Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, causing distress and problems getting through the day. (Perou, Blumberg, Pastor, Ghandour, et al., 2013) According to the Center for Disease Control (2016), children may experience mental health issues if they have a parent with poor mental health or live in a neighborhood that lack support. Conditions such as Attention-deficit/hyperactivity disorder (ADHD), depression, anxiety problems, behavioral or conduct problems such as oppositional defiant disorder or conduct disorder may develop. These adverse effects may stem from sociodemographic factors or environmental influences. The onset of symptoms are often recognized in early childhood. (Bitsko, Holbrook, Robinson, Kaminski, Ghandour, Smith, and Peacock, 2016)
African American children may have additional barriers as it relates to mental health. Generally there is a lack of understanding regarding mental disorders which leads to a lack of care. Parents distrust many health professionals and therefore do not share potential contributing factors or mental health history. Consultation, collaboration, and communication between educators and parents could lead to referrals to diagnosticians or health professionals for proper care.
To better understand the impact of mental disorders, educators can learn more about the signs and symptoms, promote the importance of mental health with families, and understand the impact of treatment and intervention strategies. Training in cultural competence is an added benefit when working with African American children and other minorities.
Resilience
Stress comes in many different forms. Resilience is how one copes with stress. It too can be in various forms. Signs of physical stress may include headaches and other psychosomatic symptoms. An example of resilience could be not taking on so many projects and learning how to emphatically say no when you are already overwhelmed.
Some factors and strategies on building resiliency have been identified by the American Psychological Association (2004). These factors include (a) the capacity for building caring and supportive relationships, (b) the ability to communicate skillfully and solve problems, (c) the capacity to make realistic plans and take steps to carry them out, (d) a positive self-image and confidence in their strengths and abilities, and (e) the ability to manage strong feelings and impulses. Having a supportive network, making positive connections with others, avoiding perception of crises as insurmountable, accepting change as a part of life, and implementing self-care are strategies that contribute to building resiliency.
Educators must be able to recognize signs of stress in students. Teaching coping strategies is a valuable tool in building resiliency. Dismissing behavior as tittle-tattling, unfocused, or temperamental could be a missed opportunity to recognize mental health concerns. Bullying, sleeping in class, and being disruptive are generally behaviors that constitute disciplinary action in schools. However, developing a rapport and effective communication with students and their families may divulge underlying issues.
Combating the beginning signs of mental illness with a combination of coping mechanisms, stress management techniques, and resources encourages cultural competency when collaborating with families to educate and establish relationships. Collaboration and communication minimizes assumptions and stereotyping. The goal is to promote wellness and support families with acknowledgement and respect. Professional school counselors can assist educators and families with workshops, resources, or educational information regarding stress, cultural competency, mental health, and resilience.
Cultural competency checklist
An initial guide to address cultural competency level would be to consider the following questions:
- Am I being dismissive of what is being said because my experiences were different?
- Am I using language that is considered as microaggressions or microinsults?
- In what lens am I viewing the individual’s issues? Could there be some countertransference?
- Is the individual’s best interest the focus of the treatment?
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