Book Cafe

Nathan Comstock and Taylor Gordon

 “He said that all the colors
were gone. Someone had
stolen them away: just taken
them one by one.”
The Color Thief
What behaviour disorder
does “The Color Thief”
highlight?
 Resource Book
● Depression affects one in four people at some point in
their lives. This gentle and touching story is the perfect
approach to explaining depression to children who may
have a parent or loved on in their life affected by mental
illness.
● We would use this book to begin the conversation about
depression in our loved ones. It is our job to teach our
students about useful coping strategies to help them
better understand their own emotions as well as the
emotions of others.
● This book highlights the struggles of depression at
home. It introduces students to the idea of professional
help.
● Almost everyone feels sad or “depressed” at time. How
do we teach students about this emotion?
Sadness

● Depression is more than just sadness.

● Sadness is a normal emotion, but when it is not
managed properly can lead to serious emotional
and physical issues.
● Being unable to successfully cope with sadness can
lead to overwhelming feelings of inadequacy and
hopelessness.
● Sadness is often a response to negative events in
an individual's life. These can stem from negative
social interactions, issues at work or school, or can
be experienced after a loss.
Clinical Depression
● Depression is characterized by symptoms
such as persistent feelings of sadness,
hopelessness, and guilt. Depression may
be caused by a loss, by genetic or
biochemical factors, or by past or ongoing
trauma. Depression is usually treated with
counselling and/or medication.
● Depression ranges in seriousness from
mild, temporary episodes of sadness to
severe, persistent depression. Clinical
depression is the more-severe form of
depression, also known as major
depression or major depressive disorder.
● Clinical depression is a serious medical
illness that negatively affects how you feel,
the way you think and how you act.
Individuals with clinical depression are unable
to function as they used to. Often they have
lost interest in activities that were once
enjoyable to them, and feel sad and hopeless
for extended periods of time. Clinical
depression is not the same as feeling sad or
depressed for a few days and then feeling
better. It can affect your body, mood,
thoughts, and behavior. It can change your
eating habits, how you feel and think, your
ability to work and study, and how you
interact with people.
Quick Facts About Clinical Depression

● Clinical depression is rare before puberty.

● Usually begins during adolescence.
● 5 – 8% of youth are affected by clinical depression.
● Clinical depression is a “whole body” illness that affects mood, thought, and
behaviour.
● Has a strong genetic component.
● Unrecognized and untreated, clinical depression is the leading cause of teen
suicide.
● Displays as lethargy, apathy, a bleak outlook, and an irritable personality
(which can be confusing and difficult to understand for students).
 Expression of Depression

● Withdrawal from activities and people.

● Poor concentration.
● Lack of energy or inability to sleep.
● Weight loss or gain.
● Anxiety, irritability or agitation.
● Thoughts of death or suicide.
● Slowed thinking, speaking or body
movements.
● Feelings of worthlessness or guilt,
fixating on past failures or self-blame.
● Trouble thinking, concentrating, making
decisions and remembering things.
Why do we need to watch for signs?
Signs to Watch for Why do we need to watch for signs?
● Hopeless outlook ● Depression is anger turned
● Lost interest inwards, meaning an
● Sleep problems individual is mad at
● Uncontrolled themselves in some shape,
emotions way, or form.
● Change in weight ● It is more common than
or diet individuals (students) would
know.
● It is uncomfortable for the
individuals suffering.
● Negative stigma will result in
individuals feeling worse.
Suicide Awareness
● It is everyone's business to be
knowledgeable on suicide
prevention:
○ Suicide prevention requires
positive collaboration.
● How we talk about suicide
makes a difference:
○ Language is key to caring,
understanding and non-
‐judgmentally.
○ Breaking stigma is
important.
Creating a Positive
Classroom Community
Through Positive
Relationships
Rationale for Intervention

Creating a Positive Classroom Community Through Positive Relationships

● It allows for an open atmosphere that ● Positive energy is created through
promotes inclusion and the well being of interactions, which will allow students to
all students. express themselves fully and to do so in a
● The learning environment is important place they feel safe to do so.
since it is the physical, psychological, and
instruction atmosphere in which students
can grow.
● Creates a sense of confidence in the
student.
● Promotes greater achievement
academically and socially.
● Creating a safe place for students to
explore and express their emotions is the
first step in providing strategies for our
students.
Applications for Classroom Community
● We suggest creating a classroom
community early in the school year. Don’t
forget to reevaluate your community and
make changes when necessary.
● Creating a classroom community is
beneficial at all ages and for all students.
● We believe the most important strategy to
create a positive classroom community is
for teachers to model the desired
behaviour. Students learn social and
emotional skills by observing others.
● This intervention is not only for “at-risk”
students. Every single student will benefit
from having their classroom being a safe
place to experience and learn from social
and academic challenges.
● We want teachers to know about this
strategy because the school environment
impacts students academic success as
well as their social emotional well-being. In
the highly social environment of a
classroom it is important to provide
students with opportunities to develop
positive relationships with their peers.
Main Strategies
● Develop a Working and Collaborative
Relationship With the Depressed Student
○ Do not be afraid to talk with
depressed students about how they
feel. Many times, they are seeking
someone who cares about them,
although it might not seem that way.
Above all, don’t give up on them!
○ Social isolation increases the risk of
depression.
● Create a Positive Classroom Community
○ Make a special contact with the student
each day — maybe a specific greeting at
the door followed by a question about
something that has been of interest to
him/her.
○ Provide a safe, predictable classroom,
with clear rules and routines.
○ Teach the entire class about identifying
and interpreting emotions; how to handle
or react to fear, anger or disappointment;
and what to do if they are worried about a
classmate or friend.
Develop a Working and Collaborative
Relationship with the Depressed Student

● Positive relationships can lead to improved self esteem

and increased classroom engagement. ● Share your own interests with
students.
● In order to help students develop a sense of self-worth,
● Talk to students about their lives
it may sometimes be necessary to seek out outside of school.
opportunities to give them praise with acknowledgments ● Make “office hours.”
of academic and even athletic accomplishments. ● Incorporate humor in lessons.
Students with low self-esteem, often those considered
at-risk, will react positively to positive reinforcement
from their teacher, providing students with a sense of
pride.
● When teachers form positive bonds with students,
classrooms become supportive spaces in which
students can engage in academically and socially in
productive ways.
Create a Positive Classroom Community

● Helps foster social and emotional growth.
● A classroom community is an
environment in which students feel
valued as individuals, and connected to
their teacher and to each other.
● Provide opportunities for collaboration.
● Offer activities that build relationships.
○ Group Work
● Create classroom rules with students.
● Model behaviors of respect, caring, self-
control, and fair decision-making.

● Students have confidence in their need

to belong, be competent, experience
independence, and can have fun within
the community.
Other Strategies

● Establish realistic expectations and interactions with and for the student.
● Encourage physical exercise and outdoor activity.
● Gradual desensitization – through small group work:
○ Understand the student should have preferable group members to work with.
○ DO NOT force the student into any position that will cause them to be uncomfortable.
○ EX. Presentations
■ Replacement strategy: small group presentation or using multimedia to present.
● REASSURE that the student is not alone.
● Try to have them engaged in extracurricular activities (have students ask them about their interests).
● DO NOT compare the child to others, use positive statements that reflect the student’s individual
success.
Other Strategies

● ALWAYS be optimistic.
● Do not take it personally as a teacher if your efforts appear to be rejected – depression typically
leads to distorted thinking and perceptions which can make it difficult for the student to understand
and respond with appreciation.
● Provide expression outlets:
○ Journals
○ Creative writing
○ Drawing
○ Role playing
○ Drama
● Make an effort to have a special interaction with that child every day (this can be very simple).
Other Strategies

● Incorporate music, art and relaxation

techniques into classroom routines to help
reduce symptoms of depression.
● Teach social skills through modelling and
rehearsal.
● Teach for and encourage positive self-talk
(e.g., "This work is hard but I have learned
difficult things before when I tried hard.").
 Strategies for Teachers
● Your awareness needs to begin with
conversations with the students parents.
● Be aware that some students may feel
uncomfortable discussing or taking their
medications at school. Discuss this with the
student and family and determine how best
to support the student.
● If the student is taking medication during
the school day, discuss with the parents
possible side effects.
● Develop a system for sharing information
with relevant staff members about the
student's condition and successful
strategies.
● Meet with the student and parents early in the school
year to discuss how the school can support this student's
needs related to depression. This could include finding
out about:
○ The student's strengths, interests and areas of
need.
○ Specific symptoms that may affect the student at
school.
○ Any other associated disorders that need to be
considered at school.
○ Successful strategies used at home or in the
community that also could be used at school.
● Collaborate with the school to identify and coordinate
any needed consultation and services.
Activity
The Name Game

1. At your table go around and share your names.

2. Nathan or Taylor will pick 4 people to share the names of everyone at their table
with the whole class.
3. Everybody up and pick a new table.
4. At your table go around and share your names again.
5. Nathan or Taylor will pick 4 people to share the names of everyone at their table
with the whole class.
6. Everybody up and pick a new table.
7. At your table go around and share your names again BUT this time we also want
you to share something neat about yourself.
8. Nathan or Taylor will pick 4 people to share the names AND something neat about
everyone at their table with the whole class.
Why The Name Game?
Why the Name Game?
● Introductions of classmates.
● Small group vs large group
interaction.
● Creates common links early on.
● Allows for positive and respectful
interaction due to its structure.
● Ultimately it is a building block of
creating a community within your
classroom.
● We suggest using the Name
Game in any grade after about
grade 3. Asking younger
students to remember this much
information can become a
challenging and frustrating task.
● We also suggest having
structure to the game, with all
steps clearly and effectively set
out, also it is important to leave
these instructions posted.
Summary
● Sadness and depression are not the same thing.
● Explain to students that sadness is an acceptable emotion, but teach them
how to understand and cope with their feelings.
● Creating meaningful relationships with students will lead to a positive and
safe classroom community. All students will benefit from having a safe
environment to learn.
● Creating a place where students feel accepted and safe is the first step in
fostering positive social relationships.
● There are lots of strategies aimed at helping our students understand their
emotions.
● Look for external help, there are many programs and professionals that can
and will assist you during these times.
Questions For You Future Teachers

● How do you teach the distinction

between sadness and depression?
● What early signs do we look for in
students?
● What are the first steps we need to
take if we suspect a student may be
depressed?
Resources for Teachers
 Danny was born under a blue cloud. He
didn't know why, but sometimes the cloud In simple, straightforward
made him cry. With the help of Barnaby the language, the book explains
rabbit, Danny learns to think more helpful
what depression is and how it is
thoughts and dance his way into a better
mood! Eventually, Danny learns that he has treated. It also prepares a child
the power to turn even the biggest, bluest for working with a helping
cloud into a beautiful rainbow! professional. And perhaps most
Includes a Note to Parents and important, it reassures a child
Caregivers with more information about that he or she is not alone.
childhood depression and strategies to support
your child's treatment.

Defines depression, identifies

depression treatments, and provides
many self-help options for those
coping with a depressed parent.
Includes a note to parents and
spaces for writing questions or
drawing to help express emotions
and concerns.
Resources
● Anxiety and Depression
Association of America
● American Psychological
Association
● American Foundation for Suicide
Prevention
● Suicide Prevention
● Depression Counselling Center
● Strategies for Teachers
● The Mood Disorders Society of
Canada
● Child and Adolescents Bipolar
Foundation
● Alberta Government
● BC ministry of education
● Alberta Education- Mental Health
● Teaching Exceptional Students
● What is Clinical Depression?