whilst driving, washing/drying dishes, or walking the dog. This offers an opportunity in a different setting to talk about anything that they need to (94). Let the young person know what signs you have noticed We know that it can often be difficult to distinguish signs of poor mental health from normal adolescent moods and behaviours. Some ‘normal’ behaviours during periods of adolescent brain development – such as secrecy or withdrawal from family socialisation – can also be signs of a low level of wellbeing. Aim to assess an adolescent’s functioning rather than any changes you may see in them as behaviour changes can also indicate ‘normal’ development. As well as specific signs of mental health conditions, you should look out for avoidance of or struggles in education or social settings. They also may no longer enjoy the things they used to. Let the young person know what has caused you to be concerned for them. Letting a young person know you have acknowledged they may need support can help to make them feel safe and valued. Use ‘I’ statements such as “I can see you are upset” or “I have noticed you seem quieter than usual”. These can help to reduce any feelings of shame that accusatory language – such as “you have done this” – could exacerbate (95). Visit the Types of poor mental health to learn about the signs of different conditions. Respect the young person’s privacy and right to not talk Let the young person know that you are available to talk when they are ready. Avoid putting pressure on the young person to talk right away. Remember that you should not break confidentiality unless you are concerned that the young person is at risk of harming themselves or others, or if you believe that they are at risk of abuse. It is vital that everyone supporting young people in an educational or community setting are clear about their
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