[Music] [Applause]
so I’m going to talk to you about
so I’m going to talk to you about prevalence my work started in 1986 when
prevalence my work started in 1986 when
prevalence my work started in 1986 when I came to Australia with a scholarship
I came to Australia with a scholarship
I came to Australia with a scholarship to the research for PhD and we know that
to the research for PhD and we know that
to the research for PhD and we know that in most countries one in every five
in most countries one in every five
in most countries one in every five people experience severe anxiety or
people experience severe anxiety or
people experience severe anxiety or depression throughout their lifetime the
depression throughout their lifetime the
depression throughout their lifetime the high risk times transition into
high risk times transition into
high risk times transition into adolescence hormonal changes having a
adolescence hormonal changes having a
adolescence hormonal changes having a child
child
child menopause or retirement those are high
menopause or retirement those are high
menopause or retirement those are high risk times but both throughout life most
risk times but both throughout life most
risk times but both throughout life most families have at least one person that
families have at least one person that
families have at least one person that has experienced severe anxiety
has experienced severe anxiety
has experienced severe anxiety depression so it’s not a stigma because
depression so it’s not a stigma because
depression so it’s not a stigma because it happens to 20 to 25 percent of the
it happens to 20 to 25 percent of the
it happens to 20 to 25 percent of the population so we know that so many
population so we know that so many
population so we know that so many children in so many adolescents so many
children in so many adolescents so many
children in so many adolescents so many adults experience anxiety depression
adults experience anxiety depression
adults experience anxiety depression however when we look at who seeks help
however when we look at who seeks help
however when we look at who seeks help only three in every 100 people in
only three in every 100 people in
only three in every 100 people in average so seventy many many many people
average so seventy many many many people
average so seventy many many many people go throughout life without ever talking
go throughout life without ever talking
go throughout life without ever talking about it or seeking help or developing
about it or seeking help or developing
about it or seeking help or developing skills to be able to cope so knowing
skills to be able to cope so knowing
skills to be able to cope so knowing there were about twenty years ago there
there were about twenty years ago there
there were about twenty years ago there was an investment in looking for
was an investment in looking for
was an investment in looking for prevention what can we do to prevent
prevention what can we do to prevent
prevention what can we do to prevent young side of anxiety and depression
young side of anxiety and depression
young side of anxiety and depression what can we do for people for children
what can we do for people for children
what can we do for people for children for families to prevent this and there
for families to prevent this and there
for families to prevent this and there were some allocation of funds towards
were some allocation of funds towards
were some allocation of funds towards developing research projects in schools
developing research projects in schools
developing research projects in schools because the idea was if children and
because the idea was if children and
because the idea was if children and adolescents and adults don’t come to us
adolescents and adults don’t come to us
adolescents and adults don’t come to us we can go to them we can go to schools
we can go to them we can go to schools
we can go to them we can go to schools and give children skills to help them
and give children skills to help them
and give children skills to help them become resilient and strong in the face
become resilient and strong in the face
become resilient and strong in the face of adversity and be able to cope in
of adversity and be able to cope in
of adversity and be able to cope in positive ways and not just in schools
positive ways and not just in schools
positive ways and not just in schools but also go to the workforce and go to
but also go to the workforce and go to
but also go to the workforce and go to other organizations where adults are
other organizations where adults are
other organizations where adults are dealing with difficulties and being able
dealing with difficulties and being able
dealing with difficulties and being able to develop coping skills so that there’s
to develop coping skills so that there’s
to develop coping skills so that there’s another very powerful idea developed by
another very powerful idea developed by
another very powerful idea developed by James Ackerman
who won the Nobel Prize of economy in
who won the Nobel Prize of economy in the year 2000 so this gentleman was not
the year 2000 so this gentleman was not
the year 2000 so this gentleman was not a psychiatrist not a psychologist not an
a psychiatrist not a psychologist not an
a psychiatrist not a psychologist not an education researcher he was a specialist
education researcher he was a specialist
education researcher he was a specialist in economy and they looked at the power
in economy and they looked at the power
in economy and they looked at the power he was very interested in what
he was very interested in what
he was very interested in what governments can do in terms of the
governments can do in terms of the
governments can do in terms of the investment of keeping children from a
investment of keeping children from a
investment of keeping children from a very young age social-emotional skills
very young age social-emotional skills
very young age social-emotional skills in this way my talk is very connected
in this way my talk is very connected
in this way my talk is very connected with a previous talk
with a previous talk
with a previous talk there the importance of connection of
there the importance of connection of
there the importance of connection of social relationships of emotional
social relationships of emotional
social relationships of emotional intelligence and being able to give
intelligence and being able to give
intelligence and being able to give children and their teachers and their
children and their teachers and their
children and their teachers and their family social-emotional skills and he
family social-emotional skills and he
family social-emotional skills and he showed that implementing these programs
showed that implementing these programs
showed that implementing these programs in the school curriculum was one of the
in the school curriculum was one of the
in the school curriculum was one of the best investments that the government
best investments that the government
best investments that the government could do we also know from many research
could do we also know from many research
could do we also know from many research studies that are present up there their
studies that are present up there their
studies that are present up there their social giving children social-emotional
social giving children social-emotional
social giving children social-emotional skills has got a very significant impact
skills has got a very significant impact
skills has got a very significant impact on academic outcomes on reducing
on academic outcomes on reducing
on academic outcomes on reducing bullying in schools on social
bullying in schools on social
bullying in schools on social relationships within the school
relationships within the school
relationships within the school environment and also in terms of the
environment and also in terms of the
environment and also in terms of the ability to believe in themselves and to
ability to believe in themselves and to
ability to believe in themselves and to be able to make wise choices career
be able to make wise choices career
be able to make wise choices career choices or just pure relationships with
choices or just pure relationships with
choices or just pure relationships with their family with their teachers with
their family with their teachers with
their family with their teachers with their schools the World Health
their schools the World Health
their schools the World Health Organization has repeatedly said in
Organization has repeatedly said in
Organization has repeatedly said in numerous conferences that the highest
numerous conferences that the highest
numerous conferences that the highest risk issues in Western society obesity
risk issues in Western society obesity
risk issues in Western society obesity type 2 diabetes lifestyle diabetes
type 2 diabetes lifestyle diabetes
type 2 diabetes lifestyle diabetes anxiety and depression and these are
anxiety and depression and these are
anxiety and depression and these are going to be the greatest source of
going to be the greatest source of
going to be the greatest source of expensive for government’s in the next
expensive for government’s in the next
expensive for government’s in the next 50 years so if we know this it’s our
50 years so if we know this it’s our
50 years so if we know this it’s our ethical obligation to try to address
ethical obligation to try to address
ethical obligation to try to address what we know it’s going to be growing in
what we know it’s going to be growing in
what we know it’s going to be growing in our communities and my area
our communities and my area
our communities and my area fashion is to treat and prevent anxiety
fashion is to treat and prevent anxiety
fashion is to treat and prevent anxiety and depression and also to promote
and depression and also to promote
and depression and also to promote resilience in school communities in
resilience in school communities in
resilience in school communities in children and families and adults I’m
children and families and adults I’m
children and families and adults I’m very proud to say that a few years ago
very proud to say that a few years ago
very proud to say that a few years ago corrective services in Queensland has
corrective services in Queensland has
corrective services in Queensland has implemented our adult resilience program
implemented our adult resilience program
implemented our adult resilience program in all the jails in Queensland and more
in all the jails in Queensland and more
in all the jails in Queensland and more than more importantly that the inmates
than more importantly that the inmates
than more importantly that the inmates love doing the program they love
love doing the program they love
love doing the program they love receiving those skills and they’re very
receiving those skills and they’re very
receiving those skills and they’re very enthusiastic and positive and welcome
enthusiastic and positive and welcome
enthusiastic and positive and welcome learning those skills because it’s
learning those skills because it’s
learning those skills because it’s phrased in the positive what can we do
phrased in the positive what can we do
phrased in the positive what can we do to give you power and to give you skills
to give you power and to give you skills
to give you power and to give you skills so to improve your life rather than
so to improve your life rather than
so to improve your life rather than what’s wrong and what’s missing we go in
what’s wrong and what’s missing we go in
what’s wrong and what’s missing we go in the project from a positive why giving
the project from a positive why giving
the project from a positive why giving resilience to people okay so what is
resilience to people okay so what is
resilience to people okay so what is resilience this world is very very
resilience this world is very very
resilience this world is very very popular and it’s very trendy to talk
popular and it’s very trendy to talk
popular and it’s very trendy to talk about resilience in the Oxford
about resilience in the Oxford
about resilience in the Oxford Dictionary they say it’s the ability to
Dictionary they say it’s the ability to
Dictionary they say it’s the ability to overcome adversity in a positive way but
overcome adversity in a positive way but
overcome adversity in a positive way but I’ve always thought that it’s also to
I’ve always thought that it’s also to
I’ve always thought that it’s also to the ability to become strong by
the ability to become strong by
the ability to become strong by embracing change and by being able to
embracing change and by being able to
embracing change and by being able to face new challenges and opportunities
face new challenges and opportunities
face new challenges and opportunities both things overcome adversity but also
both things overcome adversity but also
both things overcome adversity but also have the strength the inner strength to
have the strength the inner strength to
have the strength the inner strength to embrace change and to embrace
embrace change and to embrace
embrace change and to embrace opportunities that’s also being
opportunities that’s also being
opportunities that’s also being resilient now some and they all said we
resilient now some and they all said we
resilient now some and they all said we never lose we either either we win or we
never lose we either either we win or we
never lose we either either we win or we learn that’s a very powerful statement
learn that’s a very powerful statement
learn that’s a very powerful statement okay so what do we teach children in
okay so what do we teach children in
okay so what do we teach children in these social and emotional resilience
these social and emotional resilience
these social and emotional resilience problems we teach them about feelings
problems we teach them about feelings
problems we teach them about feelings they’re all feelings are okay and that
they’re all feelings are okay and that
they’re all feelings are okay and that we can communicate about our feelings
we can communicate about our feelings
we can communicate about our feelings and we also teach them about empathy
and we also teach them about empathy
and we also teach them about empathy training the ability to feel what other
training the ability to feel what other
training the ability to feel what other people are feeling in other living
people are feeling in other living
people are feeling in other living beings are feeling because we all feel
beings are feeling because we all feel
beings are feeling because we all feel the same way and what can we do if we
the same way and what can we do if we
the same way and what can we do if we put ourselves in thy price what can we
put ourselves in thy price what can we
put ourselves in thy price what can we do to help them feel better what can we
do to help them feel better what can we
do to help them feel better what can we do to help then we also teach them
do to help then we also teach them
do to help then we also teach them relaxation techniques and breathing
relaxation techniques and breathing
relaxation techniques and breathing techniques that all sports athletes
techniques that all sports athletes
techniques that all sports athletes learn and a very brief and they work
learn and a very brief and they work
learn and a very brief and they work like doing deep breathing relaxing your
like doing deep breathing relaxing your
like doing deep breathing relaxing your muscles
muscles
muscles cetera we teach them how to change their
cetera we teach them how to change their
cetera we teach them how to change their thinking because everyone has negative
thinking because everyone has negative
thinking because everyone has negative thinking sometimes and helpful thoughts
thinking sometimes and helpful thoughts
thinking sometimes and helpful thoughts and how to change those unhelpful
and how to change those unhelpful
and how to change those unhelpful thoughts into helpful thoughts into
thoughts into helpful thoughts into
thoughts into helpful thoughts into powerful thoughts we teach them how to
powerful thoughts we teach them how to
powerful thoughts we teach them how to face challenges in small steps so they
face challenges in small steps so they
face challenges in small steps so they feel strong to proceed and to get to the
feel strong to proceed and to get to the
feel strong to proceed and to get to the end result to break challenges in small
end result to break challenges in small
end result to break challenges in small steps and face them rather than avoid
steps and face them rather than avoid
steps and face them rather than avoid them we teach them how to reward
them we teach them how to reward
them we teach them how to reward themselves and when we hear about
themselves and when we hear about
themselves and when we hear about rewards we always imagine material
rewards we always imagine material
rewards we always imagine material rewards and things that you can buy but
rewards and things that you can buy but
rewards and things that you can buy but we really focus on interpersonal rewards
we really focus on interpersonal rewards
we really focus on interpersonal rewards spending time with people that are very
spending time with people that are very
spending time with people that are very valuable to you and that you have fun
valuable to you and that you have fun
valuable to you and that you have fun with and doing having shared experiences
with and doing having shared experiences
with and doing having shared experiences it doesn’t need to be extraordinary
it doesn’t need to be extraordinary
it doesn’t need to be extraordinary event like going overseas but it can’t
event like going overseas but it can’t
event like going overseas but it can’t just be sharing a meal together or
just be sharing a meal together or
just be sharing a meal together or playing a game together or planting a
playing a game together or planting a
playing a game together or planting a plan together everyone has different
plan together everyone has different
plan together everyone has different interests but sharing time together
interests but sharing time together
interests but sharing time together giving other people time doing something
giving other people time doing something
giving other people time doing something they love is a very powerful reward and
they love is a very powerful reward and
they love is a very powerful reward and we also teach them to practice
we also teach them to practice
we also teach them to practice resilience is a language it’s like
resilience is a language it’s like
resilience is a language it’s like England learning English or learning
England learning English or learning
England learning English or learning Japanese the more we practice the bear
Japanese the more we practice the bear
Japanese the more we practice the bear will become at it the same thing with
will become at it the same thing with
will become at it the same thing with practicing music so the more you
practicing music so the more you
practicing music so the more you practice resilience skills in your life
practice resilience skills in your life
practice resilience skills in your life in your school community in your home
in your school community in your home
in your school community in your home the strong you’re going to be when you
the strong you’re going to be when you
the strong you’re going to be when you need to face a new challenges or
need to face a new challenges or
need to face a new challenges or adversity and also we teach children and
adversity and also we teach children and
adversity and also we teach children and adults and teachers how to think about
adults and teachers how to think about
adults and teachers how to think about values by his role models we really talk
values by his role models we really talk
values by his role models we really talk about values identifying what’s
about values identifying what’s
about values identifying what’s important in their lives
important in their lives
important in their lives and thinking about role models emulate
and thinking about role models emulate
and thinking about role models emulate those values and also surrounding
those values and also surrounding
those values and also surrounding themselves with support networks like at
themselves with support networks like at
themselves with support networks like at the end I in the school community or in
the end I in the school community or in
the end I in the school community or in the family extended family people that
the family extended family people that
the family extended family people that can support them in what they’re trying
can support them in what they’re trying
can support them in what they’re trying to achieve ok so we show them the
to achieve ok so we show them the
to achieve ok so we show them the importance of body Clues becoming
importance of body Clues becoming
importance of body Clues becoming friends with your body the importance of
friends with your body the importance of
friends with your body the importance of mindfulness and being present and paying
mindfulness and being present and paying
mindfulness and being present and paying attention with your five senses with
attention with your five senses with
attention with your five senses with each children younger
each children younger
each children younger children the idea of helpful thoughts
children the idea of helpful thoughts
children the idea of helpful thoughts the idea of being brave looking people
the idea of being brave looking people
the idea of being brave looking people in the eye the idea of empathizing with
in the eye the idea of empathizing with
in the eye the idea of empathizing with all living beings in our environment
all living beings in our environment
all living beings in our environment because we are interconnected we all
because we are interconnected we all
because we are interconnected we all feel the same thing and you know we also
feel the same thing and you know we also
feel the same thing and you know we also teach children the on the right hand
teach children the on the right hand
teach children the on the right hand side you can see the skills with each
side you can see the skills with each
side you can see the skills with each other lessons which are more complex in
other lessons which are more complex in
other lessons which are more complex in nature our problems will go across the
nature our problems will go across the
nature our problems will go across the lifespan from preschool to adulthood and
lifespan from preschool to adulthood and
lifespan from preschool to adulthood and we can also teach children how to make
we can also teach children how to make
we can also teach children how to make choices thumbs up choices or thumbs down
choices thumbs up choices or thumbs down
choices thumbs up choices or thumbs down choices so if feeling very angry that’s
choices so if feeling very angry that’s
choices so if feeling very angry that’s okay it’s okay to feel angry you’re
okay it’s okay to feel angry you’re
okay it’s okay to feel angry you’re feeling really sad that’s okay everyone
feeling really sad that’s okay everyone
feeling really sad that’s okay everyone feels sad sometimes but can you make it
feels sad sometimes but can you make it
feels sad sometimes but can you make it thumbs up choice or thumbs down choice
thumbs up choice or thumbs down choice
thumbs up choice or thumbs down choice and children really understand and
and children really understand and
and children really understand and connect with those ideas so education is
connect with those ideas so education is
connect with those ideas so education is the most powerful weapon which you can
the most powerful weapon which you can
the most powerful weapon which you can use to change the world and we know that
use to change the world and we know that
use to change the world and we know that we can educate people to prevent anxiety
we can educate people to prevent anxiety
we can educate people to prevent anxiety and depression in to promote resilience
and depression in to promote resilience
and depression in to promote resilience these are skills that people can learn
these are skills that people can learn
these are skills that people can learn to improve their lives and to improve
to improve their lives and to improve
to improve their lives and to improve the life of the school community guy
the life of the school community guy
the life of the school community guy this this slide shows that the
this this slide shows that the
this this slide shows that the interaction between risk factors and
interaction between risk factors and
interaction between risk factors and protective factors explains everyone’s
protective factors explains everyone’s
protective factors explains everyone’s emotional development in your
emotional development in your
emotional development in your development of life so risk factors
development of life so risk factors
development of life so risk factors these these these risk factors and
these these these risk factors and
these these these risk factors and protective factors are established by
protective factors are established by
protective factors are established by research methanol it extends so they’re
research methanol it extends so they’re
research methanol it extends so they’re not my choice the established through
not my choice the established through
not my choice the established through research so at the moment 2017 we know
research so at the moment 2017 we know
research so at the moment 2017 we know the major risk factors for emotional
the major risk factors for emotional
the major risk factors for emotional development are physiological
development are physiological
development are physiological sensitivity at birth and we know that
sensitivity at birth and we know that
sensitivity at birth and we know that one in every five children independent
one in every five children independent
one in every five children independent of socioeconomic status gender race
of socioeconomic status gender race
of socioeconomic status gender race ethnicity one in every five children are
ethnicity one in every five children are
ethnicity one in every five children are born more sensitive than others through
born more sensitive than others through
born more sensitive than others through hard right sweat index people dilation
hard right sweat index people dilation
hard right sweat index people dilation etc we also know there at certain
etc we also know there at certain
etc we also know there at certain periods in life in development at
periods in life in development at
periods in life in development at children and adults are more at risk
children and adults are more at risk
children and adults are more at risk specific points in life and we know that
specific points in life and we know that
specific points in life and we know that life events that are traumatic can have
life events that are traumatic can have
life events that are traumatic can have it can be a risk factor for through
it can be a risk factor for through
it can be a risk factor for through development but the protective factors
development but the protective factors
development but the protective factors as you can see is a much longer list
as you can see is a much longer list
as you can see is a much longer list which is very positive there’s lots of
which is very positive there’s lots of
which is very positive there’s lots of things we can do to protect people from
things we can do to protect people from
things we can do to protect people from becoming very emotionally distressed so
becoming very emotionally distressed so
becoming very emotionally distressed so the first one in most important is
the first one in most important is
the first one in most important is attachment being able to develop and
attachment being able to develop and
attachment being able to develop and maintain as stable attachment positive
maintain as stable attachment positive
maintain as stable attachment positive relationships starting at birth with
relationships starting at birth with
relationships starting at birth with parents or with grandparents or with
parents or with grandparents or with
parents or with grandparents or with carers and going throughout life with
carers and going throughout life with
carers and going throughout life with your peers at school with your teachers
your peers at school with your teachers
your peers at school with your teachers stable attachments are our strongest
stable attachments are our strongest
stable attachments are our strongest protective factor followed by what we
protective factor followed by what we
protective factor followed by what we call now mindfulness being able to pay
call now mindfulness being able to pay
call now mindfulness being able to pay attention with our five senses and being
attention with our five senses and being
attention with our five senses and being fully there it’s very powerful beautiful
fully there it’s very powerful beautiful
fully there it’s very powerful beautiful moments when you eat really enjoy look
moments when you eat really enjoy look
moments when you eat really enjoy look at the colour of the food that taste the
at the colour of the food that taste the
at the colour of the food that taste the smell when you’re in night should look
smell when you’re in night should look
smell when you’re in night should look at the color of the trees being able to
at the color of the trees being able to
at the color of the trees being able to pay attention without judgment and being
pay attention without judgment and being
pay attention without judgment and being fully there in a mindful wise a very
fully there in a mindful wise a very
fully there in a mindful wise a very powerful powerful protective factor the
powerful powerful protective factor the
powerful powerful protective factor the third one we all know that people
third one we all know that people
third one we all know that people they’re thinking positive wise and can
they’re thinking positive wise and can
they’re thinking positive wise and can change the negative thinking into
change the negative thinking into
change the negative thinking into positive thinking is a it’s a very
positive thinking is a it’s a very
positive thinking is a it’s a very strong protective factor being able to
strong protective factor being able to
strong protective factor being able to stay a positive thinking throughout life
stay a positive thinking throughout life
stay a positive thinking throughout life it’s very powerful in terms of your
it’s very powerful in terms of your
it’s very powerful in terms of your emotional well-being then being able to
emotional well-being then being able to
emotional well-being then being able to have values by role models and support
have values by role models and support
have values by role models and support networks which in the school community
networks which in the school community
networks which in the school community of course can develop there and we all
of course can develop there and we all
of course can develop there and we all know that schools are very powerful
know that schools are very powerful
know that schools are very powerful protective environments for children and
protective environments for children and
protective environments for children and for the teachers they’re working them if
for the teachers they’re working them if
for the teachers they’re working them if we can hold these idea of values and
we can hold these idea of values and
we can hold these idea of values and having your role models the support
having your role models the support
having your role models the support networks in that school or in that
networks in that school or in that
networks in that school or in that school community with parents and other
school community with parents and other
school community with parents and other family’s health factors we’ve known
family’s health factors we’ve known
family’s health factors we’ve known since the Greek times that the way your
since the Greek times that the way your
since the Greek times that the way your mental health is related to your
mental health is related to your
mental health is related to your physical health we know that sleep is
physical health we know that sleep is
physical health we know that sleep is extremely important and we’re sleeping
extremely important and we’re sleeping
extremely important and we’re sleeping less and less because of technology in
less and less because of technology in
less and less because of technology in bedrooms and the vision of the electric
bedrooms and the vision of the electric
bedrooms and the vision of the electric life light prolonged the die so sleep is
life light prolonged the die so sleep is
life light prolonged the die so sleep is extremely important for health staying
extremely important for health staying
extremely important for health staying active and staying active is not
active and staying active is not
active and staying active is not necessarily being just
necessarily being just
necessarily being just and loving to run and everything that’s
and loving to run and everything that’s
and loving to run and everything that’s fantastic but some people are not sporty
fantastic but some people are not sporty
fantastic but some people are not sporty but it’s very important to stay active
but it’s very important to stay active
but it’s very important to stay active and to stay active for at least an hour
and to stay active for at least an hour
and to stay active for at least an hour a tie so walk to school bicycle ride
a tie so walk to school bicycle ride
a tie so walk to school bicycle ride garden dance but staying at physically
garden dance but staying at physically
garden dance but staying at physically active is extremely important and of
active is extremely important and of
active is extremely important and of course what we eat is extremely
course what we eat is extremely
course what we eat is extremely important and what we know at the moment
important and what we know at the moment
important and what we know at the moment is that reducing sugar and specially
is that reducing sugar and specially
is that reducing sugar and specially processed sugars which are in almost
processed sugars which are in almost
processed sugars which are in almost every single thing you buy these days is
every single thing you buy these days is
every single thing you buy these days is extremely important for your health and
extremely important for your health and
extremely important for your health and also choosing a plant-based diet is very
also choosing a plant-based diet is very
also choosing a plant-based diet is very important for your health and there’s a
important for your health and there’s a
important for your health and there’s a lot of research if you can you want you
lot of research if you can you want you
lot of research if you can you want you can go to our website and we can find
can go to our website and we can find
can go to our website and we can find scientific articles about health and
scientific articles about health and
scientific articles about health and eating so I notice I avoid the word diet
eating so I notice I avoid the word diet
eating so I notice I avoid the word diet because diet is associated with food
because diet is associated with food
because diet is associated with food restriction and it’s not about food
restriction and it’s not about food
restriction and it’s not about food restriction is about food choice
restriction is about food choice
restriction is about food choice prevention programs have been proved for
prevention programs have been proved for
prevention programs have been proved for more than 30 years now there they can
more than 30 years now there they can
more than 30 years now there they can promote mental health and emotional
promote mental health and emotional
promote mental health and emotional well-being
well-being
well-being there’s beyond that the countries that
there’s beyond that the countries that
there’s beyond that the countries that really have implemented is statewide in
really have implemented is statewide in
really have implemented is statewide in all the schools and countrywide in all
all the schools and countrywide in all
all the schools and countrywide in all the schools are Island Canada and New
the schools are Island Canada and New
the schools are Island Canada and New Zealand where all children do social
Zealand where all children do social
Zealand where all children do social emotional problems as part of the
emotional problems as part of the
emotional problems as part of the curriculum the school curriculum and we
curriculum the school curriculum and we
curriculum the school curriculum and we can see gradually what the results are
can see gradually what the results are
can see gradually what the results are in terms of how deaths have a positive
in terms of how deaths have a positive
in terms of how deaths have a positive impact on the academic outcomes and the
impact on the academic outcomes and the
impact on the academic outcomes and the school relationships the reduction of
school relationships the reduction of
school relationships the reduction of bullying in schools etc of course giving
bullying in schools etc of course giving
bullying in schools etc of course giving back to the community is very powerful
back to the community is very powerful
back to the community is very powerful because that’s the time children and
because that’s the time children and
because that’s the time children and adults learn that it’s not just about
adults learn that it’s not just about
adults learn that it’s not just about work and my family gave me but can my
work and my family gave me but can my
work and my family gave me but can my school give me but can my country give
school give me but can my country give
school give me but can my country give me but the reverse what can I give to my
me but the reverse what can I give to my
me but the reverse what can I give to my family what can I give to my community I
family what can I give to my community I
family what can I give to my community I can get can I give to my country and in
can get can I give to my country and in
can get can I give to my country and in every community there’s many
every community there’s many
every community there’s many opportunities for giving back and
opportunities for giving back and
opportunities for giving back and participating giving your time doing
participating giving your time doing
participating giving your time doing charity work
charity work
charity work I don’t know elderly people people in
I don’t know elderly people people in
I don’t know elderly people people in hospital animal welfare in the
hospital animal welfare in the
hospital animal welfare in the environment going clean places plant
environment going clean places plant
environment going clean places plant trees etc the Nordic countries are
trees etc the Nordic countries are
trees etc the Nordic countries are God giving back to the community as part
God giving back to the community as part
God giving back to the community as part of the school curriculum from grade 1 to
of the school curriculum from grade 1 to
of the school curriculum from grade 1 to grade 12 so every Friday they have to
grade 12 so every Friday they have to
grade 12 so every Friday they have to participate for a couple of hours in
participate for a couple of hours in
participate for a couple of hours in community-based projects now what they
community-based projects now what they
community-based projects now what they found is that the level of self-esteem
found is that the level of self-esteem
found is that the level of self-esteem and the level of self-confidence and
and the level of self-confidence and
and the level of self-confidence and also the ability to make choices about
also the ability to make choices about
also the ability to make choices about their own careers when they grow up as
their own careers when they grow up as
their own careers when they grow up as really as shall the dramatic change
really as shall the dramatic change
really as shall the dramatic change since the children’s are participating
since the children’s are participating
since the children’s are participating not just once a year but on a weekly
not just once a year but on a weekly
not just once a year but on a weekly basis in community-based activities so I
basis in community-based activities so I
basis in community-based activities so I just would like to point out to you that
just would like to point out to you that
just would like to point out to you that we are at the point of paradigm changes
we are at the point of paradigm changes
we are at the point of paradigm changes in my area which is this stigma tiding
in my area which is this stigma tiding
in my area which is this stigma tiding mental health and mental illness and
mental health and mental illness and
mental health and mental illness and changing the statistics in Australia
changing the statistics in Australia
changing the statistics in Australia which are very high for depression and
which are very high for depression and
which are very high for depression and suicide in especially in a young
suicide in especially in a young
suicide in especially in a young population we’ve had many paradigms
population we’ve had many paradigms
population we’ve had many paradigms changes in the history of humanity and
changes in the history of humanity and
changes in the history of humanity and I’ll just mention a few so they are dia
I’ll just mention a few so they are dia
I’ll just mention a few so they are dia they are the earth the whole solar
they are the earth the whole solar
they are the earth the whole solar system is around the earth and then
system is around the earth and then
system is around the earth and then people challenging they’re like the
people challenging they’re like the
people challenging they’re like the Vinci and Bruno and Psyche know that
Vinci and Bruno and Psyche know that
Vinci and Bruno and Psyche know that there’s many solar systems and the earth
there’s many solar systems and the earth
there’s many solar systems and the earth is just one little planet that goes
is just one little planet that goes
is just one little planet that goes around the Sun and so there are many
around the Sun and so there are many
around the Sun and so there are many people lost their lives but there was a
people lost their lives but there was a
people lost their lives but there was a massive paradigm shift another paradigm
massive paradigm shift another paradigm
massive paradigm shift another paradigm shift the idea that if you’re born with
shift the idea that if you’re born with
shift the idea that if you’re born with a different color skin you have the
a different color skin you have the
a different color skin you have the right to abuse and use other people with
right to abuse and use other people with
right to abuse and use other people with a different color skin and they’re the
a different color skin and they’re the
a different color skin and they’re the racism issue and there was a massive
racism issue and there was a massive
racism issue and there was a massive paradigm shift United States went to war
paradigm shift United States went to war
paradigm shift United States went to war for many years over their paradigm shift
for many years over their paradigm shift
for many years over their paradigm shift but now it will be absurd to think that
but now it will be absurd to think that
but now it will be absurd to think that someone else is worth less because they
someone else is worth less because they
someone else is worth less because they born with a different color scheme there
born with a different color scheme there
born with a different color scheme there was a massive paradigm shift a very
was a massive paradigm shift a very
was a massive paradigm shift a very recent paradigm shift which sounds like
recent paradigm shift which sounds like
recent paradigm shift which sounds like a job where you can go and look at the
a job where you can go and look at the
a job where you can go and look at the history which is there women can’t think
history which is there women can’t think
history which is there women can’t think straight therefore they can’t vote and
straight therefore they can’t vote and
straight therefore they can’t vote and in 1976 for the first time in in
in 1976 for the first time in in
in 1976 for the first time in in Switzerland their women could vote but
Switzerland their women could vote but
Switzerland their women could vote but in New Zealand it happened maturely but
in New Zealand it happened maturely but
in New Zealand it happened maturely but now of course all women and men can vote
now of course all women and men can vote
now of course all women and men can vote there was sexism of course there was a
there was sexism of course there was a
there was sexism of course there was a massive paradigm shift there all of us
massive paradigm shift there all of us
massive paradigm shift there all of us can vote
can vote
can vote whether we born male or female but that
whether we born male or female but that
whether we born male or female but that sounds absurd to you cuz you can’t
sounds absurd to you cuz you can’t
sounds absurd to you cuz you can’t imagine someone sitting next to you not
imagine someone sitting next to you not
imagine someone sitting next to you not being able to vote because they’re
being able to vote because they’re
being able to vote because they’re female but they are occurred very
female but they are occurred very
female but they are occurred very recently and they have to have a
recently and they have to have a
recently and they have to have a paradigm shift in my area of interest
paradigm shift in my area of interest
paradigm shift in my area of interest which is mental health physical health
which is mental health physical health
which is mental health physical health we talk about the same thing everyone
we talk about the same thing everyone
we talk about the same thing everyone experiences emotional distress and we
experiences emotional distress and we
experiences emotional distress and we should be able to talk about it support
should be able to talk about it support
should be able to talk about it support people recognize that many people
people recognize that many people
people recognize that many people experience anxiety and depression and
experience anxiety and depression and
experience anxiety and depression and being able to support them and not feel
being able to support them and not feel
being able to support them and not feel stigmatized as a family where as an
stigmatized as a family where as an
stigmatized as a family where as an individual as a child if they experience
individual as a child if they experience
individual as a child if they experience those feelings because guess what we can
those feelings because guess what we can
those feelings because guess what we can help they can learn skills that are
help they can learn skills that are
help they can learn skills that are going to make them feel resilient in
going to make them feel resilient in
going to make them feel resilient in cope better another paradigm shift which
cope better another paradigm shift which
cope better another paradigm shift which is a great passion of mine so I have to
is a great passion of mine so I have to
is a great passion of mine so I have to mention it even if it’s like the
mention it even if it’s like the
mention it even if it’s like the previous speaker said speak boldly we
previous speaker said speak boldly we
previous speaker said speak boldly we have to have a massive paradigm shift
have to have a massive paradigm shift
have to have a massive paradigm shift about our environment and the way we
about our environment and the way we
about our environment and the way we treat other species species though we
treat other species species though we
treat other species species though we cannot continue doing what we do to
cannot continue doing what we do to
cannot continue doing what we do to other species because it’s unjust it’s
other species because it’s unjust it’s
other species because it’s unjust it’s not justified and it’s ruining our
not justified and it’s ruining our
not justified and it’s ruining our environment as well it’s all
environment as well it’s all
environment as well it’s all interconnected so Confucius 500 years
interconnected so Confucius 500 years
interconnected so Confucius 500 years before Christ said our greatest glory is
before Christ said our greatest glory is
before Christ said our greatest glory is not in never falling but in rising every
not in never falling but in rising every
not in never falling but in rising every time we fall very powerful statement and
time we fall very powerful statement and
time we fall very powerful statement and emulates what I’m trying to come to talk
emulates what I’m trying to come to talk
emulates what I’m trying to come to talk about which is giving people resilience
about which is giving people resilience
about which is giving people resilience focus on positive skills we can give
focus on positive skills we can give
focus on positive skills we can give children and adults all throughout the
children and adults all throughout the
children and adults all throughout the lifespan so that they can cope better
lifespan so that they can cope better
lifespan so that they can cope better and I just wanted to say thank you and I
and I just wanted to say thank you and I
and I just wanted to say thank you and I hope I would inspire you to promote
hope I would inspire you to promote
hope I would inspire you to promote communication in your schools and now
communication in your schools and now
communication in your schools and now that there are many skills people can
that there are many skills people can
that there are many skills people can learn not rocket science it’s very
learn not rocket science it’s very
learn not rocket science it’s very simple skills that can be taught and can
simple skills that can be taught and can
simple skills that can be taught and can be implemented in schools in work
be implemented in schools in work
be implemented in schools in work environments corporate environments
environments corporate environments
environments corporate environments government environments for people to be
government environments for people to be
government environments for people to be able to become stronger and resilient
able to become stronger and resilient
able to become stronger and resilient and co-parent with adversity but also be
and co-parent with adversity but also be
and co-parent with adversity but also be able to embrace opportunities there come
able to embrace opportunities there come
able to embrace opportunities there come their way thank you
their way thank you
their way thank you [Applause]
[Applause]
[Applause] [Music]
[Music]
[Music] [Applause]
”
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