The Worry Bug and 'Home and School Scaffolding'
Home and School Scaffolding is an approach that utilises relationships that already exist between home and school to deliver therapeutic information, strategies and support to a child, within their family and school systems. In this project there is an assumption that there is already a relationship between the child and teacher and the child and family. Home and School Scaffolding works to support the child within these relationships but also to build or strengthen the relationship between the school and home to provide a collaborative wraparound of strategies.
Professor Peter Gluckman in his briefing paper Psychosocial Consequences of the Canterbury Earthquakes (2011) identified children as one of the potential high risk groups. He states potential changes in behaviour such as sleep disturbances, fear of the dark, irritability, aggressive behaviour, angry outbursts, separation anxiety, school avoidance, and general changes in behaviour, mood and personality may appear. He also points out that children of all ages are strongly affected by the responses of their parents and other caregivers.
Of course, anxiety in children is not unique to Canterbury. Despite all the protective resources we have at our disposal as parents in the 21st Century our children's fast paced lives, bombardment by media, rapidly moving technology and changes in the education system can leave them, and us, overwhelmed by anxiety.
Authors
Julie Burgess-Manning PGDip PP, MSc (FamTher), PG CertED, BA Hons (Psych)
Julie Burgess-Manning is a Family Therapist and NZ Registered Psychologist currently employed by the University of Otago as a Clinical Lecturer and also working in private practice. She has worked in a variety of child, adolescent and family mental health settings for the past 18 years, with roles such as Senior Clinician, Therapist, Clinical Supervisor and Primary Mental Healthcare Liaison. She is the Chair of the Training Subcommittee of the Family and Systemic Therapies Association of Aotearoa New Zealand, (FSTAANZ) and serves on the Executive Committee of the same. Julie lives in Westmorland with her husband, three children and a cat.
Sarina Dickson B.Ed, Grad Dip Tch & Lng
Sarina Dickson has worked alongside families and children with emotional and behavioural special needs in both the UK and NZ as a classroom teacher, mentor and advocate since graduating in 1999. She has worked in the Family Violence field with women and children in assessing needs, co-ordinating services and developing programmes. Sarina is a Parent Trustee on the newly merged Ao Tawhiti Unlimited Discovery Board of Trustees. She lives in Addington with her husband and three children.
Published by Kotuku Creative
Home and School Scaffolding is an approach that utilises relationships that already exist between home and school to deliver therapeutic information, strategies and support to a child, within their family and school systems. In this project there is an assumption that there is already a relationship between the child and teacher and the child and family. Home and School Scaffolding works to support the child within these relationships but also to build or strengthen the relationship between the school and home to provide a collaborative wraparound of strategies.
Professor Peter Gluckman in his briefing paper Psychosocial Consequences of the Canterbury Earthquakes (2011) identified children as one of the potential high risk groups. He states potential changes in behaviour such as sleep disturbances, fear of the dark, irritability, aggressive behaviour, angry outbursts, separation anxiety, school avoidance, and general changes in behaviour, mood and personality may appear. He also points out that children of all ages are strongly affected by the responses of their parents and other caregivers.
Of course, anxiety in children is not unique to Canterbury. Despite all the protective resources we have at our disposal as parents in the 21st Century our children's fast paced lives, bombardment by media, rapidly moving technology and changes in the education system can leave them, and us, overwhelmed by anxiety.
Authors
Julie Burgess-Manning PGDip PP, MSc (FamTher), PG CertED, BA Hons (Psych)
Julie Burgess-Manning is a Family Therapist and NZ Registered Psychologist currently employed by the University of Otago as a Clinical Lecturer and also working in private practice. She has worked in a variety of child, adolescent and family mental health settings for the past 18 years, with roles such as Senior Clinician, Therapist, Clinical Supervisor and Primary Mental Healthcare Liaison. She is the Chair of the Training Subcommittee of the Family and Systemic Therapies Association of Aotearoa New Zealand, (FSTAANZ) and serves on the Executive Committee of the same. Julie lives in Westmorland with her husband, three children and a cat.
Sarina Dickson B.Ed, Grad Dip Tch & Lng
Sarina Dickson has worked alongside families and children with emotional and behavioural special needs in both the UK and NZ as a classroom teacher, mentor and advocate since graduating in 1999. She has worked in the Family Violence field with women and children in assessing needs, co-ordinating services and developing programmes. Sarina is a Parent Trustee on the newly merged Ao Tawhiti Unlimited Discovery Board of Trustees. She lives in Addington with her husband and three children.
Published by Kotuku Creative