression, eating disorders and schizophrenia. Relationship problems

Other factors include physical illness (acute and chronic), alcohol and drug, social isolation, housing, money and job problems.

The final straw may be the end of an important relationship, having to face up to debt or a court case, losing one’s home or job, or simply an event that stirs the emotions.Factors leading to suicideSlide49

Symptoms which may be due to depression include moodiness, irritability, poor concentration, tearfulness and being withdrawn. Loneliness, guilt and self-hatred can lead to a feeling of hopelessness and despair. Changes in appearance, hygiene or health.

More tired, have sleep problems, poor appetite and have lost interest in their usual hobbies.Children often feel isolated, afraid of talking to their family or friends and often don’t know who to turn to.

Young children especially may find it hard to put into words how they feel but instead act out their emotions in a way that their family may not understand. Suicidal feelings in children and teenagersSlide50

They may have family problems – parents separating or who have problems of their own such as money problems which the child feels, inappropriately guilty about. Death of a grandparent or other family member, neglect, abuse, isolation, bullying and physical illness are all frequent triggers to teenage depression and suicide. Drug and alcohol use are increasingly common in teenagers and also play a part in the development of depression and altered behaviour which can lead to a suicide attempt.

There were 1,722 adolescent and juvenile deaths by suicide in the UK between 1997 and 2003, almost all were young people were aged 15-19, three-quarters were male and overall, the most common methods of suicide were hanging, followed by self-poisoning.

Younger women are more likely to resort to deliberate self-harm and attempted suicide, rather than suicide itself. Suicidal feelings in children and teenagersSlide51

Talking therapies (group therapy, counselling or psychotherapy which helps remember events, make sense of them and move on) Cognitive behavioural therapy

 (CBT) helps to think differently about your memories, so that they become less distressing and more manageable. It involves relaxation to help you tolerate the discomfort of recalling the traumatic events.

Eye movement desensitisation & reprocessing (EMDR, PTSD) - uses eye movements to help the brain to process flashbacks and to make sense of the traumatic experience.Essential to help them understand, how they can deal with the underlying problems in their life and how they can develop a more positive view of their world.

Like adults, children with depression can't just 'snap out of it' or 'pull themselves together'.

Children usually respond fairly quickly to treatment. Antidepressants are rarely needed. Most children can be treated at home or as a hospital outpatient, so rarely need to stay in hospital.

Medication

TreatmentsSlide52

Stigma: perceived as being weak (males), leads to those working with athletes not referring them to a mental health professional, embarrassment, media impactWorry about what others will think (coach, teammates and family/ friends)Lack of mental health literacy (not knowing about mental health disorders or what the symptoms are or when/ where to seek help)

GP relationshipLack of self-recognition (others recognising it before them)

Negative past experiences of help-seeking (problem relating to the provider or breech of confidentiality)Time constraints (no money or transport)

Barriers to mental health help-seeking in young elite athletes

(Gulliver, Griffiths & Christensen; 2012)Slide53

Having an established relationship with a provider (already knowing a counsellor or doctor)Being aware of your feelings and being able to express them, emotional competenceEncouragement from othersPositive attitudes of others (especially coach, family and friends)

Pleasant previous experiencesAccess to internet and online mental health services.

Facilitators to mental health help-seeking in young elite athletes (Gulliver, Griffiths & Christensen; 2012)Slide54

You are NOT a mental health expertButYou are in a position of trust

You may be that ONE person who a young person opens up to

Your role is to:ALGEEYOUR ROLESlide55

Assess for risk of suicide or harmListen non-judgmentallyG

ive reassurance and informationEncourage appropriate professional help

Encourage self-help and other support strategies GP is the gate keeper to all Mental health services

ALGEESlide56

Mood Gym moodgym.anu.edu.au/Beating the bluesOnline resourcesSlide57

Feel the Fear and Do it anyway: How to turn your fear and indecision into confidence and action (Susan Jeffers, CD AND BOOK)The Power of Positive Thinking (Norman Vincent Peale, CD and book)Yoga Conditioning For Athletes [DVD] Rodney Yee3 of I Can Do It: How To Use Affirmations To Change Your Life (Louise L. Hay, Joan Perrin-

Falquet)

How to lift depression ...Fast (The Human Givens Approach) (Joe Griffin, Ivan Tyrrell)Overcoming Anxiety (Helen Kennerley

)

I Can't Stop Crying: It's So Hard When Someone You Love Dies (John D. Martin, Frank D. Ferris)

Dealing with depression: Trusting God through the Dark Times. (Sarah Collins & Jayne Haynes)

Other ResourcesSlide58

1 Ljungqvist A, Jenoure P, Engebretsen L, Alonso JM, Bahr R, Clough A, et al. The International Olympic Committee (IOC) consensus statement on periodic health evaluation of elite athletes (March 2009). Br J Sports Med 2009; 43:631–43).2

Cresswell SL, Eklund RC. Athlete burnout: a longitudinal qualitative

investigation. Sport Psychol 2007; 21: 1–20.3 Peluso M, deAndrade LH. Physical activity and mental health: the association between exercise and mood. Clinics 2005; 60: 61–70).

4 Reardon CL, Factor RM. Sport psychiatry: a systematic review of diagnosis

and medical treatment of mental illness in athletes. Sports Med 2010; 40:

961–80).

5

Sundgot-Borgen

J, Torstveit MK. Aspects of disordered eating continuum in elite high-intensity sports. Scand J Med

Sci

Sports 2010; 20: 112–21.

6

Schwenk

TL. The stigmatisation and denial of mental illness in athletes. Br J Sports Med 2000; 34: 4–5.

7

Devitt

BM, McCarthy C. Review: ‘I am in blood

Stepp’d

in so far . . .’: ethical dilemmas and the sports team doctor. Br J Sports Med 2010; 44: 175–8.

8

Lisha

NE,

Sussman

S. Relationship of high school and college sports participation with alcohol, tobacco, and illicit drug use: a review. Addict

Behav

2010; 35: 399–407).

9 Gulliver, Griffiths & Christensen. Barriers and facilitators to mental health help-seeking for young elite athletes: a qualitative study. BMC Psychiatry, 2012; 12: 157

10

Corrado

D, Basso C, Rizzoli G,

Schiavon

M,

Thiene

G. Does sports activity enhance the risk of sudden death in adolescents and young adults? J Am

Coll

Cardiol

 2003;42:1959–1963

11 Hughes L, and Leavey, G. Setting the bar: athletes and vulnerability to mental illness. British Journal of Psychiatry 2012; 200: 95-96.

Academic SourcesSlide59

Safeguarding: promoting the ‘Code’

KATHRYN ANDERSON - 2013

Oifigeach LeanaíSlide60

What is Safeguarding?It may be defined as Doing everything Possible to minimise the risk of harm to children and young people.

GAA Clubs have a Duty of Care and should aim to proactively safeguard and promote the welfare of children so that the need for action to protect children from harm is

reduced.Slide61

RESPONSIBILITIESSlide62

Voluntary organisations and individual volunteers have a duty of care to each other and others who may be affected by their activities. Civil law and the duty of careThere

is first and foremost a moral obligation on anyone who is involved with children to provide them with the highest possible standard of care.

There is secondly a legal responsibility, under the common law Duty of Care, for all organisations to take reasonable steps to ensure the safety and wellbeing of the children in their care.Slide63
Slide64

4 Essential Steps to Being a Safe Club

Appoint suitable Children’s Officer and Designated Person

Promote the ‘Code’3. ACCESS NI compliant /Safe recruitment and management of volunteers

4. Child Protection Awareness trainingSlide65

1. Appoint

a Children’s

OfficerOfficial Guide - Part 1Appendix 4

Club Constitution and Rules

7.1 The Executive Committee shall be comprised of the

Chairperson

, Vice-Chairperson, Treasurer, Secretary,

Registrar

, Officer for Irish Language and Culture,

Public

Relations Officer, Children’s Officer, one Players’

Representative

, and at least five other Full members.Slide66
Slide67
Slide68

Responding to ConcernsPoor Practice /Breach of the ‘Code’ internal matterAllegation / suspicion of abuse

external and internal matterSlide69

2. Promote the Sport specific guidance in the “Code”1. Principles: To promote a child centred approach

2. People:

To maintain an enjoyable and safe environment3. Policy & procedures: To facilitate and encourage best practice4. Practice:

To create a framework for good practice, to protect children and their leaders

5. Protection:

To eliminate negative practices to ensure safe and enjoyable participation in children's sport

Slide70

Code of BehaviourYoung PlayersCoaches, Mentors and TrainersParents / GuardiansSupportersRefereesThe Club / County

Fair play, Respect, Equality, Safety

No Discrimination Slide71

GAA Tackling BullyingSlide72

3. Recruitment and management of volunteersIt is through the good

management of volunteers that your Club can be most effective in protecting children.

You cannot rely on the fact that a person is known to an existing volunteer as evidence that they are not a potential abuser. Slide73

ComplianceAll volunteers working with children and young people must complete Access NI

Ensuring your Club is a safe ClubSlide74

Safeguarding Children & Young People In the GAAKathryn Anderson – 2013

Oifeigeach Leaneí

Step 4Slide75

Tyrone County

Prioritise Children’s needs

Promote the development of leadership skills in our youth

Promote initiatives that support our young peoples development e.g.

Forming partnerships (PHA) to support young peoples mental health

Promote the GAA Tackling Bullying national campaign

.Slide76

Making safeguarding information accessible to your ClubSlide77

Mental Emotional Wellbeing & Sport

Role of the Gatekeepers

Brendan Bonner

Public Health AgencySlide78

PHA Training Plan Slide79

PHA Intervention ModelAppropriate

& accessible services

Building

Capacity &

Resilience

Awareness

&

Education

Early recognition of

signs &

symptoms

Crisis Response

and

Postvention

Using & Building

the Evidence

&

Test new ways if evidence doesn’t exist

Coordination

Sharing

good practice

79Slide80

Gatekeepers80Slide81

Safety Net81Slide82

Tier 1 - Basic Awareness TrainingMental Health Awareness

Resilience Training e.g Bounce; B+

SuicideTALKSlide83

Tier 2 Knowledge and Skills Training

Mental Health First Aid

SafeTALK

Understanding Self HarmSlide84

Tier 3 – Intervention Training Applied Suicide Intervention Skills Training (ASIST)

STORM (Skills based Training On Risk Management) delivered by BMCSlide85

Tier 4 – Training for Trainers (T4T)Regional Approach

Mental Health First Aid

safeTALKSlide86

86Slide87

Target GroupsGPs & Primary Care staffAccident & Emergency staff

Relevant Managers (HSC frontline sector)HR Personnel (HSC sector)

Accredited sports coachesThose working with survivors of abuseCommunity GatekeepersChurch (religious/faith leaders)

Key influencers of young people e.g. teachers, youth-workers

Those who work with people who have mental health difficulties

PSNI custody officers

Frontline prison staff with ‘

inmate

listeners’

(cross-ref to PHA Prison Thematic Plan)

87Slide88

Remember there is HELP out there88Slide89

Sport can be Supportive & Fun89Slide90

Club StructuresStephen McHugh – County Youth ChairpersonSlide91
Slide92

Schools Liaison Officer

Increasingly, the role of Club/School Liaison officer and the Club/school link is becoming one of the key roles in helping to develop Gaelic Games in the Club. All clubs should ensure that there is a Club/school link in operation in order to promote the games in the local schools.

School Liaison Officer for Tyrone GAA Adrian Nugent Contact: Schoolsliaisonofficer.tyrone@gaa.ieSlide93

How to develop Self-Empowerment in young players

Brendan HarpurSlide94

Format of PresentationEmpowerment versus “Self Doubt”Developmental stages of the young playerInfluence of the CoachSome guidelines for coachesSlide95

Self Belief versus Self Doubt

VERSUSSlide96

Self DoubtI am no good at thisI might make a mistakeI’ll never learnI must be stupidI might get it wrong

I am scaredWhat will others thinkI could never do thatSlide97

Definition of Empowerment Empowerment is a description of a continuous learning process where an individual deals appropriately with any situation in the following manner:

Decides to make him/herself aware of their capabilities (skill, knowledge and attitudes) and what is appropriate in any situation they encounter.

Decides to be aware if their response was appropriate.Decides what they need to learn from this experience.Decides to action their decision to learn.Implements the action.Decides to be aware of what they are learning and how they are learning it

.

An individual who increasingly decides to go through this learning process is in my opinion

a

‘personally empowered

person.’Slide98

Stages of Development4-6Just coming out of the stage ‘I can do it all myself’. Difference can be between race, gender with awareness and acceptance. Sibling rivalry is strong. Thinking is concrete, magical, timeless,

6-10Here there is increase in thinking for themselves and adjusting to groups,

a rapid acquisition of skills, i.e.’ the golden age of learning’ More open to a sense of a need to learn10-12/13Surge in confidence. Can move into love/hate situations black and white world. A mixture of rivalry and identification with parents. Not sure of identity despite protests to contrary. Embarrassment more

accurately fits. Slide99

Children NeedStimulationThe stimulation they get from T.V., play stations, coke and crisps is short lived and useless. They need to engage with their environment with their friends, they need to participate.

AttentionEvery child needs the attention to become mature healthy adults They need to hear

their name, and get positive feedback after their effort. Attention needs to be personal and genuine.CompetitionOnce a skill is learned, it must be tested. Children need competition but not on adult form. Small sided games, first to ten, how many in a minute, first to 7 in a row etc. Competition must always be fair. Studies from America show that only 3 out of every 10 are having these needs met. They are not getting the nurturing attention that they need to grow into mature adults.

Children

need a coach who will give them proper nurturing attention at every training session. Slide100

Self Image – Self ConceptA child’s mind is full of questions.

The greatest of these is ‘Who am I’, ‘What kind of person am I’ and ‘Where do I fit in?’Because of this, the child’s mind is remarkably affected by statements for others that begin with ‘You are’

For one it is ‘you are so good at...’ for another ‘you are so lazy and useless’. These statements from ‘big’ people go straight into the child’s unconsciousness. From there, they affect the persons self image for the rest of their lives

.

Adults are hypnotising children from the earliest age, so we better do it well. Slide101
Slide102

‘The Dog Whisperer’ Ceasar MilanDogs and children pick up on the energy of their adults and their behaviour reflects the adults state of mind.

His aim is that the dog should be happy. For this to happen the owner must be calm and assertive. When the coach is calm it brings a positive energy that children like and

want to be near. When the coach is calm and assertive they becomes the leader of the pack. The pack feel a warm welcoming energy that relaxes them. They accept the leader because of their assertiveness. i.e.

they know

what to do

they

will meet the needs of the children

(stimulation, attention, competition)

They will be organised, the task will match the ability of the children it will be exciting and energising. The children will learn because the sessions are framed to achieve

stimulation, attention, competitionSlide103

Ceasar’s three golden rules:RulesBoundaries

LimitationsWhen the children understand these and have them agreed and signed by their parents /guardians they will feel secure and safe.

The coach must train to be CALM & ASSERTIVE, a difficult combination. The coach’s main aim is create happy lively alert players/ children Demands a lot of an adult and can trigger any weakness in their personality, To be leader then you

must make whatever changes are necessary.Slide104

Mind your language!!!!!Slide105

Which of the following statements is most likely to result in you sponsoring me for £5 to support my GAA Club?Slide106

Sponsor me £5 to support my GAA ClubI want £5 sponsorship towards my clubI would like you to sponsor me for £5I need you to sponsor me £5I would appreciate it if you sponsored me £5

You must sponsor me for £5I am telling you to sponsor me the £5Would you consider sponsoring me for £5You are expected to sponsor me for £5Slide107

I want --------I would like you to -------I need you to ----------I would appreciate it if you ------

You must ----------I am telling you to --------------

Would you consider ----------You are expected to --------------Slide108
Slide109

“It’s the way I tell them!”Positive wording makes competent children. Mostly we have inherited a negative way of giving commands.

Father to a 9 year old son with a jug of milk full to the brim

“Whatever you do don’t spill the milk”Coaches should think first and understand what outcome they want and find the words most likely to cause that to happen. “Good man

Stephen,

steady now, take your time

I’ll

move the

chair out of the way”

Saying what we don’t want done is not going to be effective. Slide110

A Few ExamplesOf course the coach sees some children Drop the ball or Over carryBut never ever

uses words like ‘drop’ ‘over carry’ because that goes straight to the unconscious as a command.

“Avoid using the word DON’T”Slide111

“Say what you want them to do”‘Great Catch’, ‘Try again’, ‘use your fingers’, ‘eye on the ball’, ‘jump towards the ball’, To raise motivation ‘what a catch’, ‘wow’, ‘brilliant’, ’10 in a row’, ‘look at that’ with an exciting tone, ‘I knew you’d do it

’It takes 20 positives to undo the damage done by one negative. That’s part of being human. Slide112

Effective CoachesOnly tell players things they have no way of discovering it for themselves.Do more “Asking than Telling”Reinforce the positive“Catch players doing things right”

Make learning a “FUN” experienceSlide113

You

are what you believe you are. If you believe you are a good footballer /hurler you will act that way.

If you believe you are not a good footballer/hurler you will also act that way.If you believe you are good at some aspect of your game you will be confident in doing it.If you believe you are weak at some aspect of your game you will lack confidence and when you make a mistake this will tend to re- enforce your belief that you are not good at something.

Therefore what

you think and believe affects your performance

!!!!

You will be the footballer/hurler you think you are!!!!

So think positively !!!!Slide114

Counter Negative Self Talk“It’s not like me to make a mistake like that”What did you do well?What’s the best game you ever played?Slide115

Coaching Real Winners‘De-emphasize winning and re-emphasize attaining personal goals. This principle is the key to meeting a player’s

needs to feel worthy—not only to maintain their self-worth but also to develop it further.

This principle is essential in enhancing the motivation of your players.’ Slide116

Top Basketball coaches in the U.S.A use 25 positive reinforcements to one area requiring improvement!!!Slide117

Empowering StatementsI am proud of my past achievements and I am confident about my future performance.I take control of a game

I maintain the maximum work rate during matches and in training.I am effective at tackling and dispossessing an opponent.

I bring other players into the gameI am very skilful at taking my opponent onI am an accurate passer of the ball.I am a Team PlayerI am very effective in winning the

ball

I am accurate at taking scores either from play or from frees.Slide118

Any questions?Slide119

SummaryDevelop Self Belief in playersChildren need Rules, Attention and CompetitionCommunicate to players what you want them to do.Its how you tell themCoaching is more about

“Asking” Than TellingUse positive and empowering statementsEncourage young players to use positive and empowering statements

about themselvesSlide120

THANK YOU FOR YOUR PARTICIPATIONSlide121