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Education

Scotland National Poet Encourages Looked After Children to ‘Get Write In’

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Jackie Kay – Scotland’s National Poet ©cc by 2.0 University of Salford Press Office

Scotland’s national poet, Jackie Kay, has today (Tuesday 15 August), announced the winners of a new national competition for all school-aged children in Scotland who are looked after or have experienced care. The competition aims to show how writing can enhance creativity and give a voice to young people who are looked after.

Get Write In! has been launched by CELCIS (the Centre for Excellence for Looked After Children in Scotland), and supported by The Scottish Book Trust, Who Cares? Scotland, the University of Strathclyde, and the world-famous Edinburgh International Book Festival.

Participants from throughout Scotland were encouraged to submit a 500 word creative story in either English or Scots, capturing the theme of ‘Random Moments’ about an unexpected surprise, a moment that was a turning point, or a fork in the road, which could be transformed into an inspiring story.

There is one overall winner in each age category: one for primary aged children (under 12); and one for secondary aged young people (12-18). The junior winner is Joseph Ness for his entry ‘Dumb’, and for the senior category it’s William Cathie for ‘New Life’.

The winners were presented with their prizes by Jackie Kay and Mark McDonald, Scotland’s Minister for Childcare and Early Years, at a special event at Dynamic Earth in Edinburgh this evening. The fantastic prizes included: a trip to the Harry Potter Experience in London with overnight stay and travel; a storytelling and creative writing workshop; and tickets for Scottish Book Trust Authors Live events.

Jackie Kay, who chaired the judging panel, commented: “We were moved by these extraordinary pieces of writing, both the poetry and the stories. Young Scots lives came shining through, the very tough times and the good ones. We were blown away by the talent that emerged, and by the openness of so many young Scots to share their stories. They struck a chord with us. We hope many more will continue to enter next year. For the young Scots this year who did, it has been a validating and uplifting experience to have their voices heard and appreciated.”

Minister for Childcare and Early Years, Mark McDonald, said: “It is inspiring to see young people take such an interest in creative writing, and this competition is a brilliant opportunity for care experienced young people to develop their literacy skills and to gain confidence in expressing themselves. I have been so impressed by the quality of the competition entries and I’m sure that for many, this is just the beginning of their creative journey.”

Professor Jennifer Davidson, Executive Director of Inspiring Children’s Futures which CELCIS is part of, commented: “We were thrilled with the response that we had to the competition, and it’s been a real pleasure to read the rich creativity within the stories and poems from across the country! As we all know too well, the challenges faced by children and young people who are looked after, and their families, are many; we are hopeful that by encouraging young people to draw on their inner creativity through writing, this will contribute to building a positive sense of their power to influence the world around them, as well as strengthening their literacy for their future.”

Social Work Helper is a news, information, resources, and entertainment website related to social good, social work, and social justice. To submit news and press releases email [email protected]

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Education

The Long Pathway: Journey to Understanding Mental Health

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Written by: Iman,  Introduction: Rosie, Billy, Anisah, and Fahim – Haverstock School Journalism Project

*Editor’s Note: UK Social Work Helper Staff Writer, Chey Heap, and myself worked with the Haverstock School Journalism Project to support budding young journalists in their pursuit to better understand mental health issues. The below work was written by an 11 year old student, and I am proud Social Work Helper was able to be apart of this effort. The article is a collection of interviews and collaboration with her classmates. They did an outstanding job of exploring and processing a complicated issue like mental health. – Deona Hooper MSW 

A recent survey stated that 20% of adolescents may experience a mental health problem in any given year. In the Journalism project, we choose the subjects we want to write articles on and because I personally had an experience that traumatised me when my brothers had been separated from me. It really felt like I had been deprived of the things that gave me the most pleasure, and it put me into a deep depression. No one could understand the way I felt.

If we had physical problems, people would have noticed, but the inner ones are not noticed. If you break your arm everyone knows, but there is a stigma attached to mental health problems.

I wanted to know about how psychologists and other professionals work and understand how they can help us so that young people who are experiencing mental issues will know they are not alone and can get help.

The article is titled ‘The Long Pathway’ because it takes a long time to train to become a helping professional and to research and understand different conditions, but it is also a long pathway to healing.

So, I decided to ask my classmates who have experience with mental health issues including depression and bereavement to help me with this project.

One person, we shall call him Stephen told me: His Nan had a very rare disease that messed with her head. It made her see things. “When we went to visit her she saw everybody but me! It made me feel sad and left out but no one knew how I felt”.

Another a girl called Sarah told me: “My Mum and my Nan were fighting and they stopped talking to each other and when I wanted to go out with my Nan my Mum wouldn’t let me that made me very upset and angry”.

I then wanted to know what it was like to train, work and research in the field of mental health.

Journey Through a Psychologist and her Trainees Eyes

Dr Gursharam Lotey, a young person’s clinical psychologist and Jasmeet Thandi a trainee clinical psychologist agreed to an interview at Camden Open Mind – an organisation that reaches out to young people and helps them deal with life situations including bereavement, bullying or educational issues. It gave us a unique insight into their work.

Jasmeet: I am constantly thinking about feelings. You are talking to someone you have never met before and you are asking:

“How do you feel?”

And it is probably a bit much. So we get beautiful Russian dolls, name each doll that we have made: happy doll, sad doll Yesterday, one girl put a sad doll inside a happy doll. So, on the surface, she seemed happy but on the inside, she was feeling a bit sad.

Q: Do you use your own experiences to connect with patients?

Gursharan: It is really important to be aware of your past to be able to connect with a young person

Jasmeet: A patient will tell you something and I think:

 ‘Ah I have experienced that…’

Q: How do you deal with the unexpected?

Gursharan: The best thing to do is to not panic and to just think why that person might be sharing something with you that might be a bit out of the ordinary; and to be able to hold this inside, even if you are thinking: Wow! This is not what I expected!

Q: Do you ever get scared of your patients?

Gursharan: Not scared as such… I worry about them but our aim is for them to go home and be safe.

Jasmeet: Not scared I worked on a unit where adolescents had committed crimes. Once you get to know someone you can really understand the context and why things have happened. Understanding them is really important.

Q: What challenges do you face in your work?

Gurshuram: If something really complex and serious is happening within a young person’s family and you have several families like that all on the same day it can be quite challenging to not think about it when you go home.

Gursharam and Jasmeet explained training to be a clinical psychologist was like embarking on a long pathway and it felt like we were given a fascinating peek into what that entails.

Thank you, Gursharan and Jasmeet. We think Camden Open Mind gives an invaluable service.

Journey Through a Psychology Lecturer’s Eyes

Tony Cline is a now a psychology lecturer and trains child psychologists. When Tony was twenty-one, he found himself in a room with a new computer, but this computer was gigantic. It took up a WHOLE room!  He punched information into cards and it would take three weeks to process. Unfortunately, when Tony made a mistake, it would take another three weeks to process. Since then, technology is the biggest change he has seen.

Tony specialises in research as well as teaching and over the years has worked on subjects like dyslexia and has organised dyslexia conferences. Elective mutism was another subject in which he took an interest. This is where a young person can talk but only with some people. People thirty years ago often thought the child was just being naughty, but Tony’s analysis showed they weren’t, they genuinely had problems.

An example would be a pupil refusing to communicate with their teacher. The review of research highlighted a treatment called ‘Fading In’ where the child talks to the people they are comfortable with. For example, while the child is talking to their parents about something very interesting, the teacher appears at the door but does not enter. The second time, the teacher might come in but not stay, and on the third time the teacher stays and joins in the conversation. There is now a new name for the condition is called Selective Mutism.

I asked about the difficulties his students face to become trained professionals:

Tony: One of the things students do is they carefully train and prepare for an interview and then despite what they have been told about the child before they meet them, there is sometimes much more than is said.

I wondered whether there are difficult situations whilst he was teaching.

Tony: Yes. You can sometimes see that it is making someone in the group think about their own lives and they have had a bad time; for example noticing when a student is being hit by a subject like bereavement because they have experienced it.

Although Tony has years of experience, he still says to his new students: “I am going to learn something from you.”

I learnt lots from everyone I met on this fascinating journey and hope this article will be the first of many that shed light on an area that is difficult for people to understand.

Thank you. Gurasharam, Jasmeet, Tony, and classmates.

Brief description of the project:

The Haverstock School Journalism  Project exists to give underprivileged young people a very high standard of journalism training and proper assignments.

The students have interviewed all sorts of people from a lady firefighter to Baroness Lola Young of Hornsey, recently they contribute to the University College London, Amnesty Journal, and provide regular articles for On the Hill Magazine. The project is funded by the John Lyon’s Charity.

The Project Co-ordinator

Danielle Corgan worked in broadcast documentaries for over a decade, mainly with the award-winning documentary company Goldhawk Media Ltd. She helps the students research their subjects, prepare interview questions, organises the interviews, and write and structure print quality articles. She strongly believes every child can write well and encourages them to develop their own voice. She has worked with youngsters with Special Education Needs and Looked After children on the project with very good results.

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Aging

Social Workers Can Now Learn Medicare Online and Earn Continuing Education Hours

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Social workers can now earn continuing education hours while they learn Medicare at their own pace, anytime and anywhere with Medicare Interactive (MI) Pro, an online Medicare curriculum powered by the Medicare Rights Center.

MI Pro provides the information that social workers and health professionals need to become “Medicare smart,” so they can help their clients navigate the Medicare maze. The online curriculum contains information on the rules and regulations regarding Medicare—from Medicare coverage options and coordination of benefits to the appeals process and assistance programs for clients with low incomes.

“For over 25 years, social workers have been turning to Medicare Rights’ helpline counselors for clear and concise information on how to help their clients access the affordable health care that they need,” said Joe Baker, president of the Medicare Rights Center. “Now social workers can enroll in MI Pro and learn—or enhance—their Medicare knowledge at their convenience while fulfilling their continuing education requirements.”

The Medicare Rights Center, a national nonprofit consumer service organization, is the largest and most reliable independent source of Medicare information and assistance in the United States.

Licensed Master Social Workers and Licensed Clinical Social Workers can earn continuing education hours when they successfully complete any of the four MI Pro programs: Medicare Basics; Medicare Coverage Rules; Medicare Appeals and Penalties; and Medicare, Other Insurance, and Assistance Programs. Each MI Pro program is comprised of four to five course modules.

All MI Pro programs are active for one year following registration.

MI Pro courses are nominally priced. Additionally, social workers who purchase all four programs at once will receive an automatic 20 percent discount.

Medicare Rights Center is a national, nonprofit consumer service organization that works to ensure access to affordable health care for older adults and people with disabilities through counseling and advocacy, educational programs, and public policy initiatives.

Available only through the Medicare Rights Center, Medicare Interactive (MI) is a free and independent online reference tool that provides easy-to-understand answers to questions posed by people with Medicare, their families and caregivers, and the professionals serving them. Find your Medicare answers at www.medicareinteractive.org.

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Education

Cyber Safety for Today’s Teens

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It goes without saying that technology has fully inserted itself into most aspects of our day-to-day lives—and children and teens are no exception. Children are learning to swipe smartphones before they learn to turn the pages of a book, and many of them are swiping on their own devices. For parents, the endless exploration of technology raises many concerns for children and teens.

Parents need not only be aware of what their children are getting from the constant connectivity, but also what they may be putting out into the digital universe. Yes, the horror stories surrounding teens and technology are vast and worrisome, but these hard-learned lessons can provide other families with safe cyber practices that will make all the difference for security and peace of mind.

Limit screen time, especially for youngsters. We may have grown to rely on our devices in the adult world. I, myself, use my phone for everything from navigation, to paying bills, to making grocery lists—the list (no pun intended) goes on and on. However, for children, it is essential their screen time be limited and purposeful. Use screen time as an occasional reward, but make sure that everyone is clear about how long they can use the device and for what purposes.

If you feel that your child must have a phone for staying in touch, consider phones or plans that provide programmed options for usage. For instance, there are ways to program children’s phones so that they are only able to call or text a set list of phone numbers. You can also set restrictions on how data is used or what websites or apps your children can access. The key here is to keep your children’s circle small when introducing them to their first phone—the stricter the parameters, the more peace of mind parents will have about children using technology.

Be aware of your child or teen’s social media presence. Keep a very watchful eye on your child’s use of social media and limit access to devices when concerns arise. You should insist on access to or control over your teen’s social media accounts whenever necessary. If you suspect that your child is cyberbullying or being cyberbullied, take the phone.

Keep records of any evidence that your child is being bullied, including text messages, screenshots, profile posts or photos, etc. Schools today are cracking down on bullying; however, parents must present documented, repeated instances of harassment or bullying before school officials will intervene.

Along the same lines as cyberbullying concerns, parents should monitor social media accounts to ensure that children are protecting themselves and being digitally responsible. Teens today are so concerned with obtaining “likes” and gaining “followers” that they lose sight of how vulnerable they may be making themselves online. Explain to them that, even with privacy settings, nothing is 100% private when it comes to posts, comments, photos, etc.

Make sure that teens are not using personal information, like a full name, specific address, current location, or school. Social media sites make it extremely easy to tag one’s location, but too often teens fail to consider who might be keeping tabs on their location. Gently, but firmly, remind your children that not everyone on social media is who they claim to be.

Talk about the permanency of our digital footprints. This means once posted online ownership no longer belongs to you. Even deleted material is not ever fully erased if even one person has captured, saved, or screenshotted the post.

Not only can deleted posts resurface, people can edit or manipulate the photo or post in any way they choose. Teach children and teens to think carefully before making a post.

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