|THE HPP MODEL OF MENTAL HEALTH AND WELLBEING FOR YOUNG PEOPLE|
FEATURES OF THE HPP MODEL
- A multi-dimensional discursive approach -
challenging the dominant 'within child' biomedical model of Mental Illness that currently drives the majority of practice with Psychiatry and related CAMHS professionals.
- A blank Proforma allows summary notes to be taken of the discussion that can then be formulated into an Action Plan to help avoid the need for psychotropic medication to be used with the child.
INSTRUCTIONS FOR USE OF THE PROFORMA:
1)Place the detailed table of the HPP Model within easy reach.
2)Use the prompts, as appropriate, under each heading to elicit discussion with all professionals of the child’s holistic circumstances and needs.
3)Make brief notes of the key points of the discussion in the right column of the proforma.
4)Formulate a 'working hypothesi based on the collated information.
5)Then use it to help select appropriate strategies to meet the child’s specific and unique needs.
6)Monitor the success of the Action Plan and Review the hoped for improvements in the child’s Mental Health and Wellbeing.
SOME QUOTES RELATED TO THE MODEL:
|PROFESSOR THOMAS SZASZ|
"Giving a child a label of mental illness for behaviour is STIGMATISATION not diagnosis.
Giving a child a psychiatric drug is POISONING not therapy."
CLICK ON LINK ABOVE TO GET THE PROFORMA
TOTAL PERFORMANCE =
(POTENTIAL + PERSONALITY)
- INTERFERENCE + SUPPORT
SO, A HUMAN BEING'S
IS THE INTERACTION OF THEIR INNER
AND THEIR UNIQUE
MINUS THE INTERFERENCE
FROM MANY FACTORS
(WHAT WE CAN DO AS A SOCIETY)
TRY THE PROFORMA AND MAKE NOTES UNDER EACH CATEGORY TO HELP YOU FORMULATE YOUR PROFESSIONAL
ENVIRONMENTAL e.g. deprivation, poverty, exercise, locality, air quality including crop spraying and sound pollution.
It is an essentially political ecosystem where it is often normal for power to be unequally distributed with the powerful always striving to maintain their dominance.
They consequently further diminish the influence of the 'disempowered' and 'underclasses' in order to 'profit' from them or 'abuse' their power over those individuals. Subcultures within the greater society that the individual chooses to join or is coerced to belong to can also impact greatly at this level e.g gangs, secret societies or evangelising groups of any faith or political persuasion.
Mental health teams should be working towards achieving and maaximsing these shared outcomes with individualised approaches that suit a persons current wants, their self-determined needs and their current situation, starting with where they are at and not where society or professionals think they are or 'should' be.be.
Reduce the 'teaspoons','cupfulls' and 'kettlefulls' to help give people more self-control - Traxson 1993.
- Social Pedagogy - an intensive North European approach using regular psychologically based life -coaching, by highly qualified professionals, for vulnerable and 'Looked After' YP e.g. of positive outcomes of the model is that 6 out of 10 get into University that have had this approach compared to 6 out of 1,000 in the U.K.
- Trusting relationships with key adults - who act as a 'social interpretor' and 'learning coach' to support YP through the school day etc.
-"Positive Targetting" - key adults arrange regular appointments with YP to motivate them and discuss concerns, helping to problem solve situations. They have 'meaningful conversations' with the YP about the 'relative progress' they are achieving.
-Mentoring and life - coaching.
- Modelling - where YP observes closely a trusted adult completing relevant and key tasks, discusses it, does in parrallel and then attempts it themselves.(The Model - Lead - Test Approach of Direct Instruction)
Hypnosis and 'Ego Strengthening',
The Emotional FreedomTechnique (EFT),
Neuro - linguistic Programming (NLP),
To overcome adversity and build resilience, children ideally require:
unconditional love and acceptance
trusting relationships with significant adults
feelings of independence / self-direction
secure relationships in the community
a safe, stimulating and stable environment
self-confidence and faith in themselves and their world
an intrisic sense of optimism and self-worth
"Strangely, however, about a third of the animals and people who experience inescapable shocks or noise never become helpless. What is it about them that makes this so? Over 15 years of study, my colleagues and I discovered that the answer is optimism. We developed questionnaires and analyzed the content of verbatim speech and writing to assess “explanatory style” as optimistic or pessimistic. We discovered that people who don’t give up have a habit of interpreting setbacks as temporary, local, and changeable.
That suggested how we might immunize people against learned helplessness, against depression and anxiety, and against giving up after failure: by teaching them to think like optimists."