One Step More….

zak-elley-352787-unsplash

Photo by Zak Elley on Unsplash

It’s been a while since my last blog entry – 9 months to be exact.   Last year was a difficult year for me on a personal level.   Work also was in a state of flux and reading through my last few blog entries, I am reminded that I was battling to stay positive amidst major changes after a two year journey of leaps, bounds, achievements and the attainment of goals that made me tremendously excited about the journey we were on.  2018 did finish brilliantly,  however – with my family and I heading to Europe on a  4 month long visit.     

Fast forward 9 months.     Where am I now?   I’m at the end of a 2 year conference trip to Melbourne, awaiting my flight to take me home where I will arrive 3 days before we start a new term.  If I’d written this yesterday, at the end of the first day of the conference, I think I would have been writing a similar blog post to what I did a few years ago when I was bemoaning that I was sick of hearing the same messages at these types of events, that I wasn’t seeing any real evidence of change, that the people who set the learning agenda for my state weren’t  concerned about crowded educational agendas  and that the people above me were still having to operate within an environment of red and green data.

But today I got to revisit a few key messages about the value of the real work that we, as innovators,  are all doing in our schools.  Much of this was delivered by Tom Barrett.   A bit of background – as a school, we first engaged with Tom a few years ago at the start of a journey with the use of design thinking to support creativity and inquiry.  Our first steps with this were related to the support of ‘practitioner inquiry’ – we were strategically working towards embedding inquiry learning within our curriculum units and to up-skill our teachers – we had chosen to immerse them in learning which would provide them with insights into the mindset, skillset and toolset of inquiry and design.  We also worked with our leadership team on aspects of strategic inquiry.

During the beginning of  Tom’s keynote he reminded the audience of the work he does within a range of industries – not just within education – and that lessons he has learnt within these other industries often have important learning considerations that can apply to the education context.   He looked at the ‘Theory of Diffusion’ that is often shared with tech leaders and told us that this is something that was originally designed to allow its creator to show how farmers use different types of crops.   He cautioned us against using models like this to label people or to simplify a process which might not be appropriate to represent people.  He added that it is much more likely that people will change at a very slow rate and that technology and innovation will have to change to match people or groups of people.

IMG_4872.JPG

When Tom spoke about the nature of Innovation – there were a couple of ideas that really resonated with me in terms of where I find myself now and the state of dissonance through which I am worried I am suffering.  Tom spoke about the idea that innovation compresses and that we must make decisions about what to let go.  This is often necessary in order to free up our time and energy to do new things.  But then at the same time – he spoke about how innovation is often tethered and will rely on things that are already in place and working – things that can be left alone to continue working.

So what is my context right now?  What should I be working on? What should I stop working on? What do I need to appreciate as something that is embedded enough that it can be viewed as the seed to even more exciting innovations?

A feature of my personality seems to be that I am happy operating within a perpetual state of having too much to do.  I get easily excited by new ideas and can not stand the idea of staying still for too long.  I get bored quickly with things that I feel like I’ve mastered or even just started and feel ready to move on easily to something else.  Is the state I find myself now – when I mention suffering through a state of dissonance  – something of my own making?  And if so, is it working to actually hinder my progress in the areas that are the most important to the learners within my community right now? 

So what SHOULD be my areas of focus right now:

We need to focus on the really great work we have been doing that has been going well and to make sure that the momentum is not lost as we move forward.  My major responsibility in terms of learning/curriculum has been the STEAM year level planning.   What has rapidly dawned on me during this planning is that we are doing is so much broader than STEM/STEAM.  STEAM has simply given us a platform to start exploring authentic and connected learning.    It is serving to:

  • reconnect teachers with the intent of the curriculum
  • engage them with finding alignments between areas of the curriculum
  • encourage a deeper understanding of the General Capabilities within the Australian Curriculum
  • reconnect them with our School Vision and our STEAM vision.

But is the relevance to our school vision seen by others?  Is there a clear line of sight?  What other work must be done to ensure that this is the case?

Another are in which I must focus energy is coaching and supporting others to implement these STEAM units.

 

Other areas of my responsibility include:

The ‘Young Innovators Program’ and a possible opportunity right now for expansion.

This program has been operating for the last 2 years.  It engages around 130 students each of 3 terms in the year.   So, is this what can now be kept running with minimal input?   Or, are my plans to include it in the options for the school professional learning models going to mean that this is a continuing high effort model?  Or is this expansion a really good example of reinvention which Tom also mentioned today as a feature of innovation? 

I have to remind myself that my hopes for the Young Innovator Program were always that this model of extracurricular learning opportunities would be replaced by high quality, real world, authentic learning within our learning models.  Do I look at this program as the final year?  And,  am I my own worst enemy when considering the current opportunity for expanding this program?   In letting go, what am I risking?

Our Existing ‘Bring Your Own Device’ Program

This includes the support of this program, the considerations about possible expansion, the preparation for a new year, the support of parents, my often all consuming need to document and share stories of how tech is supporting and transforming learning etc.

Is this something that can be just now supported with minimal effort – transferring into high effort in the final term as we prepare for a new year?   Our best results in our Departments’s Parent Survey in the last year have been the improvements in our community’s understanding of how technology is used to support learning.  Does this mean that I am ready to let the high amount of energy that goes into this go?  In letting go – what am I risking?

Digital Citizenship

We have just been accredited as an eSmart School.    Is this a perfect example then of something I need to immediately start minimising effort within?  As a minimum I would need to:

  1. Publish the new ‘I can…’ statements
  2.  Ensure this area of DigiTech is being reported on this term 

 

In letting go – what am I risking?

I do get anxious when I consider reducing the amount of effort I put into these areas, and so this question is quite relevant.    I am happy with how they are all going.   Do these programs now need so much ongoing effort?

   

 

Other Areas of Note:

Tom shared his key take-aways at the end of his keynote which prompted me to think about a few additional things for this term:

Share a language of learning – how can we establish the language of learning within our STEAM work?    I’ve already started making the classroom helper tools.    This needs to be viewed as important work – we need to share these at a staff meeting, We need to look at the General Capabilities and establish a clear line of sight between the CC thinking and the STEAM work.  The Social and Personal Capability is the area of the curriculum that refers to Collaboration – we need to do work on this but for 2018, I feel the Critical and Creative Thinking GC is the primary one to focus on.

Tom:  Share a language of learning and try to be forensic as possible.

Tom:  Challenge your assumptions.

What am I assuming????   What do I need to challenge?

Tom:  Don’t lose sight of what works. in order for us to take risks – we need to remember that which  is working

Tom: Design better learning proxies – how is what we are looking at a good proxy of learning?  What can we design in terms of assessment that is a better way of gathering evidence of what kids learn and making assessments?

We have a perfect opportunity to do this with the new units of work.  But we are also bound to the format for our Guide to Making Judgements.   Should we explore the possibl addition of  CC capabilities within the assessments we design? Should we find out if ONeSchool even makes that a possibility?  This seems to represent one key step towards creating a line of sight between assessment and our school vision. But does our reporting system even allow this to occur?

 

 

Advertisements

I’ll Have What She’s Having

It’s easy to look at schools down the road and to want what they have.    What we tend to see in these situations is some sort of evidence of success.  And we want it.  And we think it must be easy to achieve by creating just that role,  and by getting just that right person who will do just that job.   We think if we write it into our strategic plans and make it a focus with our groups, then it will happen.  And a priority is for it to happen quickly.   A nice fit for a yearly plan might be a 6 month period.   6 month periods of change always achieve a nice write up in a report of the year don’t they?  Ticking boxes is always satisfying.

What has really led to that state of perceived success however, is much like the iceberg image below.     5 or 6 years of baby steps.    5 or 6 years of pushing the agenda to encourage people to think a little differently and to do things a little differently.     5 or 6 years of decision making that at times wasn’t quite strategic in the true sense – sometimes more just a case of people taking a leap of faith in one of our beliefs about the way forward.  5 or 6 years of personal frustration at the slow pace of change.   5 or 6 years at glimpses of success that would drive us further.  5 or 6 years of the occasional opportunity that fell into our laps that we could then build on.  5 or 6 years of building partnerships and relationships with people that would provide benefit to both parties.

Screen Shot 2017-06-14 at 5.57.00 am

And are we there yet?  Absolutely not.  There is much to do and it is tiring and amidst change above us, often pushes us to the brink of exhaustion and self-doubt.    I see where we are and sometimes only recognise how much there is to go.    And I also tend to see how many challenges are placed in our way and how many blocks are left there from decades of ‘We have always done it this way’ thinking.

The biggest blocks however, are in our minds.  What I have recognised is that mindset shift is the hardest thing to do.    This can take years, if it ever happens at all.   Mindset shift for teachers is often moving them away from something that, to them, has always worked.  Mindset shift moves people to uncertain ground, challenging them to think differently, to question and to not assume that the well trodden path is the right path.  In much the same way that we must challenge our parents to recognise the alternate paths for our kids’ futures, we must also continue to challenge our teachers to lift their heads from the work that is overwhelming them and to place importance on learning and being a learner.    It’s also up to us to continue the momentum despite challenges and change, placing importance on high quality teacher learning and providing the time and space for this to flourish.

So, in summary, good change is not about ticking boxes, about putting people in roles, assuming they will check in with you occasionally and just get the job done.  Managing and embedding change at a leadership level means providing the vision – the vision that is achieved through collaborative and creative efforts with our people and then supporting people to reach it.  It’s about recognising the unique nature of your site and your own community and leveraging this to work differently, work harder or work smarter.  It’s also about keeping your eye firmly on the future and taking small and solid steps constantly to get there.

 

 

 

Change – is it a clear choice between floundering or thriving?

aneta-ivanova-776

Change – do we descend into a ‘pit’ or do we open our arms to opportunity?

When something changes with little warning,  which in turn impacts on a state where elements appear to be flourishing, it’s almost natural to regard that change with a certain degree of disappointment and dismay.   A feeling of being slightly shell-shocked can remain with you for days or much longer.   You view the short-term future as something that you must endure and something which is bound to descend into negative territory before it improves or indeed even gets on a steady footing resembling what it was before.

Essential however, at times like these, is to remind oneself that,  hidden beneath the layers of disappointment there may be, as yet, some unrealised opportunities for growth, clarity, progress and further evolution.

You may start to see the need to define your key steps and direction as an opportunity rather than a hinderance and the chance to gain clarity with the existing team as a time for a meeting of minds which will strengthen the way forward rather than as a time where things threaten to fall into disarray.

And even if one does flounder, there’s nothing to say that this state isn’t beneficial.   Floundering as a metaphor paints a picture of splashing desperately or being unable to gain a foothold or perhaps a less extreme one like being slightly unsteady in the shallows.  And being slightly unsteady may simply mean that you aren’t taking things for granted and that questioning is part of your mindset.

I just came across this description whilst reading about ‘Pause 2018’ – Australia’s Premier Innovation Festival.

This years theme is: Journey = Destination

A great idea doesn’t just come from thin air. It takes a lot of hard work, sacrifice, and even some failures along the way. We want a no-holds-bar-warts-and-all story that will inspire our attendees to pursue their own journeys, take risks and be the changemakers of tomorrow. The only mandatory request that we have is that your address be: ‘Content You Can’t Google’, so keep that in mind when you are preparing your submission.

Is it a clear choice?  Of course it is…….

Screen Shot 2017-04-03 at 6.32.45 pm

 

The organic nature of great teaching

So, with the Digital Technologies Curriculum – we have two choices.  We can take on board custom designed, packaged solutions and ‘deliver’ them or we can go to the effort of understanding the curriculum, collaborate with others, allow ourselves time to explore links with other learning areas and then design the learning experiences that suits our own learners.

I’ve seen beautiful evidence of the value of the latter lately.

As a school we’ve been looking at the Digital Technologies Curriculum for around 18 months but working effectively in both the ICT and DigiTech space for much longer.    We have had some formal learning sessions and are now in a year where each teacher will be assessing some aspect of the curriculum.

At the end of last year, a teacher in Yr 4 preparing some mapping co-ordinate activities realised the value of designing an activity using robotics.    She came to me with her idea, we considered our resources (and the ones she already had) and she created a learning experience which has since involved every class in Year 4.  This involved using Dash robotics and some blockly coding to move the students around a map of Australia.

img_1539

A Year 2 teacher, passing the activity and seeing us using the Yr 2 class robots (Dash), realised that a similar idea could support her own children’s work in mapping and then went away and designed her own.    This involved lots of opportunities for children to articulate the language around grid coordinates and direction, the pass a ‘drivers licence’ for using their Dash robot and then to use the ‘Go’ app for Dash Robots to plan a route visiting parts of Australia and to control Dash to follow this path.

This was done with the children this week, we have since discussed how to tweak it and we will do the second round of it soon.

fullsizerender-8

And this is what I love and this is what I value – teachers knowing their kids, knowing the curriculum and then creating and designing experiences that will support one or more parts of it.    Importantly, what comes next is just as important if we look across a whole school –  the collaboration that can occur between teachers which allows these ideas to grow, spread, take root, change and get better each time.

Hats off to my teachers and the organic nature of good teaching.

Entrepreneurship and Design

So, this is what I am working on right now.    Last year, we implemented our first prototype of our Young Innovator Program and it was very much a prototype.  It was a dipping of our toes into the water of digital creation and creativity/design.  The kids were working on a range of segmented and isolated skills and as valuable as it was, I have always known we needed to take it to the next level this year – especially (at first) for our older students.  So, we come to our Moonshot Program.   This is Prototype 2.

It’s helpful to think back to where this started.  At the end of 2015,  when we had a ThinkTank with our community, we generated a range of ideas from which there were clear patterns  or categories.   The ‘safe bets’ were very much based around after school clubs.    Many of the ‘darling’ ideas were to do with industry interaction, kick-starters and entrepreneurship – see below:

screen-shot-2017-01-24-at-5-43-07-am

The below flyer is only a draft.  I am meeting with several people over the next week and hoping that their input can further shape the potential and possibilities of our ideas.   The idea of a ‘moonshot’ (“Moonshot Kids”) is fascinating for me.  Seth Godin:  “Your art is what you do when no one can tell you exactly how to do it. Your art is the act of taking personal responsibility, challenging the status quo, and changing people.”  And I would like to think that part of my work in my own work situation does this.   I would like to think that I challenge people and that I am brave enough and confident enough to keep doing this.   Moonshot Thinking came  from Google’s “Solve for X” project and has its roots in the genius of crazy, audacious ideas from people who don’t believe there is a ceiling to what they can do.

Video on Moonshot thinking

From the video:

We are a species of moonshot thinking – People can set their minds to magical, seemingly impossible ideas and bring them to reality through innovation, science, and technology.  This sets others on fire.

Human progress has been a series of amazing, audacious things, Our ambitions are a glass ceiling in what we can accomplish. When you find your passion you are unstoppable. You can make amazing things happen. It has been true through history. I believe in the human spirit.

If we become afraid to take these risks, we stop inspiring people, we stop achieving things. The biggest nightmare scenario is that we won’t have what it takes to solve the really big challenges.

The power of moonshot thinking is the mindset it harnesses and supports – the idea that problems can be identified by anyone and that solutions can be attained.    The enormous attraction for me of the Digital Technologies curriculum is that at its heart is the creation of digital solutions.    Deserving of this focus are our students and 10-12 yr olds are more than capable of working to develop the mindset, skill-set and toolset that this requires.

moonshot-2017-a_15406507_ba3004682090eca39501c8ce4ba3ed12fda604fb

Musing…..when does ‘Best Of’ become just what we do?

So, our little prototype that we are ‘holding lightly’ keeps getting accolades, receiving interest from others and being the subject of very keen discussion and questioning from those outside of the school:

“Is this something the whole state could roll out?”

“Can you tell us how our own school community could get this happening?”  (See here)

“We have blockers…….how can we run with this despite them?”

“Tell us how you started?”

“What has made it work so well?”

And I’m feeling a tad weary……….an array of things have combined to put me in this state I suppose…..the juxtaposition of a day of questioning and doubting, followed by a day of admiration for what our school is  achieving  (on a number of fronts) from a group of innovative, creative,  forward thinking folk …….followed by a day of winning an award for that which we must continue to hold lightly.

And I wonder……when does ‘best of‘ –  a program of learning that happens outside of ‘real’ learning simply become just what we do?    And alternatively, at what point, are elements of our ‘best of’ program allowed to start creeping into mindsets?  Currently, our little ‘best of’  is admired by those inside – but mainly I think because of the work that is perceived to go into it……and the level of engagement that is obvious……and the commitment of those involved in it……BUT is it really valued by those inside as something that exhibits ‘best of’ or even good learning?    I don’t think so.

And when I reflect on the admiration and accolades we have got this year – and the deep questioning and interest I receive from outsiders as a result – I realise it’s because these outsiders want to know how to duplicate what they see as tangible evidence of a different kind of learning.    Their challenges are often vast in achieving this – deeply embedded structures that serve to maintain the status quo,  deeply embedded mindsets that make it difficult to see any other way or, indeed any reason for any other way.   Additionally, these people asking me the questions are outside the system or have left the system because of the factors I mention in the previous question.  So, the challenges are often seen as so difficult that a starting point is not even clear.  And that’s why they ask me.

screen-shot-2016-11-13-at-5-33-03-am

But I think of this program and simply think of how much further we have got to go.   And sometimes this is overwhelming.   I do value what we have done, that path we have taken and what we have achieved………. and I see clearly the crucial part that design thinking has played in our journey – an important and integral role that is deserving of a whole post on its own…….but I am dwelling on how much further there is to go…….

And I think of a presentation that was made at the e20 Awards Evening last night.  One of the most interesting presentations during the evening for me came from Megan Forward, an educator and artist who submitted a project which addresses the beautiful, organic nature of good learning.   It had nothing to do with technology and nothing to do with progress or innovation – rather,  it was stripping away everything and getting to the  very bare basics ……. it was fabulous.   This photo of one of her slides presents her ideas   And as I read it I realised how much alignment there was to our little “Best Of” program…….

Thanks Megan – for bringing me back to what is always going to be most important……and for reminding me why we keep going despite our weariness.

screen-shot-2016-11-13-at-4-49-25-am

My Actions Post Palooza

I have had an awesome few days at iPadPalooza on the Gold Coast as summarised by the blog posts below.  I like to take a copious amount of notes at these events as I find my memory later fails me for details when I am speaking to others..  So, this is what I will do and then over the days that follow – I tend to reflect and think on actions that might be relevent for my own site.

It’s interesting to me that my take-aways from events like this are no longer about the technology.   Of course, there were some great tips on apps from some truly talented iPadPalooza greats – especially to do with coding, art, connecting with nature and STEM – but my key learnings are always now about change and how it can be managed to cater for the future of the kids we work with.

So here are my take-aways:

Change is an opportunity to do things differently

This is something that has been at the forefront of my mind for years now.  I really need to accept however that this is not how everyone views change.   Design thinking is currently providing us with a tremendous opportunity – It’s providing teachers with a tool for change, innovation and reflection  and it’s providing teachers with a tool to design curriculum.   This is wonderful change.    Let’s keep the momentum going.

The need to keep going

We have come so far.   And it’s tempting to start congratulating ourselves and to risk ‘resting on our laurels’.    But when I hear from people like Richard Wells – I feel quite simply overwhelmed at how much further there is to go.   And I’m pretty sure that our system is 20 years behind that of New Zealand.  But what we have to do is to understand and appreciate that the small steps we have taken have to continue.   We have to stop accommodating teacher comfort and assumptions and the industrial model that we all still naturally operate comfortably within and we need to start evolving our community of learners towards a new model of learning – one that places students at the centre and one which fosters THEIR creativity, THEIR independence, THEIR resilience and THEIR knowledge of self and what THEY are good at.

  • We need to realise that our school vision is a tremendous opportunity to justify doing things differently.  We need to keep the conversation evolving regarding its implications.
  • We need to keep placing the reality of the future in front of our community ALL THE TIME.  Assumptions are quite powerful and we need to start initiating conversations with the reminder to put them aside.
  • We need to carefully consider groups like Yr 2 and 3 because they are the ones who will be the proof of our vision in 3 years time.     Are those groups starting 2017 with a new focus on process over product and design?  Are they?  How will their beginning of 2017 be different from 2016 after a year of learning?   WILL IT?

The need to include wellness in our approach

  • Michael Carr-Gregg was excellent in the way he made it so crystal clear that if we aren’t managing children’s wellness – then they aren’t learning at optimum levels.
  • Our new Social and Emotional program presents many opportunities in this regard.
  • There are clear alignments between children managing and growing their own independence and wellness.  We need to recognise the importance of this connection.

So, moving away from my broad ideas –

Practical ideas and possibilities:

  1. Can the school visit in Week 1 of Term 4 from NoT be focussed on Yr 2 and 3 teachers?
  2. Can the 2017 year start with activities designed to remind staff of our vision and what this means in a practical sense.
  3. The Yr 5 work on Design Thinking with Geography/DigiTech unit needs to be shared with staff.    Similarly the Yr 6 work using design thinking.  We need to actually hear from the teachers involved and learn from their experiences – warts and all.
  4. Is it possible that Week 1 of 2017 for every class has a focus on Social and Emotional Learning AND the Design Thinking process?  And that they don’t jump straight into more teacher delivered content?
  5. Can we speak to our student high achievers and ask them how learning could be different and what frustrates them?  Then share this
  6. Can we continue to work with our teachers to encourage reflection and growth in learning.
  7. The pitches from Round 2 PI need to have outcomes/results.

 

 

Reaching their Potential – iPadPaloozaGC

Taj Pabaris of course the Yr 12 student at John Paul College who is an entrepreneur, running his own company “Hello56”.

img_1234

img_1233

Taj spoke in his usual dynamic manner, speaking directly and honestly about his school experiences and about the things that inspired him.   He cited three key elements that he would like to see developed in the students of today:

    1. Flailing  (Failing+learning)
    2. Creativity
    3. Digital Literacy

Bella Paton- Yr 12 student at St Hilda’s spoke about her journey as a singer/songwriter.

img_1236

She discussed how she had liked singing at school but had got bored with choirs and performances and how she knew she had needed to find her niche.   She had been shown Logic as a music design and production tool and had started writing and creating her own original music which she sells through iTunes.   She finished her address with her own song which, when combined with her story, quite inspirational and humbling.

She has uploaded her songs to iTunes

Christopher Hills 

Chris is of course quite well known for his use of assistive ‘switch control’ on apple devices and how this allows him to be so much more than his disability.

The impact of this technology on his life has been amazing as he has a career that is flourishing.  Hills lives with cerebral palsy and quadriplegia, and is able to toggle through screens, surf the web, edit video content through the use of this program.

He was, quite simply, amazing and had the audience completely 100% awe-struck by what technology was enabling him to do and be.

img_1232

img_1231

Michael Carr-Gregg

Michael is a well know and widely respected authority on wellness in young people we were fortunate to listen to a keynote presentation by him at iPadPaloozaGC.

His website 

He started talking about the findings from the annual Mission Australia Survey in which the data shows a worrying trend each year.  This survey collects information on what young australians are worried about.

screen-shot-2016-09-30-at-6-58-18-am

screen-shot-2016-09-30-at-6-58-35-am

15 000 students are surveyed each year.

Their biggest problem is coping with stress

And when they are stressed, their learning is impaired.   This fact is undeniable.

He asked us to think about what we are doing about conflict resolution, anger management as schools – what are we doing to educate students about how to deal with these things.

A picture of student in Yr 12

30% are depressed

41% are stressed

18% are suicidal

  • Do students know the difference between sadness vs depression?  We need to raise their awareness of emotional coping strategies.
  • Mission Australia – Youth Survey showed that over 60% of our young people don’t know how to cope with stress.

Rates of suicide

Latest figures – 2864  suicided             60 000 thinking about it

Suicide rates – highest in 13 yrs

Suicide accounts for over one third of deaths in this age group.

Girls – 50% increase in 15-24 age suicide rates

The cost of supporting people with a mental illness  is enormous.

ANSWER:

Shift to a 21st century model of health

Give them the skills and strategies to manage their well-being

Technology matters to young people and so we need to leverage it.

  • Face-time – the most confidential way to have a conversation
  • It provides them with the flexibility and confidentiality
  • It is the way they communicate
  • Their worlds are seamless
  • Their real work is both off and online.
  • Teenagers check their phones on an average  56 times a day – once every 15 mins.
  • 9 out of 10 teenagers use their phone when they spend quality time with their parents.
  • 7 out of 10 – mates

This does not mean that there aren’t dangers and we have to acknowledge the dangers and educate them.   Let’s stop demonising technology however.  It is too much an integral part of their lives.  What we have is an unprecedented opportunity to manage kids.

Office of Children’s eSafety Commission

iParent – great resources for parents.

Case Study   How might we use technology to enhance the well-being of a student on the gold coast?

  • Case study student presents as anxious and has taken cannabis, her anxiety interferes with everything.

Single greatest predictor of well being in young females – friendship

  • Admits she is a perfectionist.
  • Physical manifestations – dry mouth, not sleeping, anxious, won’t stay asleep, can’t concentrate
  • Diagnosis – Generalised Anxiety Disorder

Treatment:

  1. Make sure she is educated about her disorder.     3 different ways to do this.

    And then start dealing with her problems:

1. Sleep (9 hrs)  They need this.  Single most important.   Psycoeducation in sleep.

  •  He will send her information about sleep and provide infographics.   
  • Show  her a TED talk by Geogie Prof Russell
  • Use an app ‘Recharge’ which teaches them about the importance of sleep.
  • Use an app Snorelab – to monitor snoring

2.  Breakfast – most teenagers don’t eat breakfast and they are incapable of learning if they have not had breakfast and haven’t slept.

  • he sends her information on the importance of having breakfast
  • he lets her know about the mood/foodl ink
  • he gets her using an app for the mediterranean diet.

3.  Anxiety

Interesting to think about what the research is saying about meditation.   Harvard Uni took volunteers through this program and they spent 27 mins a day on it.  The scans documented improvements in grey matter in the hippocampus and this is the area of the brain associated with stress.

4.  Exercise – personal trainers via an app.  Couch to 5 k

Zombies, Run – for boys

5.   Frienship (as she is worried about how her friends are).

Use The Check-In  app – YouthBeyondBlue

6.    Cannabis – Clear Your Vision

14.   App – Icope